Evaluating a nursing communication skills training course: The relationships between self-rated ability, satisfaction, and actual performance

2010 ◽  
Vol 10 (6) ◽  
pp. 374-378 ◽  
Author(s):  
Barbara A. Mullan ◽  
Emily J. Kothe
Author(s):  
Zahra Salmani ◽  
Hossein Shiri ◽  
Malahat Nikravan Mofrad ◽  
Malihe Nasiri

Background: Communication skills of nurses include two important verbal and non-verbal communication dimensions and have of great importance in hemodialysis patients. This study aimed to investigate the effect of nursing communication skills training on satisfaction of patients undergoing hemodialysis. Methods: This quasi-experimental (pretest and posttest design) was carried out on 64 nurses working in the dialysis ward and 90 hemodialysis patients in the hospitals affiliated with Alborz University of Medical Sciences. In this study, nurses and patients were selected by convenience and randomized sampling methods, respectively. In this regard, subjects were selected from the hemodialysis wards of Bahonar, Rajaei and Shariati hospitals in Karaj. Results: Most nurses were female (76.7%) and the age range of the participants was 23-54 years. Nurses achieved a high score in all dimensions of communication skills and a high total score of communication skills after the intervention, and none of them obtained a low score. There was a significant increase in nurses' communication skills after the intervention, compared to before the intervention (106.98±4.18 and 117.97±3.35) (P<0.001). Moreover, the results showed a significant change in nurses’ perception after the intervention in various dimensions of communication skills, such as ability to receive and send messages, emotional control, listening skills, nurses' insight into the communication process and assertive communication skills, compared to before the intervention (66.90±5.15 and 95.62±5.34) (P<0.001). Conclusion: Studying communication skills in the form of educational workshops could increase these skills in nurses and clinical personnel in general. More importantly, improved communication skills in nurses could increase patient satisfaction, which is the ultimate goal of healthcare centers.


2011 ◽  
Vol 1 (1) ◽  
pp. 7 ◽  
Author(s):  
Britt-Maj Wikström ◽  
Gunilla Svidén

This study is an attempt to investigate by means of a curriculum how nurses are trained theoretically and practically throughout their specialist education to communicate competently and professionally in interaction with colleagues and patients. Research today shows that there are many different approaches to develop professionally skilled communication in nurse-patient interaction. It indicates that this aspect of nurse education is regarded as an important feature by educators. It is therefore of interest to study, by means of analysing a curriculum, how nurses&rsquo; communicative competence is developed. To this purpose a curriculum was presented related to nursing communication skills training, selected from a University College of Health Care Sciences in Sweden. Both students and teachers need clearly defined curricula to structure their studies and to evaluate communication skills. The investigated curriculum could be further developed to direct students and teachers in effective communication skills. It is of importance to have a curriculum that could be interpreted in the same way by teachers and students.


PLoS ONE ◽  
2018 ◽  
Vol 13 (6) ◽  
pp. e0198567 ◽  
Author(s):  
Rebecca O’Brien ◽  
Sarah. E. Goldberg ◽  
Alison Pilnick ◽  
Suzanne Beeke ◽  
Justine Schneider ◽  
...  

Author(s):  
Susie Wilkinson ◽  
Anita Roberts

This chapter presents a communication skills training initiative designed to train facilitators to deliver an advanced communication skills training course for senior healthcare professionals working in cancer and palliative care. It is generally accepted that communication skills training benefits healthcare professionals. However, little has been written about the training and support of those healthcare professionals who deliver this training. The chapter describes the content, process, and guidelines trainee facilitators explore while learning to deliver the experiential learner-centred advanced communication skills training course for senior healthcare professionals working in oncology or palliative care. The teaching methods presented include group safety, agenda setting, didactic methods, the use of trigger tapes, working with actors, and video-recorded role play with feedback. The facilitator training course was evaluated across six UK settings and had a positive effect on the participants’ perceived confidence in delivering communication skills training.


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