Communication Skills Training Research Articles

Educating Hematology-Oncology Fellows About How to Communicate with Patients About Clinical Trials: A Needs Assessment.

Only 5-8% of adults with cancer participate in cancer clinical trials (CCTs), with even lower rates among underrepresented groups. Improving oncologists' communication skills may enhance the frequency and quality of their discussions with patients about CCTs, consequently increasing participation. However, little is known about interest in or presence of CCT-related communication training during Hematology-Oncology (Hem-Onc) fellowships. This study aimed to describe, from the perspective of Hem-Onc fellowship program directors (PDs): (1) the current landscape of CCT education for Hem-Onc fellows; (2) the acceptability and feasibility of implementing a CCT communication skills workshop for Hem-Onc fellows. We used an explanatory sequential mixed-methods approach. PDs were surveyed and interviewed about their graduate medical education (GME) programs' current CCT curriculum, training challenges, fellows' CCT knowledge and CCT communication skills, and preferences for a CCT communication workshop. PDs were surveyed (n = 40) and interviewed (n = 12). PDs reported that their institutions prioritize CCT accrual (M = 4.58, SD = .78; 1-5 scale, 5 = "Strongly Agree") and clinical research training (M = 4.20, SD = .85). CCT skills that programs least often addressed were how to (1) discuss CCTs with newly diagnosed patients, (2) talk to patients about CCTs when none are available, and (3) help patients find CCTs at other institutions. PDs were interested in a CCT communication workshop for fellows ("yes" = 67.5%, "maybe" = 32.5%) and said training would be feasible (M = 4.28, SD = .78) and useful (M = 4.47, SD = .78). Qualitative results described programs' current approaches to CCT education and insights about developing and implementing CCT communication training. There is a clear need to improve CCT communication skills training in Hem-Onc fellowship programs and to implement and scale such training to increase CCT participation, especially among diverse patient populations. Furthermore, Hem-Onc GME PDs view such training as feasible and useful.

Self-appraisal of communication skills in phase I medical students – A comprehensive analysis

Background: Effective communication is the cornerstone of quality medical care. Competency-based medical education emphasizes the importance of communication skills training in medical education. Training sessions yield optimal results when participants are cognizant of their specific communication gaps. This study explores the self-appraisal of communication skills among phase one medical students at Jubilee Mission Medical College and Research Institute. Aims and Objectives: The primary objectives of this study are to assess the self-appraisal of communication skills among phase I medical students and to identify specific areas of strength and weakness in various aspects of communication. Materials and Methods: The cross-sectional study at the institution included all 1st-year medical students. Students self-assessed their communication skills using the quest verbal questionnaire, which examined their aptitude in various aspects of communication such as listening, acceptance, empathy, and conveying clear messages. Statistical analysis was performed to assess and categorize skill levels. Results: Analysis indicated that a significant majority of students (74.74%) identified themselves as having good communication skills, with varying strengths in different aspects of communication. Notably, acceptance was a prominent skill among participants, while sending clear messages appeared to be an area needing improvement. Conclusions: The present study identified the gaps in their listening skills and sending clear messages and based on these results, medical education programs might contemplate the incorporation of hands-on communication skill exercises and early-stage simulations within the curriculum. Attitudes, ethics, and communications sessions on communication skills when planned for students of different phases would be beneficial, for both the facilitators and students, if self-appraisal of students’ skills is done.

Effectiveness of a Communication Skills Training Protocol on Improving Marital Burnout

Objective: The aim of this research was to investigate marital burnout and to determine the effectiveness of a communication skills training protocol. Methods: The experimental method employed was a single-subject design with multiple baselines, involving couples seeking counseling at the Raz City Clinic in Shiraz and the Clinic of the General Directorate of Exceptional Education in Fars Province, during the autumn of 2021. Among these couples, three pairs exhibiting the highest levels of marital burnout were selected using a purposive sampling method. The therapeutic program of the communication skills training protocol was conducted by the researcher over 10 sessions, followed by a follow-up in two stages, one month apart. The participants responded to the Marital Burnout Scale at the baseline, post-treatment, and follow-up stages. Data were analyzed using visual analysis methods, the recovery percentage formula, and the reliable change index. Findings: Findings indicated that the communication skills training protocol enhanced marital quality and reduced marital burnout, with these effects being maintained during the follow-up phase. Conclusion: The treatment protocol proved to be effective, and couple therapists can utilize these communication skills in their work with couples to reduce marital burnout and enhance marital quality, particularly during the early years of marriage, where it can have a significant impact.

Pilot Study: Moving Towards a Scalable Intervention for Postgraduate Communication Skills Training.

Communication skills are foundational to the practice of medicine and training to build them is recommended. Serious illness communication skills (SICSs) teaching is inconsistently and sparsely taught in postgraduate training and residents report feeling inadequately trained to have difficult conversations. The authors developed an e-module demonstrating high-yield communication skills from a known evidence-based training program to standardize core SICS teaching and questioned how using it before skills practice impacted comfort and preparedness for residents to complete advance care planning (ACP). Family medicine residents at an academic hospital in Toronto, Canada, completed a novel e-module that replaced a typical didactic-lecture introducing core SICS relevant to ACP conversations. Residents then discussed the skills, followed by practicing them deliberately in a structured role-play simulation with feedback by trained facilitators. Residents completed pre- and post-intervention attitudinal surveys. Residents preferred a combination of learning modalities and welcomed online and virtual teaching methods for learning SICS. Residents reported higher levels of preparedness for engaging in ACP, delivering serious news, and discussing goals of care post-intervention. Residents showed more interest in discussing ACP post-intervention but questioned feasibility for doing so in busy ambulatory clinics. Scalable time-efficient teaching strategies are needed to fill a known education gap. This study demonstrated benefits of incorporating brief e-module learning into residents' preparation for SICS training using deliberate practice simulation training. The online, interactive virtual training improved resident readiness and comfort for ACP, an area often overlooked in medical education. Moreover, it provides an evidence-informed standardized tool for clinician teachers to seamlessly incorporate into their teaching practices.

Deskripsi Masalah Anak Tuna Rungu di SD Swasta At-Taufiq

Interpersonal communication occurs between at least two people, including between speech-impaired children and the people around them. The problem that arises is that speech-deaf children have weaknesses in hearing and speaking, resulting in hampered interpersonal communication because not everyone understands the symbols used by speech-deaf children in communicating. The theory used in this study belongs to the theory group of interpersonal messages, namely the theory of symbolic interactionism from George Herbert Mead. Symbolic interaction is a means for deaf children to understand everything that happens around them. This theory was chosen because the research object taken was the interaction between the therapist and the speech-deaf child during interpersonal communication through the use of verbal and nonverbal symbols. This study uses a qualitative research method, namely case studies. This study aims to find out how interpersonal communication verbally and nonverbally occurs between a therapist and a child with hearing impairment in communication skills training. Research was conducted through in-depth interviews (in-depth interviews), observation, and documentation. The research sample was taken through purposive sampling by specifying special characteristics according to the research objectives. The samples taken were five out of seven speech-deaf children and five out of six therapists at the Surakarta State Extraordinary School Clinic (SLBN) with consideration of the age of the speech-deaf children and the therapists who provided therapy to them.The results of this study indicate that speech-deaf children are taught to use lip reading more than sign language. The therapist provides practice by inviting the child to feel the sound vibrations when the therapist speaks and asking the child to imitate the therapist’s words. The limitation of this research is the inability of the researcher to directly interact with the deaf children because the researcher does not yet have sufficient ability to communicate using sign language. During the research, it was found that deaf children combined lip reading with sign language in communicating with others. If balanced with consistent use of hearing aids, the ability to hear children with hearing impairments will get better.
 Keywords; Interpersonal Communication, Speech-deaf children, communication skills training. 

Palliative care outpatients and improved documentation—what matters most? Quality improvement project

ObjectivePatients needs should be regularly assessed. We aimed to improve assessment and documentation of needs from baseline 25% in June 2022 to 75% in December 2022.MethodsThe A3, a structured problem-solving...

Development and Validation of Brief Family Intervention for Young Adults with Substance Use Disorder: A Qualitative Study.

Substance abuse is more prevalent in young adults, putting them at risk for chronic use and early onset of dependence on substances. A well-documented relationship exists between substance use and poor family functioning. Traditional family intervention approaches are time-consuming. To develop a brief family intervention for parents of young adults with substance use disorder. A qualitative research design was used. Extensive literature searches and key informant interviews (face to face) with young adults (n = 5), their parents (n = 5), and mental health professionals (n = 5) were conducted. The interviews were audio recorded. A thematic analysis was conducted using Braun and Clarke's six-step approach, and intervention strategies were identified by examining the themes. In addition, experts were consulted to ensure the content validity of the BFI. The BFI program combines psychoeducation and behavioral techniques for parents. BFI involves seven sessions with parents, 45-60 min each, over one week. The BFI sessions consisted of (1) Engagement and Assessment, (2) Healthy Family Functioning, (3) Psychoeducation, (4) Relapse Prevention, (5) Communication Skill Training, (6) Problem-Solving Skill Training, and (7) Parental Monitoring and Supervision. Considering all stakeholders' perspectives, the BFI manual for young adults with substance use disorder has been developed. However, additional research is required to evaluate its feasibility and effectiveness.

Explaining Midwifery Students’ Experience of Their First Attendance in Clinical Skill Centers: A Content Analysis Study

Background: Learning clinical skills on “real patients” not only endangers patient safety but also raises many ethical concerns. Methods: This is a qualitative study designed and implemented using the content analysis method. The studied population included all midwifery students of Ahvaz Jundishapur University of Medical Sciences who had recently passed the course: “Introduction to the Principles and Techniques of Patient Care at Clinical Skill Centers (CSC)”. Data were analyzed by conventional content analysis method. Results: Overall, 156 codes were extracted from the research data, which were organized into 9 categories and 28 subcategories after removing or merging similar codes. The midwifery students’ experience of attending CSC was reflected in the form of three main themes (i.e., self-regulation, mentoring, and support management) and nine sub-themes (reinforcing intrinsic motivation in students, building self-confidence in students, mentor as a model, proper formulation and implementation of rules in CSC, training communication skills, the need to apply modern training methods, revising the structure, practice, and schedule of student groups). Conclusions: According to the findings of the present study, it could be concluded that primary education in CSC plays a very important role in reducing the stress of working with patients, professionalism, increasing self-confidence, and teaching clinical skills to students. Of course, achievement of this goal heavily relies on the crucial role of teachers of this course, who act as mentors responsible for planning, organizing, and modeling in addition to teaching.

Shared decision making in chronic kidney disease: a qualitative study of the impact of communication practices on treatment decisions for older patients

BackgroundEffective interpersonal communication is critical for shared decision-making (SDM). Previous SDM communication training in nephrology has lacked context-specific evidence from ethnographic analysis of SDM interactions with older patients considering treatment options of end stage kidney disease (ESKD). This study explores communication strategies in SDM discussions in nephrology, specifically focusing on older patients considering dialysis as kidney replacement therapy (KRT).MethodsWe conducted a qualitative study analysing naturally-occurring audio-recorded clinical interactions (n = 12) between Australian kidney doctors, patients aged 60+, and carers. Linguistic ethnography and qualitative socially-oriented functional approaches were used for analysis.ResultsTwo types of communication strategies emerged: (1) Managing and advancing treatment decisions: involving active checking of knowledge, clear explanations of options, and local issue resolution. (2) Pulling back: Deferring or delaying decisions through mixed messaging. Specifically for non-English speaking patients, pulling back was further characterised by communication challenges deferring decision-making including ineffective issue management, and reliance on family as interpreters. Age was not an explicit topic of discussion among participants when it came to making decisions about KRT but was highly relevant to treatment decision-making. Doctors appeared reluctant to broach non-dialysis conservative management, even when it appears clinically appropriate. Conservative care, an alternative to KRT suitable for older patients with co-morbidities, was only explicitly discussed when prompted by patients or carers.ConclusionsThe findings highlight the impact of different communication strategies on SDM discussions in nephrology. This study calls for linguistic-informed contextualised communication training and provides foundational evidence for nephrology-specific communication skills training in SDM for KRT among older patients. There is urgent need for doctors to become confident and competent in discussing non-dialysis conservative management. Further international research should explore naturally-occurring SDM interactions in nephrology with other vulnerable groups to enhance evidence and training integration.

Implementing quality-of-care during labour, childbirth, and early postnatal care, northeast Namibia: a quasi-experimental study

Background Attention to quality-of-care is increasing in low- and-middle-income countries. Nevertheless, few studies exist on the impact of these approaches to caregiving. This paper presents results on the quality-of-care mothers and neonates receive during labour, childbirth, and early postnatal care, pre-and-post-implementation of the World Health Organization/United Nations Children’s Fund/United Population Fund (WHO/UNICEF/UNFPA) quality improvement interventions. Methods A quasi-experimental study design was used to assess the quality-of-care measures/interventions around childbirth and the immediate postnatal care period; we purposively sampled a high-volume hospital, northeast Namibia. Using the Every Mother Every Newborn (EMEN) childbirth quantitative survey questionnaire, we interviewed (pre=100; post=102) women who delivered prior to their discharge home and observed (pre=53; post=60) different women at admission, of which 19 of 53 and 50 of 60, respectively, progressed to deliver on the same day of data collection. Twenty (pre) and 24 (post) staff, and one facility manager (pre-and-post) were also interviewed. Descriptive statistics were used to present results. Results Postintervention, we found improvements in most assessed quality-of-care measures/interventions, e.g., thorough drying (94.7-100%), babies placed skin-to-skin with their mothers (89.5-98%) and assessed for resuscitation (69.8-98%) needs. Monitoring labour using partograph remained low (11.3-19.3%). During admission, women’s history taking (75.5-95%), blood pressure (98.1%-100%), urine testing (77.4-93.3%), foetal heart rate (94.3-100%), abdominal (86.8-100%) and vaginal examinations (96.2-100%) all improved. Yet, quality-of-care gaps were identified for labour monitoring, and routine postnatal care. Less 50% of women received counselling on family planning (5.3-42%), postnatal care (5.3-40%), maternal (0-38%) and newborn (0-40%) danger signs. Women’s satisfaction with information on breastfeeding and post-partum care and hygiene was 48-56.9% and 41-43.0% respectively. Conclusions This is the first study in Namibia to assess pre-and-post implementation of quality-of-care practices around childbirth, and postnatal period. Inconsistency and noteworthy quality-of-care gaps exist in the early postnatal care period. Postnatal care management and interpersonal communication skills trainings are likely to improve and sustain high evidence-based care beyond labour and delivery. The poor quality-of-care practices for labour and postnatal care requires further investigation.

Barriers and drivers of positive COVID-19 vaccination behaviours among healthcare workers in Europe and Central Asia: a qualitative cross-country synthesis

Vaccination uptake is essential to controlling the ongoing COVID-19 pandemic. Healthcare workers (HCWs) play a critical role in receiving, recommending and delivering COVID-19 vaccination. Understanding the specific influences on each behaviour enables the development of targeted and tailored interventions to improve vaccination uptake. This paper presents a qualitative synthesis of HCWs’ individual and context barriers and drivers to these three vaccination behaviours across 10 countries in Europe and Central Asia. Qualitative data from interviews and focus group discussions with 378 HCWs between December 2020 and March 2022 were synthesised and organised by four COM (capability, physical and social opportunity, motivation) factors. Differences by stage of COVID-19 vaccine roll-out (in preparation, early and late delivery) were explored. Receiving vaccination related to all four factors. Recommending vaccination mostly related to capability and motivation. HCWs were generally well-informed by official sources and viewed vaccination as the way to end the pandemic, acknowledging their important role in this. Colleagues, family and friends were positive influences on personal vaccination decisions. However, knowledge gaps were evident, particularly amongst nurses who relied on (social) media. Concerns about safety and effectiveness, often connected to knowledge gaps, were heightened by the accelerated timeline for COVID-19 vaccine development and approval. This impeded some HCWs’ motivation to receive and recommend vaccination even in the later roll-out countries. Delivering vaccination was facilitated by support from public health organisations, teamwork and service re-organisation, more evident amongst later roll-out countries. Ongoing high workloads, stress and burnout hindered delivery. Complex and inter-related factors affecting HCWs’ vaccination behaviours were identified. These insights should inform the design of multifaceted interventions (e.g., communication skills training, management support for HCWs’ mental health, and engaging them in decision-making for service redesign); not only for COVID-19 vaccination as it is integrated into routine services but for routine immunization as a whole.

Communication Skill Training for Female Online Ojek Drivers

Communication Skill Training for Female Online Ojek Drivers

Integrating medical and practical skills in communication skills training: Do students feel it supports them with transfer from classroom to practice?

To describe innovations in a clinical communication skills training (CCST) program, aimed at facilitating transfer of communication skills from classroom to clinical practice and report student's evaluations regarding this program. To facilitate transfer, we integrated CCS with medical and practical skills, and we developed simulation sessions closely resembling clinical practice in case-history's, length of consultation, and patient-population. Feedback was given on communication skills and medical knowledge and skills. Student's opinions about whether these elements were helpful, were evaluated using a questionnaire. Responses of 144 students were analyzed. The majority of the respondents agreed that this CCST program helped them with transfer of CCS from classroom to clinical practice, as did the feedback on medical content and communication skills in the same session. Students indicate that simulations resembling clinical practice and feedback on both CST and medical content facilitate the transfer of their skills to clinical practice. This CCST program is innovative because it integrates medical and practical skills, with elements aiming to create an educational environment resembling clinical practice as closely as possible in order to facilitate transfer to clinical practice.

Clinical effectiveness of the NIDUS randomised control trial of a tailored, goal‐focused intervention for increasing goal attainment in people living with dementia and their family carers

AbstractBackgroundMost people living with dementia want to remain living in their own homes and are supported to do so by family carers. We have co‐produced, with family carers of people with dementia and health and social care professionals, a psychosocial intervention (NIDUS‐family). NIDUS‐family is the first fully manualised intervention that is tailored to personal goals of people living with dementia and their families and is delivered by facilitators without clinical training. The intervention utilizes components of behavioural management, carer support, psychoeducation, communication and coping skills training, enablement, and environmental adaptations, with modules selected to address dyads’ selected goals.MethodA randomised, two‐arm, single‐blind, multi‐site clinical trial involving 302 people living with dementia‐family carer dyads. Dyads were randomised 2:1 to receive the NIDUS‐family intervention with usual care (n = 204) or usual care alone (n = 98). The intervention group received over 1 year, 6‐8 video call or telephone sessions (or face to face if COVID‐19 restrictions allowed) in the initial 6 months, followed by telephone follow‐ups every 1‐2 months to support implementation, with a trained facilitator. We will evaluate the effect of NIDUS‐family and usual care on attainment on goals set by family carers towards the care recipient living as well as possible at home, as measured by Goal Attainment Scaling (GAS), compared to usual care alone at 12‐month follow‐up. Secondary outcomes measures include functioning, neuropsychiatric symptoms of care recipients, time remaining living at home and care costs, and family carer mood, quality of life and reported abusive behaviours.ResultThe trial recruited to target, with good adherence to the intervention (85% fully adherent) and trial retention to date (87% at 6‐month follow‐up). The trial’s 12 month follow up data will be completed in early May 2023 and results will be analysed and ready to share by July 2023.ConclusionOur intervention, which we adapted to include remote delivery prior to commencement due to the COVID‐19 pandemic, aims to address barriers to living as well and as independently as possible. If effective, NIDUS‐family is potentially scalable to benefit many people living with dementia and their family carers.

The case for health professional student communication skills training for persons with aphasia.

Communication challenges in persons with aphasia may negatively affect their health care. Building effective communication skills is critical for health professional student education, yet communication skills for interacting with persons with aphasia are often not taught or practiced within health care education. A review of the literature found that research is limited but does demonstrate evidence-based training can improve skills for health professional students. Through utilization of workshops, seminars, and standardized patients, medical students and other health professional students can build confidence and skills in successful communication for future encounters with persons with aphasia.

Improving Interpersonal Communication Capability Of Indonesian Workers In South Korea

The aim of this community activity is as an effort to improve the interpersonal communication skills of Indonesian workers (TKI) in South Korea. Good interpersonal communication skills are an important key in adapting to different cultural work environments and building effective relationships with colleagues, superiors and the surrounding community. The method used is online counseling. The targets are migrant workers who work in South Korea. The problem solving model used includes: identifying factors that influence the interpersonal communication skills of migrant workers in South Korea, such as differences in language, culture and communication norms. The results and discussion include a review of strategies and approaches that can be used to improve the interpersonal communication skills of migrant workers, including communication skills training, use of modern communication media and increased cultural understanding. Apart from that, this activity has provided important insights for the government, labor placement agents and TKI themselves in their efforts to improve work quality, adaptation and social interaction in their respective work environments.

Developing Communication Competency in the Veterinary Curriculum

Veterinary graduates require effective clinical communication skills for a successful transition to practice. The ways of teaching and assessing veterinary communication skills have developed and are increasingly supported by research. However, some students have difficulty applying the skills learned in a simulated consultation to working with real clients, particularly in the second part of a standard consultation, where the student communicates the reasons for their clinical decision making and assists the client’s treatment decisions. The authors explore three key developments in communication skills training in the Doctor of Veterinary Medicine program since 2015 at the University of Sydney: (1) Workshops were designed to include communication scenarios that were contextualised in ways that embraced a spectrum of care. These were facilitated within a clinical skills laboratory, and student surveys were used to evaluate this teaching and learning activity; (2) student and facilitator perceptions of the value of online communication skills training were evaluated using surveys; and (3) perceptions of the gap between pre-clinical training and the demonstration of communication competency in authentic clinical settings were evaluated using a survey. We conclude that the communications curriculum can be made more engaging and effective by student-centred design, which increases the realism and authenticity of the student’s experience.

Developing a virtual patient: design, usability, and learning effect in communication skills training

BackgroundLiterature shows that Virtual Patients (VPs) find extensive usage in the field of health sciences, especially in the post-pandemic period. VPs are successfully utilized in developing various effective skills like medical interview. However, this technology is quite new in Turkey and has not yet been used in communication skills training in a structured form. This research aimed to develop a virtual patient to improve the communication skills of medical students.MethodsDevelopmental research method was used in the study. The implementation phase involved the one group posttest quasi-experimental design. The study group comprised of experts in various fields and 213 medical students. Needs Analysis Form, Scenario Building Form, System Validation Form, Communication Skills Assessment Form, and Interview Form were used as data collection tools. The research primarily concentrated on ensuring minimal errors within the system and enhancing students’ communication skill scores.ResultsThe study found that VP was effective in teaching communication skills. Communication skills improved from a mean score of 36.74 in the first interview with 15 students to 74.2 in the final application with 198 students. It was determined that the students who practiced repeatedly (n = 26) made 17% more effective interviews than their first practices (score: 89.2). The script matching of the VP was 83%. Other data obtained from the students generally showed that the VP application was developed in accordance with the purpose, that it was user-friendly, and that the scenarios were adequate.ConclusionVPs like this have the potential to develop skills such as history taking, clinical reasoning, etc., which are very important in the field of health sciences.

Validity of a Patient Communication Scale

BackgroundSince the 1960s, standardized patients (SPs) have been used to prepare medical students for clinical work for these patients provide a controlled domain for learners. Specifically, these type of formative experiences provide a low stakes environment for practice and feedback, thereby increasing learner comfort in communicating with patients. Communication is the cornerstone of patient care, and it is well-established as a core clinical competency for medical students by numerous medical boards, associations, and accreditation agencies. While methods for communication training are of paramount importance, no validated scales assess the impact of these trainings on patient-provider communication where measures are based on attitudinal constructs that predict behavior, such as self-efficacy and preparedness. Thus, the aim of this study is to validity of a Patient Communication Scale (PCS) using an online virtual role-play training simulation.MethodTo validate the scale, 117 medical students were administered the PCS survey before and after completing a professional development virtual role-play simulation where they practiced motivational interviewing skills, talking to a patient who insists on antibiotics for a viral infection.ResultsA confirmatory factor analysis supported the two-factor model based on the subscales of preparedness and self-efficacy. Factor loadings showed all items correlated highly with theoretical constructs (r ≥ 0.902, p < 0.001). The PCS had high internal consistency (α = 0.916). Because there is a lack of scales that have been used to assess medical student as well as medical practitioner patient communication capabilities, specifically their preparedness and self-efficacy, criterion-related validity was not assessed. Convergent, content and construct validity were established.ConclusionThe Patient Communication Scale appears to be a valid tool in measuring the impact of online patient-provider communication skills training and holds promise for assessing other delivery methods.

The effects of empathic communication skills training on nurse practitioner students.

Evidence regarding the impact of empathic communication training on nurse practitioner (NP) students is lacking. Despite increasing emphasis within practice settings in the United States, formal communication training for NP students has been modestly integrated into curriculum, based on limited data supporting its efficacy. As such, we sought to evaluate the impact of empathic communication training on NP students' self-efficacy with empathic communication. This is a quasi-experimental study of a single group of NP students (n = 49) who participated in empathic communication training with pretraining/posttraining measurements using the Self-Efficacy-12 instrument. There were statistically significant improvements in students' comfort and confidence with nine of the 17 items surveyed. Several other domains also showed improvement approaching statistical significance. Based on our results, empathic communication training increases NP students' self-efficacy with empathic communication.