Evaluation of an assertiveness training program on nursing and medical students’ assertiveness, self-esteem, and interpersonal communication satisfaction

2004 ◽  
Vol 24 (8) ◽  
pp. 656-665 ◽  
Author(s):  
Yen-Ru Lin ◽  
I-Shin Shiah ◽  
Yue-Cune Chang ◽  
Tzu-Ju Lai ◽  
Kwua-Yun Wang ◽  
...  
2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Mr Sunil awate ◽  
Dr. J Rukuman Rukuman

ABSTRACT Assertiveness is not something that is inherited. Assertiveness is a skill that anyone could learn if he decided to, lack of assertiveness is only rooted to the way of dealing with others you got used to, this way may be letting go of your rights or fear of standing up for yourself. Being assertive requires only thing, your decision. The research design used for this study was quasi-experimental, pre-test post-test control group design. Total 60 Nurses who met inclusive sampling criteria were selected and allocated 30 to experimental group and 30 control group by using non-probability, convenient sampling technique. The data was collected by using socio-demographic data, Rathus Assertiveness Schedule for assertiveness, Rosenberg Self Esteem Scale for self-esteem and interpersonal communication satisfaction inventory for interpersonal communication satisfaction respectively. The Participants of the experimental group were administered Assertiveness training module in 7 sessions, each day one session and outcome variables were measured at three points in time; before intervention, 7th day after intervention and one month after intervention. The data was collected from November 2019. The effect of intervention was analyzed by repeated- measures ANOVA. The calculated student independent ‘t’ test value of (t = 6.484, P = 4.45) for assertiveness, (t = 5.440, P = 2.65) for self-esteem and (t = 7.119, P = 5.427) for interpersonal communication satisfaction at the post intervention 2 shows that there was significant improvement in nurses’ level of assertiveness, self-esteem and interpersonal communication satisfaction after the administration of assertiveness training in experimental group than in control group. Assertive behaviour and self-esteem had weak negative correlation in both groups experimental group & control group at post intervention 2. Assertive behaviour and interpersonal communication satisfaction also had a weak negative correlation


1982 ◽  
Vol 4 (2) ◽  
pp. 107-114 ◽  
Author(s):  
Thomas W. Miller

Communicative dimensions of the coach/player relationship can have a pro-found impact on the self-esteem of the adolescent personality involved in sport activities. Assertiveness training as a part of standardized coaching clinics can be an important ingredient in improving the coach/player relationship. A n assertiveness training module is outlined with emphasis on a specific precept cognitive model which has been shown to improve the quality of interpersonal communication. It has favorable applicability to the coach/player interaction. Issues of import for future research together with measures to assess the effectiveness of assertiveness training for coaches are discussed.


2020 ◽  
Vol 48 (8) ◽  
pp. 1-11
Author(s):  
Hye Eun Lee ◽  
Catherine Kingsley Westerman ◽  
Emi Hashi ◽  
Kyle B. Heuett ◽  
Stephen A. Spates ◽  
...  

We examined how taboo conversation topics, such as being arrested, religion, and one's body weight, affect impression formation and task performance. In an experiment with 109 women, each participant and a female research confederate, whom the participant believed to be another participant, had a conversation and were asked to complete a task. We manipulated the conversation topics and actual task performance of the confederate, and measured participants' communication satisfaction; perception of the confederate's social, physical, and task attractiveness; and task performance. The results show that when the confederate performed well and appropriate (vs. taboo) conversation topics were discussed, the participants formed a more positive impression of the confederate and evaluated her task performance more positively. Therefore, if social norms for appropriate conversation topics are not followed, individuals may be less satisfied with their interpersonal communication interaction with the person who has not observed the norms, and may evaluate the task performance of that other person more negatively.


1991 ◽  
Vol 54 (9) ◽  
pp. 329-332 ◽  
Author(s):  
Sylvia Temple ◽  
Philip Robson

2015 ◽  
Vol 06 (01) ◽  
pp. 75-79 ◽  
Author(s):  
J.L. Pantaleoni ◽  
C.A. Longhurst ◽  
L.A. Stevens

SummaryEffective physician training is an essential aspect of EMR implementation. However, it can be challenging to find instructors who can present the material in a clinically relevant manner. The authors describe a unique physician-training program, utilizing medical students as course instructors. This approach resulted in high learner satisfaction rates and provided significant cost-savings compared to alternative options.Citation: Stevens LA, Pantaleoni JL, Longhurst CA. The value of clinical teachers for EMR implementations and conversions. Appl Clin Inf 2015; 6: 75–79http://dx.doi.org/10.4338/ACI-2014-09-IE-0075


2015 ◽  
Vol 72 (5) ◽  
pp. 868-874 ◽  
Author(s):  
Jens Rothenberger ◽  
Seyed Morteza Seyed Jafari ◽  
Kai P. Schnabel ◽  
Christian Tschumi ◽  
Sarina Angermeier ◽  
...  

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