REGULATING AFFECTIVE LABOR: COMMUNICATION SKILLS TRAINING IN THE HEALTH CARE INDUSTRY

2005 ◽  
pp. 49-72 ◽  
Author(s):  
Ariel M Ducey ◽  
Heather Gautney ◽  
Dominic Wetzel
Keyword(s):  
Health Care ◽  
Communication Skills ◽  
Health Care Industry ◽  
Skills Training ◽  
Communication Skills Training ◽  
Affective Labor ◽  
Care Industry

scholarly journals A Virtual Counseling Application Using Artificial Intelligence for Communication Skills Training in Nursing Education: Development Study (Preprint)

2019 ◽  
Author(s):  
Shefaly Shorey ◽  
Emily Ang ◽  
John Yap ◽  
Esperanza Debby Ng ◽  
Siew Tiang Lau ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Communication Skills ◽  
Family Members ◽  
Real Life ◽  
Skills Training ◽  
Communication Skills Training ◽  
Open Communication ◽  
The Creation ◽  
Virtual Counseling

BACKGROUND The ability of nursing undergraduates to communicate effectively with health care providers, patients, and their family members is crucial to their nursing professions as these can affect patient outcomes. However, the traditional use of didactic lectures for communication skills training is ineffective, and the use of standardized patients is not time- or cost-effective. Given the abilities of virtual patients (VPs) to simulate interactive and authentic clinical scenarios in secured environments with unlimited training attempts, a virtual counseling application is an ideal platform for nursing students to hone their communication skills before their clinical postings. OBJECTIVE The aim of this study was to develop and test the use of VPs to better prepare nursing undergraduates for communicating with real-life patients, their family members, and other health care professionals during their clinical postings. METHODS The stages of the creation of VPs included preparation, design, and development, followed by a testing phase before the official implementation. An initial voice chatbot was trained using a natural language processing engine, Google Cloud’s Dialogflow, and was later visualized into a three-dimensional (3D) avatar form using Unity 3D. RESULTS The VPs included four case scenarios that were congruent with the nursing undergraduates’ semesters’ learning objectives: (1) assessing the pain experienced by a pregnant woman, (2) taking the history of a depressed patient, (3) escalating a bleeding episode of a postoperative patient to a physician, and (4) showing empathy to a stressed-out fellow final-year nursing student. Challenges arose in terms of content development, technological limitations, and expectations management, which can be resolved by contingency planning, open communication, constant program updates, refinement, and training. CONCLUSIONS The creation of VPs to assist in nursing students’ communication skills training may provide authentic learning environments that enhance students’ perceived self-efficacy and confidence in effective communication skills. However, given the infancy stage of this project, further refinement and constant enhancements are needed to train the VPs to simulate real-life conversations before the official implementation.

scholarly journals Exploring communication skills training in undergraduate nurse education by means of a curriculum

2011 ◽  
Vol 1 (1) ◽  
pp. 7 ◽  
Author(s):  
Britt-Maj Wikström ◽  
Gunilla Svidén
Keyword(s):  
Health Care ◽  
Communication Skills ◽  
Communicative Competence ◽  
Effective Communication ◽  
Skills Training ◽  
Nurse Education ◽  
Communication Skills Training ◽  
Patient Interaction ◽  
Nursing Communication ◽  
Teachers And Students

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’ 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.

scholarly journals Consult, Negotiate, and Involve: Evaluation of an Advanced Communication Skills Program for Health Care Professionals

2018 ◽  
Vol 35 (4) ◽  
pp. 296-307 ◽  
Author(s):  
Jane Coad ◽  
Joanna Smith ◽  
David Pontin ◽  
Faith Gibson
Keyword(s):  
Health Care ◽  
Young People ◽  
Communication Skills ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Cancer Education ◽  
Care Delivery ◽  
Skills Training ◽  
Communication Skills Training ◽  
The Impact

Effective communication is central to children, young people, and their families’ experiences of health care. Most patient complaints in developed health care systems result from ineffective communication, including inadequate information provision, not feeling listened to, failure to value patients concerns, and patients not feeling involved in care decisions. Advanced communication skills training is now embedded within cancer care policy in the United Kingdom and now features prominently within cancer education in many countries. Here, we share findings from a research evaluation of an advanced communication skills training program dedicated to health professionals caring for children and young people with cancer. We evaluated participants’ (n = 59) perceptions of the program, impact on their skills, knowledge, competence, and confidence. An appreciative inquiry design was adopted; data included interviews, precourse-postcourse evaluations, e-mail blog survey, and 360-degree reflective work records. The framework approach underpinned data analysis and triangulation of data sets. Key findings highlighted good and poor practice in health professionals’ engagement with children, young people, and their families; the purpose of communicating effectively was not always consistent with collaborative working. Attending a program helped participants expand their knowledge of communication theories and strategies. Participants valued using simulated scenarios to develop their skills and were keen to use their new skills to enhance care delivery. Our emphasis within this evaluation, however, remained on what was communicated, when and how, rather than to what effect. The impact of programs such as these must now be evaluated in terms of patient benefit.

scholarly journals The experiences of Chinese general practitioners in communicating with people with type 2 diabetes—a focus group study

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Mi Yao ◽  
Dong-ying Zhang ◽  
Jie-ting Fan ◽  
Kai Lin ◽  
Shamil Haroon ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Primary Care ◽  
Health Care ◽  
Focus Groups ◽  
Communication Skills ◽  
Skills Training ◽  
Blood Glucose Monitoring ◽  
Communication Skills Training ◽  
Diabetes Patients

Abstract Background China has more ascertained cases of diabetes than any other country. Much of the care of people with type 2 diabetes (T2DM) in China is managed by GPs and this will increase with the implementation of health care reforms aimed at strengthening China’s primary health care system. Diabetes care requires effective communication between physicians and patients, yet little is known about this area in China. We aimed to explore the experiences of Chinese GPs in communicating with diabetes patients and how this may relate to communication skills training. Methods Focus groups with Chinese GPs were undertaken. Purposive sampling was used to recruit 15 GPs from Guangzhou city in China. All data were audio-recorded and transcribed. A thematic analysis using the Framework Method was applied to code the data and identify themes. Results Seven males and 8 females from 12 general practices attended 4 focus groups with a mean age of 37.6 years and 7.5 years’ work experience. Four major themes were identified: diversity in diabetic patients, communication with patients, patient-doctor relationship, and communication skills training. GPs reported facing a wide variety of diabetes patients in their daily practice. They believed insufficient knowledge and misunderstanding of diabetes was common among patients. They highlighted several challenges in communicating with diabetes patients, such as insufficient consultation time, poor communication regarding blood glucose monitoring and misunderstanding the risk of complications. They used terms such as “blind spot” or “not on the same channel” to describe gaps in their patients’ understanding of diabetes and its management, and cited this as a cause of ineffective patient-doctor communication. Mutual understanding of diabetes was perceived to be an important factor towards building positive patient-doctor relationships. Although GPs believed communication skills training was necessary, they reported rarely received this. Conclusions Chinese GPs reported facing challenges in communicating with diabetes patients. Some of these were perceived as being due to the patients themselves, others were attributed to system constraints, and some were seen as related to a lack of clinician training. The study identified key issues for the development of primary care-based management of diabetes in China, and for developing appropriate communication skills training programs for the primary care workforce.

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