Communication
Conditions
Keywords
Education
Brief summary
This study aims to determine the effect of virtual reality-based assertiveness training on strengthening the communication skills of oncology nurses.
Detailed description
Introduction: Oncology nurses, who provide professional care to patients and their families during the cancer process, need to possess strong communication skills. Aim: This research is planned to strengthen the communication skills of oncology nurses through virtual reality-based assertiveness training. Method: The research will be conducted in the oncology unit of a university hospital using a randomized controlled experimental design. Data will be collected using a Sociodemographic Data Form, the Voltan-Acar Self-Determination Scale, the Maslach Burnout Inventory, the Emotion Expression Scale, and the Assertiveness Skills Form. Data collection forms will be administered before the start of the intervention and after the completion of the virtual reality-based assertiveness training. The assertiveness skills training group will receive 8 weeks of training content, once a week for 30-40 minutes, in a group training format.
Interventions
The content of the Assertiveness Training is based on the assertiveness training developed by Michel and Fursland (2008). Session 1: Introduction, Welcome and Orientation, The Concept of Assertiveness; Session 2: Types of Behavior; Session 3: Assertiveness Techniques; Session 4: Dealing with Criticism; Session 5: Saying "No"; Session 6: Disappointment; Session 7: Relaxation Exercises; Session 8: Application, General Discussions and Evaluation. First, scenario-based videos will be created to develop assertiveness training skills, and these videos will be integrated into virtual reality glasses. Two videos will be created for each scenario. The first video will address a communication problem experienced by the nurse. The second video will be educational content using effective communication skills in the problem experienced by the nurse. Virtual reality applications will be conducted individually with each nurse.
Sponsors
Amasya University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to 65 Years
Healthy volunteers
Yes
Inclusion criteria
* Those who agree to participate in the study, * Those who are 18 years of age or older, * Those who have been working in oncology clinics for at least 6 months.
Exclusion criteria
* Those who gave incomplete answers to the scales used in the study, * Those who have previously participated in assertiveness skills training.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Voltan-Acar Self-Determination Scale | 8 week | This scale was developed by Voltan Acar and Öğretmen (2007) to measure individuals' assertiveness levels. The scale contains a total of 28 items: 17 for the shyness dimension and 11 for the assertiveness dimension. It is a six-point Likert scale. The lowest possible score is 28, and the highest is 168. As an individual's score on the scale increases, their level of assertiveness increases. |
| Maslach Burnout Inventory | 8 week | The scale was developed by Maslach and Jackson (1981) and adapted into Turkish by Ergin (1993), the Turkish version of this inventory contains 22 items and uses a 5-point Likert scale with values ranging from 0 to 4. It has three sub-dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Higher scores indicate increased burnout. |
| Expression of Emotions Scale | 8 week | The scale was developed by King and Emmons (1990) and adapted into Turkish by Kuzucu (2011), this 16-item Likert-type rating scale consists of three sub-dimensions: positive, negative, and closeness. High scores on the scale indicate a high tendency to express emotions. |
Countries
Turkey (Türkiye)
Contacts
CONTACTNeşe Uysal
PRINCIPAL_INVESTIGATORNeşe Uysal
Amasya University
Outcome results
None listed