Nursing Caries, Therapeutic Alliance
Conditions
Keywords
herapeutic communication skills, nurse student, nurse education
Brief summary
Nursing students communicate with patients during clinical practice to assess their needs and environmental factors affecting their health. However, nursing students often find therapeutic communication to be one of the most stressful tasks. Specifically, studies report that nursing students face difficulties in communicating to care for pediatric patients. In this regard, the aim of this research is; To examine the effects of Talking Circle activities based on JOHN LOWE's self-confidence theory on the therapeutic communication skills of pediatric nursing students.
Detailed description
Nursing students communicate with patients during clinical practice to assess their needs and environmental factors affecting their health. However, nursing students often find therapeutic communication to be one of the most stressful tasks. In particular, studies report that nursing students face difficulties in communicating to care for pediatric patients. Communication is situational and contextual and can be influenced by factors such as patient characteristics. Therapeutic communication is an intentional interaction aimed at improving the emotional and physical well-being of the patient. This communication is associated with the success of professions that focus on supporting people. Nursing is a profession that spends most of its professional life providing patient care. Effective therapeutic communication is essential for optimal nursing practice regardless of employment setting. Therapeutic communication aims to create quality health care based on awareness, empathy and trust between the nurse and the patient. Research shows that effective communication between patients and nurses increases patient satisfaction and quality of care and reduces the length of hospital stay. It is reported that inadequate or negative communication poses health risks for the patient. Healthcare professionals report that communicating with hospitalized children is challenging. In this context, it is important to teach students how to communicate effectively with children and family members in the Child Health and Diseases Nursing Course, which teaches care and communication to children. Current literature emphasizes that the curriculum should be expanded with practices that will improve the effective communication skills of nursing students. Although it is stated that therapeutic communication is necessary for effective child-centered care in all healthcare settings, the training provided to nurses on encouraging and strengthening nurse-child communication is unfortunately inadequate. Nursing education aims to train nurses with strong communication skills.Therefore, in nursing education, nursing students need to discover strategies that will enable them to understand therapeutic communication in depth and acquire skills that will enable them to communicate effectively with patients after graduation. In this regard, the aim of this research is; To examine the effects of Talking Circle activities based on JOHN LOWE's self-confidence theory on the therapeutic communication skills of pediatric nursing students.
Interventions
OTHERTalking Circle
step 1 A round seating area is created with chairs. Questions addressing students' perspectives on therapeutic communication styles, the difficulties and conveniences in their communication, and the problems they experience. step 2 An object that indicates the talking order will be determined (ball). This object will pass from hand to hand and determine the order of speaking. A conversation is started and the students are asked about their thoughts and experiences regarding communication with the pediatric patient and their family with questions prepared by the researchers. step 3 The student who does not want to talk can say 1 pass. In the next round, he is encouraged to speak. When the sharing is completed, the experiences of the participants will be shared and group comments will be received.
Sponsors
Sakarya University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
SINGLE (Subject)
Masking description
participants do not know which group they are in
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Third-year nursing students must fill out the data collection tools, * Take the Effective Communication and Human Behavior course in their first year, * Pass all semester courses successfully, * Volunteer to participate in the research.
Exclusion criteria
* Failure to complete data collection tools * Withdrawing from the research.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Therapeutic Communication Skills Scale | Baseline, (1st measurement) -immediately after the intervention (2nd measurement) | Between-group differences in Therapeutic Communication Skills Scale for Nursing Students scores Therapeutic Communication Skills Scale for Nursing Students The scale consists of 16 items and 3 sub-dimensions: Non-therapeutic Communication Skills, Therapeutic Communication Skills-1, Therapeutic Communication Skills-2. The first sub-dimension of the scale consists of 7 items, the second sub-dimension consists of 6 items, and the third sub-dimension consists of 3 items. The scale is a 7-point Likert type ranging from 1 to 7, and there are no reverse coded items in the scale. The highest score that can be obtained from the scale is 16x7=112, and the lowest score is 16x1=16. The increase in scale scores shows that communication skills have increased. |
Countries
Turkey (Türkiye)
Outcome results
None listed