Developing an interpersonal communication skill scale targeting female nursing students

Abstract

Objectives: The purposes of this study are to evaluate the interpersonal communication capabilities in basic nursing education and to develop an interpersonal communication skill scale with reference to microcounseling theory. Results: A quantitative analytical design was employed that involved administering a 28-item self-efficacy survey with reference to microcounseling techniques to 208s-year female nursing students. Measurement data include the nursing student version of the communication skill preliminary scale draft, the generalized self-efficacy scale, and age. Criterion-related validity was verified through descriptive statistics, exploratory factor analysis, and correlation analysis. Factor analysis resulted in a 4-factor structure based on eigenvalues and scree plot. The reliability coefficient shows a correlation between the total score of each factor and the total score of the generalized self-efficacy scale at the 1% level. On the nursing student communication skill scale, the factor structure comprises four factors and 21 items; adjusting the items by confirming the contents of the question sentences realized the structure of the four factors, which show satisfactory reliability, and 20 scale items. Of these, 18 are classified according to microcounseling techniques. This study demonstrates the content and criterion-related validity of the scale.

Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

“…Over the last decade, SBE has been implemented to help develop communication skills in clinical settings [ 6 ]. Communication skills are part of the patient–health professional interpersonal relationship and directly affect the therapeutic process [ 7 ]; they are a core element in the provision of support and care in palliative care as well as for other complex patients [ 8 ]. In the context of communication skills training, perceived self-efficacy and student attitudes towards these skills are two variables of great importance.…”

Developing a communication skills scale in the initial oncology nursing consultation after a cancer diagnosis in Japan

“…This study found that previous research did not recognize Silence and Approval as independent skills between a nurse and a patient; however, these aspects must be explicitly measured. In other nurse-patient communication skills scales, silence has been vaguely assessed (Ueno, 2005) or has been treated as part of other skills (Campbell & Aredes, 2019;Granados-Gámez et al, 2022;Kondo et al, 2020). However, many sensitive topics that nurses must address with patients in the nursing consultation result in emotional reactions from both patients and their families and sometimes from oncology nurses (Katz, 2019).…”

“…Therapeutic communication between nurses and patients has emotional, cognitive, and behavioral aspects, each of which can be assessed using a comprehensive instrument (Moudatsou et al, 2020). However, these scales are intended to assess communication between nursing students and patients for educational purposes (Campbell & Aredes, 2022;Kondo et al, 2020) or between nurses and patients in primary healthcare or critical care, not just patients with cancer (Campbell & Aredes, 2019;González-Cabrera et al, 2020;Granados-Gámez et al, 2022); thus, both scales are often inadequate for assessing the communication skills of oncology nurses specific to the distress of patients with cancer. Newman and Helft (2015) developed an instrument to assess communication between oncology nurses and patients; however, it only assesses prognosis-related communication at the end-of-life and does not evaluate communicationrelated emotional support for a cancer diagnosis.…”

Communication tools and social media usage: Assessing self-perceived communication competence

“…With most of the students exhibiting moderate levels of competence, it would be beneficial to discuss methods to enhance communication skills among students, especially those with low competence levels. First, it should be noted that communication skills are important skills for students both to increase their academic success while they are studying (Ashfaque Ahmad Shah et al, 2020;Mohammed, 2015) and to increase their business success when they enter business life (Kondo et al, 2020;Krishnan et al, 2019;Leal-Costa et al, 2020;Tavakolizadeh et al, 2015). For instance, Leal-Costa et al (2020) highlight the significance of teaching nurse's communication skills, as these skills can help them better manage a variety of stress factors that arise during their daily interactions with patients.…”

“…In many different fields, such as education (Alshalawi, 2022;Malik et al, 2018;Muste, 2016), health (Alhadabi & Karpinski, 2020;Khamis & Geng, 2021;Kondo et al, 2020;Leal-Costa et al, 2020), and business (Krishnan et al, 2019;Ulas & Akinci Vural, 2019), the significance of having strong communication skills is readily apparent. There is a correlation between developing and maintaining excellent communication skills and higher academic success (Mohammed, 2015), greater employability (Clokie & Fourie, 2016), and enhanced leadership abilities (Yuningsih & Mulyana, 2017), all of which contribute to an individual's personal development and professional progression.…”