A systematic review of assessment and intervention strategies for effective clinical communication in culturally and linguistically diverse students

Chan, Annie; Purcell, Alison; Power, Emma

doi:10.1111/medu.13117

Cited by 26 publications

(22 citation statements)

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“…Further, perceptions of teachers at other universities about the desirability of screening the communication skills of students could be explored. However, the themes discussed in this study reflect those described in the literature, including both the perceptions of university teachers about student skills and their desire to develop appropriate strategies to support students (Attrill, Lincoln, and McAllister 2012, Attrill, Lincoln, and McAllister 2016, Chan, Purcell and Power 2016, Parry and Brown 2009, Rider, Hinrichs and Lown 2006, Shapiro, Ogletree, and Dale Brotherton 2002, Stupans et al 2010, Wagner, Liston, and Miller 2011.…”

Section: Recommendationsmentioning

confidence: 61%

“…There is a lack of literature discussing which underlying communication skills are required to successfully develop the clinical competencies required for effective practice. A recent systematic review of communication assessments for university students and graduates (Chan, Purcell and Power 2016) indicated that most research to date has examined the clinical communication skills of predominantly medical and nursing students using standardised patients and Likert-based rating scales. They also note some less frequent use of single measures of language, including the Australian Tertiary English Test or the Woodcock Language Proficiency Test, to assess clinical communication, and list the detailed communication skills assessed.…”

Section: Introductionmentioning

confidence: 99%

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University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

et al. 2019

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Excellent communication and interpersonal skills are necessary for allied health professionals to provide effective care/treatment and underpin the practice-based competencies allied health students must develop. Communication skills of first year speech pathology (SP) students are screened at the major Australian metropolitan university where this study took place. Final year students screen their first year peers as part of their practice-based education experience. Although this identifies first year students with communication difficulties, the perceived value to university teachers (academics and practice educators) has not been investigated. This study described university staff perceptions of screening the communication skills of first year SP students. The qualitative, descriptive design included two focus groups. The dataset was analysed thematically. The analysis revealed the staff perception of value in screening communication skills to inform student support. Two sub-themes contributing to this perception were 'purpose of the screener' and 'content and administration of the screener'. Both staff groups strongly valued the screening process, stating that it is positive and useful. A similar screening process could identify first year students from a range of health fields with less skilled communication, who may require additional support to achieve competency.

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Section: Recommendationsmentioning

confidence: 61%

Section: Introductionmentioning

confidence: 99%

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

et al. 2019

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“…Is represents professional identity. 29,30 Study outcomes were classified using Kirkpatrick's Hierarchy, which evaluates the impact of medical education research [31][32][33] using four levels: Level 1 (participation), Level 2a (attitudes and perceptions) and Level 2b (knowledge and skills), Level 3 (behavioral change), and Level 4a (organization practice) and 4b (patient benefits). 31 Assessment instrument reliability and validity coefficients reported in the studies were interpreted as poor (<0.5), moderate (0.5 to 0.75), good (0.75 to 0.90), and excellent (>0.90).…”

Section: Discussionmentioning

confidence: 99%

Assessment Practices for Dietetics Trainees: A Systematic Review

Jamieson

Palermo

Hay³

et al. 2019

Journal of the Academy of Nutrition and Dietetics

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High-quality education is essential to produce competent graduates in the field of dietetics. Assessment is a fundamental component of education and driver of learning, yet little is known about methods used to assess dietetics trainees. The objective of this review is to evaluate the practices and outcomes of methods used to assess dietetics trainees. A systematic review of the literature was undertaken. MEDLINE, the Cumulative Index to Nursing and Allied Health Literature Plus, Embase, and the Education Resources Information Center databases were searched from inception until May 31, 2017, using key terms that identified studies reporting practices for the assessment of dietetics trainees. Abstract and title screening was completed by three independent reviewers followed by full-text screening using the eligibility criteria. Quantitative and qualitative data were extracted. Study outcomes were evaluated using Miller's Pyramid, Kirkpatrick's Hierarchy, and the principles of programmatic assessment. Thirty-seven studies were identified. Assessments targeted all levels of Miller's Pyramid with the does level being the most prevalent (n¼23). Most studies focussed on evaluating Level 1 (participation) (n¼16) and Level 2b (n¼16) (knowledge and skills) of Kirkpatrick's Hierarchy. Studies described single assessment instruments that focussed on instrument validity and reliability. Few studies considered a program of assessment or the role of expert judgment. Six themes were identified from qualitative data: (1) assessment for learning and professional development, (2) assessment requires motivated and skilled assessors, (3) trainees value authentic and global assessment, (4) assessment is evolving and context-sensitive, (5) poor assessment has negative implications, and (6) assessment evokes an emotional response. Studies focused on the development and evaluation of single quantitative-based instruments applied in isolation, with low-level outcomes sought. There is room to improve practices and design programs of assessment that combine quantitative and qualitative data for meaningful trainee feedback and credible assessment decisions. Comprehensive evaluation of assessment practices is required and must consider the contribution to improved health outcomes in all practice settings.

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“…Nursing students with a native language other than that of the majority of their peers, might face an additional challenge when it comes to communication skills. Language competence is described as a prerequisite for good communication skills [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

2018

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BackgroundIt is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses.The aim of the study is to explore Bachelor nursing students’ appraisal of blended learning methods for enhancing communication skills in mental health nursing.MethodsThis study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman’s approach.ResultsNo impact of background variables was observed. Students appreciated teachers’ participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme.ConclusionsAccording to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.Electronic supplementary materialThe online version of this article (10.1186/s12912-018-0288-9) contains supplementary material, which is available to authorized users.

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A systematic review of assessment and intervention strategies for effective clinical communication in culturally and linguistically diverse students

Abstract: The development of effective assessment and intervention programmes should have an integrated design and include specific outcome measures to increase educational impact.

Cited by 26 publications

References 75 publications

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

Assessment Practices for Dietetics Trainees: A Systematic Review

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

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