Research code: IR.JUMS.REC.1399.056
Ethics code: IR.JUMS.REC.1399.056
Clinical trials code: IR.JUMS.REC.1399.056
Jahrom University of Medical Sciences , damman.shima@gmail.com
Abstract: (518 Views)
Introduction: Professional communication skills training can be effective in developing learners' self-efficacy. More emphasis has been placed on active and student-oriented strategies such as role-playing in patient communication training. This research was conducted with the aim of the effect of training patient communication skills in nursing students by role playing method.
Materials and methods: This research is a semi-experimental study, the research population consisted of 42 third-year nursing students of Jahrom Nursing and Paramedical Faculty in 2019; who were selected by census method and 22 people were randomly assigned to the role-playing group; Communication skills training was held during 3 two-hour sessions during three weeks for both groups. Data were collected using the communication skills checklist, before and one month after the intervention, and analyzed using independent t, paired t, Mann-Whitney, Wilcoxon and chi-square tests and in spss version 21 software.
Findings: The difference in the mean score of patient communication skills in the groups of role playing (34.05±8.56) and lecture (33.67±7.9) before the intervention was not statistically significant; But after the intervention, the average score of communication skills with the patient increased in the students of the role playing training groups (67.38±8.71) (p=0.001).
Conclusion: Using the role-playing educational method compared to the traditional educational method can improve the communication skills of nurses.
Materials and methods: This research is a semi-experimental study, the research population consisted of 42 third-year nursing students of Jahrom Nursing and Paramedical Faculty in 2019; who were selected by census method and 22 people were randomly assigned to the role-playing group; Communication skills training was held during 3 two-hour sessions during three weeks for both groups. Data were collected using the communication skills checklist, before and one month after the intervention, and analyzed using independent t, paired t, Mann-Whitney, Wilcoxon and chi-square tests and in spss version 21 software.
Findings: The difference in the mean score of patient communication skills in the groups of role playing (34.05±8.56) and lecture (33.67±7.9) before the intervention was not statistically significant; But after the intervention, the average score of communication skills with the patient increased in the students of the role playing training groups (67.38±8.71) (p=0.001).
Conclusion: Using the role-playing educational method compared to the traditional educational method can improve the communication skills of nurses.
Type of Study: Research |
Subject:
Educational Nursing
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
