Nursing Students Communication Skills with Patients in Kermanshah University of Medical Sciences

Alavijeh, Mehdi Mirzaei; Motlagh, MI; Hosseini, SN; Jalilian, Farzad

doi:10.29252/rme.9.3.54

Cited by 11 publications

(7 citation statements)

References 16 publications

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“…Analysis and evaluation of Law Number 12 of 2012 concerning Higher Education based on sports needs for students 192 health problems due to the pandemic. A number of these problems: feeling anxious and worried (59%); difficulty sleeping (50%); difficulty thinking (50%); tired all the time (50%); and had thoughts of ending one's life (9%) (Mirzaei-Alavijeh et al, 2017). Psychological health includes reducing stress, improving mood, and improving cognitive functions such as attention, concentration, memory, and others (Hussein et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Analysis and evaluation of law number 12 of 2012 concerning higher education based on sports needs for students

et al. 2021

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The sense of responsibility to educate students as "whole people" which lies on the shoulders of all higher education managers, sports programs will continue to have strategic programs in the higher education system in Indonesia. Therefore, researchers conducted a normative and juridical literature review to examine sports in higher education. The results of this review indicate that Article 35 (3) of the Higher Education Curriculum Law No. 12 of 2012 concerning sports higher education is needed to be used as a compulsory subject in higher education. Overall, this review provides an appropriate reference point for further research by identifying the need for research in the aspect of sports needs, especially making sports a compulsory subject in college as a form of realizing a whole human being. However, there are weaknesses and inequalities in several aspects. This research is a novelty in the study of sports policy analysis in Indonesia.

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Section: Introductionmentioning

confidence: 99%

Analysis and evaluation of law number 12 of 2012 concerning higher education based on sports needs for students

et al. 2021

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“…Poor communication negatively affects patient care and is associated with stress, misunderstanding, despair, and anger for patients and their family members, poor treatment outcomes (4), and life-threatening medical errors (5). Previous studies reported that nurses and nursing students had poor CSs (5-8), established poor and fragile communications with patients, and allocated limited amount of time to communicate with patients, resulting in patient dissatisfaction with communications (9)(10)(11)(12). A major factor contributing to poor nurse-patient communication is nurses' limited knowledge about CSs due to their limited education (13)(14)(15).…”

Section: Introductionmentioning

confidence: 99%

Comparing the effects of face-to-face and virtual education on nursing students’ communication skills

et al. 2021

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Background and aims: The quality of nurse-patient communication has significant effects on patient care outcomes. Therefore, education of communication skills (CSs) to nurses and nursing students can improve patient care outcomes. The aim of this study was to compare the effects of face-to-face education (FTFE) and virtual education (VE) on CSs among nursing students. Methods: This quasi-experimental study was conducted in 2021. Participants were 51 senior nursing students in their internship course in Shahrekord Faculty of Nursing and Midwifery, Shahrekord, Iran. They were recruited to the study through a census and were allocated to FTFE and VE groups through the Random Allocation Software. FTFE was provided in two sessions through the lecture and the question and answer methods, while VE was provided in a single online session through simulated multimedia content. Participants’ CSs were assessed before and ten days after the study intervention through a 50-minute Objective Structured Clinical Examination with five consecutive stations on communication with elderly patient, communication with adolescent patient, communication with aggressive patient, communication with illiterate or non-communicative patient, and communication for consent. Data were analyzed using the SPSS software (v. 23.0) and through the independent sample t, paired-sample t, and chi-square tests and the multivariate analysis of variance (MANOVA). Results: The posttest mean scores of CSs in both groups were significantly greater than their corresponding pretest values (P<0.05). However, there were no significant differences between the groups respecting the pretest and the posttest mean scores of CSs. The pretest mean score of the communication with elderly patient skill and the posttest mean score of the communication with aggressive patient skill had significant relationship with participants’ place of residence and gender, respectively (P<0.05). Conclusion: VE is as effective as FTFE in significantly improving nursing students’ CSs. Therefore, quality VE programs are recommended to fulfill the different educational needs of nursing students.

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“…roper relation is the main influential factor in the nursing profession [3]. One of important components in human relations is the assertiveness skill [4].…”

Section: Introductionmentioning

confidence: 99%

“…One of important components in human relations is the assertiveness skill [4]. Assertiveness is generally defined as the expression of personal needs, rights and feelings without denying or violating the rights of others [3]. Nowadays, assertiveness is an unavoidable skill and necessity in the nurs-P ing profession [12].…”

Section: Introductionmentioning

confidence: 99%

Effect of Assertiveness Training on Adaptive and Aggressive Assertiveness in Nurses

Shaikhpoor

Mafi

et al. 2020

JQUMS

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Background: Assertiveness is one of the most important skills needed by nurses to reduce interpersonal conflict and build an effective teamwork in complex hospital environments. Objective: The aim of this study was to determine the effect of an assertiveness training program on nurses’ aggressive and adaptive assertiveness. Methods: In this interventional study, participants were 64 nurses working in hospitals of Abhar city in Iran, randomly divided into two groups of intervention (n=32) and control (n=32). Assertive training program was presented as a two-day training workshop (10 hours) to the intervention group, while the control group received no training. Thompson and Burnham’s Adaptive and Aggressive Assertiveness Scale were completed by the participants in both groups at baseline, immediately, one and three months after the intervention. After collecting the data, Friedman, Mann–Whitney, Chi-squared, and Fisher tests were used for their analysis. Findings: The mean of adaptive assertiveness score was significantly different between the the two groups immediately (P=0.002) and 1 month after the intervention (P=0.025). The aggressive assertiveness scores were not significantly different immediately, 1 and 3 months after the intervention (P>0.05), but the results of Friedman test showed a statistically significant decrease in the aggressive assertiveness scores compared to its baseline score (P=0.002). Conclusion: The assertiveness training program increased adaptive assertiveness and decreased aggressive assertiveness in nurses. Relevant authorities can design continuous and useful assertiveness training programs to promot this valuable skill in nurses.

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Nursing Students Communication Skills with Patients in Kermanshah University of Medical Sciences

Cited by 11 publications

References 16 publications

Analysis and evaluation of law number 12 of 2012 concerning higher education based on sports needs for students

Analysis and evaluation of law number 12 of 2012 concerning higher education based on sports needs for students

Comparing the effects of face-to-face and virtual education on nursing students’ communication skills

Effect of Assertiveness Training on Adaptive and Aggressive Assertiveness in Nurses

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