Abstract
This study assessed the effectiveness of a learner-centered simulation intervention designed to improve the communication skills of pre professional sophomore nursing students. An innovative teaching strategy in which communication skills are taught to nursing students by using trained actors who served as standardized family members in a clinical learning laboratory setting was evaluated using a two-group posttest design. In addition to current standard education, the intervention group received a formal training session presenting a frame-work for communication and a 60-minute practice session with the standardized family members. Four domains of communication-introduction, gathering of information, imparting information, and clarifying goals and expectations-were evaluated in the control and intervention groups in individual testing sessions with a standardized family member. The intervention group performed better than the control group in all four tested domains related.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 65-71 |
| Number of pages | 7 |
| Journal | Journal of Nursing Education |
| Volume | 49 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 1 2010 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Nursing(all)
- Education
- Medicine(all)
Cite this
Innovative approach to teaching communication skills to nursing students. / Zavertnik, Jean Ellen; Huff, Tanya A.; Munro, Cindy.
In: Journal of Nursing Education, Vol. 49, No. 2, 01.02.2010, p. 65-71.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Innovative approach to teaching communication skills to nursing students
AU - Zavertnik, Jean Ellen
AU - Huff, Tanya A.
AU - Munro, Cindy
PY - 2010/2/1
Y1 - 2010/2/1
N2 - This study assessed the effectiveness of a learner-centered simulation intervention designed to improve the communication skills of pre professional sophomore nursing students. An innovative teaching strategy in which communication skills are taught to nursing students by using trained actors who served as standardized family members in a clinical learning laboratory setting was evaluated using a two-group posttest design. In addition to current standard education, the intervention group received a formal training session presenting a frame-work for communication and a 60-minute practice session with the standardized family members. Four domains of communication-introduction, gathering of information, imparting information, and clarifying goals and expectations-were evaluated in the control and intervention groups in individual testing sessions with a standardized family member. The intervention group performed better than the control group in all four tested domains related.
AB - This study assessed the effectiveness of a learner-centered simulation intervention designed to improve the communication skills of pre professional sophomore nursing students. An innovative teaching strategy in which communication skills are taught to nursing students by using trained actors who served as standardized family members in a clinical learning laboratory setting was evaluated using a two-group posttest design. In addition to current standard education, the intervention group received a formal training session presenting a frame-work for communication and a 60-minute practice session with the standardized family members. Four domains of communication-introduction, gathering of information, imparting information, and clarifying goals and expectations-were evaluated in the control and intervention groups in individual testing sessions with a standardized family member. The intervention group performed better than the control group in all four tested domains related.
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UR - http://www.scopus.com/inward/citedby.url?scp=77951141926&partnerID=8YFLogxK
U2 - 10.3928/01484834-20090918-06
DO - 10.3928/01484834-20090918-06
M3 - Article
C2 - 19810670
AN - SCOPUS:77951141926
VL - 49
SP - 65
EP - 71
JO - Journal of Nursing Education
JF - Journal of Nursing Education
SN - 0148-4834
IS - 2
ER -