Nurses' learning about professional interpersonal communication: Findings from an integrative review

Abstract

Background

Effective communication, a cognitive and social skill, is pivotal in quality care delivery. It is important to explore how nurses learn about communication during their program of study, and more importantly the substance of what they have learnt regarding communicating with patients. This is of value given the changing context of health care, society and contemporary nursing.

Aim

To explore learning and teaching practices of professional, interpersonal communication and the associated outcomes for student learning during pre-registration education.

Design

Integrative review.

Data sources

Four databases, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, Proquest and Scopus, were searched January 2000 through to December 2020. A subsequent rapid review of literature 2020 to 2023 was guided by Dobbin's method.

Review method

Whittemore and Knafl's framework guided this review. It included 1. problem identification, 2. literature search, 3. data evaluation, 4. data analysis, and 5. presentation. The PRISMA protocol informed screening of literature. The quality of included articles was assessed using the Mixed Method Appraisal Tool (MMAT).

Results

Of the initial eligible 46 articles critiqued, 26 remained; A rapid review found one further article. Twenty-seven articles were included in the final analysis. We derived a comprehensive understanding of curricula that included conceptual approaches, teaching techniques, student outcomes, and novel innovations. Conceptional approaches described self-efficacy based on Bandura's social learning theory. Teaching techniques to advance social and active learning though varied, were dominantly active experiential learning. Student outcomes were forthcoming across all described modes of learning and teaching that involved good education practices that actively engaged learners. Finally, we specifically identified novel practices that included immersion, repetition of deliberate practice, scaffolding and coaching. The specific unique contribution of these practices was the capacity to acknowledge and embrace existing innate student capacities.

Conclusion

Current literature advocates students learning of professional communication is forthcoming from appropriately designed courses. Research and evaluation of student learning remains rudimentary. The contribution of factors such as students' life skills and innate communication ability to their learning of professional interpersonal communication is largely absent. Further research is needed regarding the best focus for learning and teaching of professional interpersonal communication.