Hilal Yıldız Çelik Msc, RN , Tülay Demiray MSc, RN , Seda Er MSc, RN , Yasemin Uslu PhD, RN
{"title":"情景模拟在确定护理专业学生在使用个人防护设备时的沟通技能认知水平方面的效果","authors":"Hilal Yıldız Çelik Msc, RN , Tülay Demiray MSc, RN , Seda Er MSc, RN , Yasemin Uslu PhD, RN","doi":"10.1016/j.ecns.2024.101530","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><p>During the coronavirus disease (COVID-19) pandemic, the use of personal protective equipment (PPE) was a necessary infection control measure while treating COVID-19-positive patients. However, healthcare professionals’ use of PPE can be a barrier to therapeutic communication.</p></div><div><h3>Material and methods</h3><p>This mixed methods study aimed to evaluate nursing students’ perceived level of communication skills while using PPE (gown/mask/eye protection or face shield) during the care of COVID-19 patients and their levels of satisfaction and self-confidence in learning in the in situ simulation environment. This study was conducted among a population of senior nursing students in a university in Istanbul (N = 81). The sample comprised students who volunteered to participate (n = 35). Quantitative data were collected using a communication skills assessment form and the Student Satisfaction and Self-Confidence in Learning Scale. Qualitative data were collected with a semi-structured form in debriefing sessions.</p></div><div><h3>Results</h3><p>According to both self and standardized patient (SP) ratings of the students’ therapeutic communication techniques while using PPE, the highest scores were for active listening and providing information. In self-ratings of non-therapeutic communication, the highest scores were for minimizing feelings, changing the subject, and giving false assurances. The study revealed significant differences in the perceived effectiveness of therapeutic communication techniques, including active listening (t = 3.182; <em>p</em> = .002), focusing (t = 3.004; <em>p</em> = .004), and voicing doubts (t = -3.333; <em>p</em> = .001), as well as non-therapeutic communication techniques, including giving false assurances (t = 3.293; <em>p</em> = .002), giving advice (t = 3.097; <em>p</em> = .004), challenging (t = 3.031; <em>p</em> = .005), and being defensive (t = 2.753; <em>p</em> = .009), among standardized patients and students. Scores for satisfaction and self-confidence in learning were 4.48 ± 0.83 and 4.42 ± 0.76, respectively.</p></div><div><h3>Conclusions</h3><p>The levels of communication skills perceived by the nursing students and SP were similar. Students reported high satisfaction and self-confidence in learning from the in-situ simulation. There is little research on the evaluation of communication skills while using PPE in the literature. This study helps fill that gap and may guide communication and simulation-based learning studies.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effectiveness of In Situ Simulation in Determining Nursing Students’ Perceived Level of Communication Skills While Using Personal Protective Equipment\",\"authors\":\"Hilal Yıldız Çelik Msc, RN , Tülay Demiray MSc, RN , Seda Er MSc, RN , Yasemin Uslu PhD, RN\",\"doi\":\"10.1016/j.ecns.2024.101530\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Introduction</h3><p>During the coronavirus disease (COVID-19) pandemic, the use of personal protective equipment (PPE) was a necessary infection control measure while treating COVID-19-positive patients. However, healthcare professionals’ use of PPE can be a barrier to therapeutic communication.</p></div><div><h3>Material and methods</h3><p>This mixed methods study aimed to evaluate nursing students’ perceived level of communication skills while using PPE (gown/mask/eye protection or face shield) during the care of COVID-19 patients and their levels of satisfaction and self-confidence in learning in the in situ simulation environment. This study was conducted among a population of senior nursing students in a university in Istanbul (N = 81). The sample comprised students who volunteered to participate (n = 35). Quantitative data were collected using a communication skills assessment form and the Student Satisfaction and Self-Confidence in Learning Scale. Qualitative data were collected with a semi-structured form in debriefing sessions.</p></div><div><h3>Results</h3><p>According to both self and standardized patient (SP) ratings of the students’ therapeutic communication techniques while using PPE, the highest scores were for active listening and providing information. In self-ratings of non-therapeutic communication, the highest scores were for minimizing feelings, changing the subject, and giving false assurances. The study revealed significant differences in the perceived effectiveness of therapeutic communication techniques, including active listening (t = 3.182; <em>p</em> = .002), focusing (t = 3.004; <em>p</em> = .004), and voicing doubts (t = -3.333; <em>p</em> = .001), as well as non-therapeutic communication techniques, including giving false assurances (t = 3.293; <em>p</em> = .002), giving advice (t = 3.097; <em>p</em> = .004), challenging (t = 3.031; <em>p</em> = .005), and being defensive (t = 2.753; <em>p</em> = .009), among standardized patients and students. Scores for satisfaction and self-confidence in learning were 4.48 ± 0.83 and 4.42 ± 0.76, respectively.</p></div><div><h3>Conclusions</h3><p>The levels of communication skills perceived by the nursing students and SP were similar. Students reported high satisfaction and self-confidence in learning from the in-situ simulation. There is little research on the evaluation of communication skills while using PPE in the literature. This study helps fill that gap and may guide communication and simulation-based learning studies.</p></div>\",\"PeriodicalId\":48753,\"journal\":{\"name\":\"Clinical Simulation in Nursing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-04-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Simulation in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1876139924000227\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139924000227","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Effectiveness of In Situ Simulation in Determining Nursing Students’ Perceived Level of Communication Skills While Using Personal Protective Equipment
Introduction
During the coronavirus disease (COVID-19) pandemic, the use of personal protective equipment (PPE) was a necessary infection control measure while treating COVID-19-positive patients. However, healthcare professionals’ use of PPE can be a barrier to therapeutic communication.
Material and methods
This mixed methods study aimed to evaluate nursing students’ perceived level of communication skills while using PPE (gown/mask/eye protection or face shield) during the care of COVID-19 patients and their levels of satisfaction and self-confidence in learning in the in situ simulation environment. This study was conducted among a population of senior nursing students in a university in Istanbul (N = 81). The sample comprised students who volunteered to participate (n = 35). Quantitative data were collected using a communication skills assessment form and the Student Satisfaction and Self-Confidence in Learning Scale. Qualitative data were collected with a semi-structured form in debriefing sessions.
Results
According to both self and standardized patient (SP) ratings of the students’ therapeutic communication techniques while using PPE, the highest scores were for active listening and providing information. In self-ratings of non-therapeutic communication, the highest scores were for minimizing feelings, changing the subject, and giving false assurances. The study revealed significant differences in the perceived effectiveness of therapeutic communication techniques, including active listening (t = 3.182; p = .002), focusing (t = 3.004; p = .004), and voicing doubts (t = -3.333; p = .001), as well as non-therapeutic communication techniques, including giving false assurances (t = 3.293; p = .002), giving advice (t = 3.097; p = .004), challenging (t = 3.031; p = .005), and being defensive (t = 2.753; p = .009), among standardized patients and students. Scores for satisfaction and self-confidence in learning were 4.48 ± 0.83 and 4.42 ± 0.76, respectively.
Conclusions
The levels of communication skills perceived by the nursing students and SP were similar. Students reported high satisfaction and self-confidence in learning from the in-situ simulation. There is little research on the evaluation of communication skills while using PPE in the literature. This study helps fill that gap and may guide communication and simulation-based learning studies.
期刊介绍:
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.