Communication skills of nurses during interactions with simulated cancer patients

Kruijver, I.P.M.; Kerkstra, Ada; Bensing, J.M.; Wiel, H.B.M. van der

doi:10.1046/j.1365-2648.2001.01807.x

Cited by 90 publications

(77 citation statements)

References 25 publications

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“…Nurses should provide some effort to overcome these barriers. [1,6] On the other hand, preparation of specific health messages should elicit the desired patient behavior as well as grasp their attention. Health communication messages need to be focused on real concerns and not diluted with extraneous data.…”

Section: Discussionmentioning

confidence: 99%

“…Four questions were added to explore the problems that nurses encountered in health communication from patients' perspectives according to a review of related literature. [1,6,15] Then the tool was submitted to a jury of seven experts in nursing education, medical surgical nursing and health education fields to ensure tool content validity. Reliability was measured using the Cronbach Alpha Reliability Test with values ranging from 0.66 to 0.72.…”

Section: Study Toolmentioning

confidence: 99%

“…These include instrumental behaviors, which are significant in informing the patient about illness, treatment, medical and practical care as well as showing respect, and providing comfort and trust which are important in building a good relationship with the patient. [6,7] Patients are the mirrors for nurses' performance, particularly, patients who deal with nurses for a long time as whom with long term illness. Moreover, many researchers reported that the most common cases that need urgent and continuous health education are those who with chronic diseases such as diabetes, hypertension, liver cirrhosis and cancer.…”

Section: Introductionmentioning

confidence: 99%

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Nurse communication in health education: Patients’ perspective

Ibrahim

Tawfik

Akel

2015

Clinical Nursing Studies

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Although nurses have accepted health education as an important role, they are not practicing it in a consistent and structured manner. Several factors have been proposed as an explanation for the discrepancy between expectation and practice of nurses in health education, with ineffective communication being the first. The nurse as a health educator should have appropriate interviewing and communication skills to convey health messages. Nurse should be able to communicate information that helps patients to discover: future or present health problems; more satisfying personal meaning; description about growth and development stages; how to accept or resolve conflict feeling, how to be more creative and become more oriented by self and circumstances. Therefore, this is an exploratory descriptive study, aimed at identifying the perception of patients on nurses' communication during health education. A convenient sample was obtained comprised of 238 patients in medical sections: 100 from Gamal Abd El Naser Hospital and 138 from El Amery University Hospital; both in Alexandria, Egypt. The Health Communication Feedback questionnaire (HCFQ) was used to collect the necessary data. The study revealed that patients at medical section who with chronic medical diseases; generally have a significantly positive perception regarding nurses' communication during health education. Such as: they detected some problems that nurses encountered in this communication; these problems may be in patient him/herself as 46.2% of subjects having pain and can't mutually interact with nurse in health education, or unable to understand nurse's information. In relation to the problems that detected in nurses as perceived by study subjects, lacking of nurse' time and limitation in communication skills. In health settings, the most apparent problems were insufficient facilities or materials for patient teaching and excessive interruptions and crowding. For the perceived problems in relation to health messages, about 45% of patients found jargons in nurses' health messages and 27% of them reported that messages were not attractive or interesting enough. Furthermore, results showed that there is no specific relation between the nature of patients' chronic disease and their perception regarding nurse communication during health education. Conclusion: This study highlighted the importance of patients' views for modifying and improving health professionals' performance, which are utilized to provide guidelines and directions to develop better nurses' communication outcomes in health education. Observing, examining and identifying these perceptions will provide recognition and vision for future effective nurse-patient interactions in the health education paradigm.

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Section: Discussionmentioning

confidence: 99%

Section: Study Toolmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Nurse communication in health education: Patients’ perspective

Ibrahim

Tawfik

Akel

2015

Clinical Nursing Studies

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“…Communication issues also impact upon patients' families: Davis et al (2003) found that after pain management, poor communication with health professionals created the most distress for the families of cancer patients. Kruijver et al (2001) found that when ward nurses interacted with cancer patients they predominately employed instrumental communication, mostly consisting of giving information about medical topics. There was an imbalance in favour of instrumental communication at the expense of affective communication.…”

Section: Needs Of Health Care Professionals In Delivering Carementioning

confidence: 99%

“…Whilst some studies indicate that communication skills can improve through education and training (Maguire et al, 1996;Razavi et al, 2000;Wilkinson et al, 2002), other studies suggest that the skills obtained from communication courses have not been applied within the clinical setting (Kruijver et al, 2000(Kruijver et al, , 2001. Nonetheless, the drive to improve the patient assessment using a standardised approach by all health professionals has placed assessment of patients' needs (and communication skills) as central to the whole process of providing quality cancer care (NICE, 2004;National Audit Office, 2005).…”

Section: A U T H O R ' S P E R S O N a L C O P Ymentioning

confidence: 99%

Preparation for cancer care: Perceptions of newly qualified health care professionals

Copp

Caldwell

Atwal

et al. 2007

European Journal of Oncology Nursing

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SummaryThe present paper is derived from a larger survey which examined the perceptions of recently qualified health care professionals' experience on evidence-based practice, team working and cancer care. This study reports solely on the findings relating to cancer care. The perceptions of recently qualified professionals in relation to their initial educational input on issues such as confidence, anxiety, communication skills and practice in cancer care as well as adequacy of support, professional supervision and use of reflection were gathered using a cross-sectional postal survey design. A total of 50 graduates from each professional category in nursing, occupational therapy, physiotherapy, and social work were sampled yielding a total sample of 200. Eighty-five questionnaires were returned yielding a response rate of 43%. Twenty-eight (33%) respondents stated that they were currently involved in working with people with cancer. These were as follows: 5 nurses, 8 physiotherapists, 9 occupational therapists and 6 social workers. Despite the low response rate, the findings suggest that health care professionals' educational input and experiences of working with people with cancer were overall positive; for example, in the respondents' confidence, communication skills, decrease in anxiety and application of knowledge gained in classroom to professional practice. Moreover, most respondents learnt about caring for cancer patients through practice rather than classroom teaching. A high percentage (i.e. 64%;18) across all groups felt supported when caring for people with cancer and reported receiving professional supervision as well as being able to actively reflect on their practice. The implications for education and practice were discussed particularly as there have been few studies conducted in relation to the specific needs and collaborative learning of these health care professional groups.

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