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The Effect of Nursing Communication Training on Empathy and Communication Skills of Nursing Students: A Quasi-Experimental Study

Yıl 2021, Cilt: 18 Sayı: Yönetim ve Organizasyon Özel Sayısı, 1120 - 1135, 10.07.2021
https://doi.org/10.26466/opus.888874

Öz

For healthcare professionals working with patients, empathy and communication skills are of very importance and they are an important aspect of nursing practice. Empathy and communication skills can be improved with education. This study aims to investigate the effect of communication training on nursing students' levels of empathy and communication skills. As a part of this quasi-experimental research, a 14-week intervention was implemented nursing communication targeting 70 nursing students. The research data were collected using a Personal Information Questionnaire, the Communication Skills Assessment Scale (CSAS), and the Empathic Tendency Scale (ETS). The students’ post-intervention empathy (t = -4,680 p = 0.000) and communication (t = -7.363, p = 0.000) scores were higher statistically than the baseline scores. The mean ETS scores of students were significantly and positively correlated with their CSAS scores (r = 0.25; p < 0.001). The communication training in nursing was determined to be effective in improving the empathy and communication skills of nursing students. This research will contribute to the development of an evidence-based curriculum for academics teaching nursing, in terms of teaching empathy and communication.

Destekleyen Kurum

yok

Proje Numarası

yok

Teşekkür

I would like to express our thanks to the nursing students for their kind cooperation in this study.

Kaynakça

  • Arifoglu, B., and Razı, G. S. (2011). Management course academic achievement averages of first class nursing students. Dokuz Eylul Univ School Nurs Electro J. 4(1), 7–11.
  • Arpacı, P., and Özmen, D. (2014). The Relationship between levels of altruism and empathic tendencies among nursing students. Journal of Education and Research in Nursing, 11(3), 51-57.
  • Bas-Sarmientoa, P., Fernández-Gutiérreza, M., Baena-Bañosa, M., and Romero-Sánchezb, J. M. (2017). Efficacy of empathy training in nursing students: A quasi-experimental study. Nurse Education Today, 59, 59–65.
  • Bas-Sarmientoa, P., Fernández-Gutiérreza, M., Díaz-Rodríguezb, M. and et al. (2019). Teaching empathy to nursing students: A randomised controlled trial. Nurse Education Today, 80, 40–51.
  • Bays, A. M., Engelberg, R. A., Back, A. L., Ford, D. W., Downey, L., Shannon, S. E., ... Curtis, J. R. (2014). Interprofessional communication skills training for serious illness: evaluation of a small-group, simulated patient intervention. J. Palliat. Med., 17, 159–166.
  • Cunico, L., Sartori, R., Marognolli, O., and Meneghini, A. M., (2012). Developing empathy in nursing students: a cohort longitudinal study. J. Clin. Nurs., 21, 2016–2025.
  • Demir, S., and Ercan, F. (2019). The effect of a self-awareness and communication techniques course on the communication skills and ways of coping with stress of nursing students: An interventional study in Ankara, Turkey. J Pak Med Assoc, 69(5), 659-665.
  • Dökmen, Ü. (1988). A new measurement model of the empathy and developing empathy by using psychodrama. Journal of Education Faculty of Ankara University, 21(1-2), 155-190.
  • Gansızkan, Z., and Cangür, Ş. (2019). Evaluation of empathic tendency and comunication skills in grade 3 students in faculty of medicine. Jour Turk Fam Phy, 10(2), 89-97.
  • Gholamzadeh, S., Khastavaneh, M., Khademian, Z., and Ghadakpour, S. (2018). The effects of empathy skills training on nursing students’ empathy and attitudes toward elderly people. Gholamzadeh et al. BMC Medical Education, 18-198, 1-7.
  • Hagemeier, N. E., Hess, R., Hagen, K. S., and Sorah, E. L. (2014). Impact of an interprofessional communication course on nursing, medical, and pharmacy students’ communication skill self-efficacy beliefs. American Journal of Pharmaceutical Education, 78(10), 1-10.
  • Henry, B. W., Ozier, A. D., and Johnson, A. (2011). Empathetic responses and attitudes about older adults: how experience with the aging game measures up. Educ. Gerontol., 37, 924–941.
  • Karaca, A., Açıkgöz, F., and Akkuş, D. (2013). Eğitim ile empatik beceri ve empatik eğilim geliştirilebilir mi?: Bir sağlık yüksekokulu örneği. ACU Sağlık Bil Derg, (4), 118-122.
  • Karaca, A., Açıkgöz, F., and Demirezen, D. (2019). Hemşirelik öğrencileri için terapötik iletişim becerileri ölçeğinin geliştirilmesi. Sdü Sağlık Bilimleri Dergisi, 10(2), 72-79.
  • Korkut, F. (1996). The development of communication skills scale: Reliability and validity studies. Turk Psychol Couns Guid Assoc, 2(7), 18–23.
  • Kumcağız, H., Yılmaz, M., Çelik, S.H., ve Avcı, İ. A. (2011). Hemşirelerin öletişim becerileri: Samsun ili örneği. Dicle Tıp Dergisi, 38, 49-56.
  • Lau, Y., and Wang, W. (2013) Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students. Nurse Education Today, 33, 1617–1623.
  • Mullan, B.A., Kothe, and E.J. (2010). Evaluating a nursing communication skills training courses: the relationships between self-rated ability, satisfaction, and actual performance. Nurse Education in Practice, 10, 374–378.
  • Nosek, M., Gifford, E., and Kober, B. (2014). Nonviolent communication (NVC) training increases empathy in baccalaureate nursing students: a mixed method study. J. Nurs. Educ. Pract., 4, 1–16.
  • Ozcan, C. T., Oflaz, F., and Bakır, B. (2012). The effect of a structured empathy course on the students of a medical and a nursing school. International Nursing Review, 532–538.
  • Ozcan, C. T., Oflaz, F., and Cicek, S. (2010). Empathy: the effects of undergraduate nursing education in Turkey. International Nursing Review, 57, 493–499.
  • Ozcan, C. T., Oksuz, E., and Oflaz, F. (2018). Improving empathy in nursing students: a comparative longitudinal study of two curricula. Korean Acad Nurs, 48(5), 497-505.
  • Özdemir, G.A., and Kaya, H. (2013). Midwifery and nursing students’ communication skills and life orientation: correlation with stres coping approaches. Nursing and Midwifery Studies, 2, 198-205.
  • Şahin, Z. A., and Özdemir, F. K. (2015). Determination of communication and empathy skill levels of nurses. JAREN, 1(1), 1-7.
  • Shafakhak, M., Zarshenas, L., Sharif, F., and Sarvestani, R. S. (2015). Evaluation of nursing students’ communication abilities in clinical courses in hospitals. Global Journal of Health Science, 7(4), 323-28.
  • Turan, N., Kaya, H., Özbasan, A., Aydın, G.Ö., Özçelik, K., and Güneş, E. (2019). Investigation of the relationship between empathy and burnout levels of nursing students. FNJN Florence Nightingale Journal of Nursing, 27(2), 119-132.
  • Üstün, B., and Demir S. (2019). Hemşirelikte iletişim (1. Baskı). İstanbul: Akademi Basın ve Yayıncılık.
  • Williams, J., and Stickley, T. (2010). Empathy and nurse education. Nurse Education Today, 30(8), 752–755.
  • Wündrich, M., Schwartz, C., Feige, B., Lemper, D., Nissen, C., ve Voderholzer, U. (2017). Empathy training in medical students – a randomized controlled trial. Medical Teacher, 39(10), 1096-1098.
  • Xie, J., Ding, S., Wang, C, and Liu, A. (2013). An evaluation of nursing students' communication ability during practical clinical training. Nurse Education Today, 33(8), 823–827.
  • Yalçın, N., and Aştı, T. (2011). Hemşire-hasta etkileşimi. İUFN Hem Derg, 19(1), 54-59.
  • Yang, K., Woomer, G.R., Agbemenu, K., and Williams, L. (2014). Relate better and judge less: poverty simulation promoting culturally competent care in community health nursing. Nurse Educ. Pract., 14, 680–685.
  • Yas, I. W., and Mohammed, S. H. (2016). Assessment of nurses knowledge about therapeutic communication in psychiatric teaching hospitals at baghdad city. Kufa Journal For Nursıng Sciences, 6(2), 1-7.

Hemşirelik Öğrencilerinin Empati ve İletişim Becerilerine Hemşirelikte İletişim Dersinin Etkisi: Yarı Deneysel Araştırma

Yıl 2021, Cilt: 18 Sayı: Yönetim ve Organizasyon Özel Sayısı, 1120 - 1135, 10.07.2021
https://doi.org/10.26466/opus.888874

Öz

Hastalarla çalışan sağlık çalışanları için empati ve iletişim becerileri çok önemlidir ve hemşirelik uygulamalarının önemli bir yönüdür. Empati ve iletişim becerileri eğitimle geliştirilebilir. Bu çalışma, hemşirelikte iletişim eğitiminin hemşirelik öğrencilerinin empati ve iletişim becerileri düzeylerine etkisini incelemeyi amaçlamaktadır. Bu yarı deneysel araştırmada, 70 hemşirelik öğrencisine yönelik olarak, Hemşirelikte İletişim dersi kapsamında 14 haftalık bir eğitim müdahalesi uygulamasının etkisi incelenmiştir.. Araştırma verileri Kişisel Bilgi Anketi, İletişim Becerileri Değerlendirme Ölçeği (İBDÖ) ve Empatik Eğilim Ölçeği (EEÖ) kullanılarak toplanmıştır. Öğrencilerin müdahale sonrası empati (t = -4,680 p = 0.000) ve iletişim (t = -7.363, p = 0.000 puanları, eğitim öncesindeki taban puanlarından istatistiksel olarak daha yüksekti (p < 0.05) Öğrencilerin ortalama İBDÖ puanları, EEÖ puanları ile anlamlı ve pozitif yönde ilişkilidir (r = 0.25; p < 0.001). Araştırma bulguları hemşirelikte iletişim eğitiminin, hemşirelik öğrencilerinin empati ve iletişim becerilerini geliştirmede etkili olduğunu ortaya çıkarmıştır. Bu araştırma, hemşirelik eğitimi veren akademisyenler için empati ve iletişim öğretimi açısından kanıta dayalı bir müfredatın geliştirilmesine katkıda bulunacaktır.

Proje Numarası

yok

Kaynakça

  • Arifoglu, B., and Razı, G. S. (2011). Management course academic achievement averages of first class nursing students. Dokuz Eylul Univ School Nurs Electro J. 4(1), 7–11.
  • Arpacı, P., and Özmen, D. (2014). The Relationship between levels of altruism and empathic tendencies among nursing students. Journal of Education and Research in Nursing, 11(3), 51-57.
  • Bas-Sarmientoa, P., Fernández-Gutiérreza, M., Baena-Bañosa, M., and Romero-Sánchezb, J. M. (2017). Efficacy of empathy training in nursing students: A quasi-experimental study. Nurse Education Today, 59, 59–65.
  • Bas-Sarmientoa, P., Fernández-Gutiérreza, M., Díaz-Rodríguezb, M. and et al. (2019). Teaching empathy to nursing students: A randomised controlled trial. Nurse Education Today, 80, 40–51.
  • Bays, A. M., Engelberg, R. A., Back, A. L., Ford, D. W., Downey, L., Shannon, S. E., ... Curtis, J. R. (2014). Interprofessional communication skills training for serious illness: evaluation of a small-group, simulated patient intervention. J. Palliat. Med., 17, 159–166.
  • Cunico, L., Sartori, R., Marognolli, O., and Meneghini, A. M., (2012). Developing empathy in nursing students: a cohort longitudinal study. J. Clin. Nurs., 21, 2016–2025.
  • Demir, S., and Ercan, F. (2019). The effect of a self-awareness and communication techniques course on the communication skills and ways of coping with stress of nursing students: An interventional study in Ankara, Turkey. J Pak Med Assoc, 69(5), 659-665.
  • Dökmen, Ü. (1988). A new measurement model of the empathy and developing empathy by using psychodrama. Journal of Education Faculty of Ankara University, 21(1-2), 155-190.
  • Gansızkan, Z., and Cangür, Ş. (2019). Evaluation of empathic tendency and comunication skills in grade 3 students in faculty of medicine. Jour Turk Fam Phy, 10(2), 89-97.
  • Gholamzadeh, S., Khastavaneh, M., Khademian, Z., and Ghadakpour, S. (2018). The effects of empathy skills training on nursing students’ empathy and attitudes toward elderly people. Gholamzadeh et al. BMC Medical Education, 18-198, 1-7.
  • Hagemeier, N. E., Hess, R., Hagen, K. S., and Sorah, E. L. (2014). Impact of an interprofessional communication course on nursing, medical, and pharmacy students’ communication skill self-efficacy beliefs. American Journal of Pharmaceutical Education, 78(10), 1-10.
  • Henry, B. W., Ozier, A. D., and Johnson, A. (2011). Empathetic responses and attitudes about older adults: how experience with the aging game measures up. Educ. Gerontol., 37, 924–941.
  • Karaca, A., Açıkgöz, F., and Akkuş, D. (2013). Eğitim ile empatik beceri ve empatik eğilim geliştirilebilir mi?: Bir sağlık yüksekokulu örneği. ACU Sağlık Bil Derg, (4), 118-122.
  • Karaca, A., Açıkgöz, F., and Demirezen, D. (2019). Hemşirelik öğrencileri için terapötik iletişim becerileri ölçeğinin geliştirilmesi. Sdü Sağlık Bilimleri Dergisi, 10(2), 72-79.
  • Korkut, F. (1996). The development of communication skills scale: Reliability and validity studies. Turk Psychol Couns Guid Assoc, 2(7), 18–23.
  • Kumcağız, H., Yılmaz, M., Çelik, S.H., ve Avcı, İ. A. (2011). Hemşirelerin öletişim becerileri: Samsun ili örneği. Dicle Tıp Dergisi, 38, 49-56.
  • Lau, Y., and Wang, W. (2013) Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students. Nurse Education Today, 33, 1617–1623.
  • Mullan, B.A., Kothe, and E.J. (2010). Evaluating a nursing communication skills training courses: the relationships between self-rated ability, satisfaction, and actual performance. Nurse Education in Practice, 10, 374–378.
  • Nosek, M., Gifford, E., and Kober, B. (2014). Nonviolent communication (NVC) training increases empathy in baccalaureate nursing students: a mixed method study. J. Nurs. Educ. Pract., 4, 1–16.
  • Ozcan, C. T., Oflaz, F., and Bakır, B. (2012). The effect of a structured empathy course on the students of a medical and a nursing school. International Nursing Review, 532–538.
  • Ozcan, C. T., Oflaz, F., and Cicek, S. (2010). Empathy: the effects of undergraduate nursing education in Turkey. International Nursing Review, 57, 493–499.
  • Ozcan, C. T., Oksuz, E., and Oflaz, F. (2018). Improving empathy in nursing students: a comparative longitudinal study of two curricula. Korean Acad Nurs, 48(5), 497-505.
  • Özdemir, G.A., and Kaya, H. (2013). Midwifery and nursing students’ communication skills and life orientation: correlation with stres coping approaches. Nursing and Midwifery Studies, 2, 198-205.
  • Şahin, Z. A., and Özdemir, F. K. (2015). Determination of communication and empathy skill levels of nurses. JAREN, 1(1), 1-7.
  • Shafakhak, M., Zarshenas, L., Sharif, F., and Sarvestani, R. S. (2015). Evaluation of nursing students’ communication abilities in clinical courses in hospitals. Global Journal of Health Science, 7(4), 323-28.
  • Turan, N., Kaya, H., Özbasan, A., Aydın, G.Ö., Özçelik, K., and Güneş, E. (2019). Investigation of the relationship between empathy and burnout levels of nursing students. FNJN Florence Nightingale Journal of Nursing, 27(2), 119-132.
  • Üstün, B., and Demir S. (2019). Hemşirelikte iletişim (1. Baskı). İstanbul: Akademi Basın ve Yayıncılık.
  • Williams, J., and Stickley, T. (2010). Empathy and nurse education. Nurse Education Today, 30(8), 752–755.
  • Wündrich, M., Schwartz, C., Feige, B., Lemper, D., Nissen, C., ve Voderholzer, U. (2017). Empathy training in medical students – a randomized controlled trial. Medical Teacher, 39(10), 1096-1098.
  • Xie, J., Ding, S., Wang, C, and Liu, A. (2013). An evaluation of nursing students' communication ability during practical clinical training. Nurse Education Today, 33(8), 823–827.
  • Yalçın, N., and Aştı, T. (2011). Hemşire-hasta etkileşimi. İUFN Hem Derg, 19(1), 54-59.
  • Yang, K., Woomer, G.R., Agbemenu, K., and Williams, L. (2014). Relate better and judge less: poverty simulation promoting culturally competent care in community health nursing. Nurse Educ. Pract., 14, 680–685.
  • Yas, I. W., and Mohammed, S. H. (2016). Assessment of nurses knowledge about therapeutic communication in psychiatric teaching hospitals at baghdad city. Kufa Journal For Nursıng Sciences, 6(2), 1-7.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Psikoloji
Bölüm Makaleler
Yazarlar

Ayfer Öztürk 0000-0002-3092-0671

Proje Numarası yok
Yayımlanma Tarihi 10 Temmuz 2021
Kabul Tarihi 21 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 18 Sayı: Yönetim ve Organizasyon Özel Sayısı

Kaynak Göster

APA Öztürk, A. (2021). The Effect of Nursing Communication Training on Empathy and Communication Skills of Nursing Students: A Quasi-Experimental Study. OPUS International Journal of Society Researches, 18(Yönetim ve Organizasyon Özel Sayısı), 1120-1135. https://doi.org/10.26466/opus.888874