| Summary: | 碩士 === 義守大學 === 管理學院管理碩士在職專班 === 99 === In the nursing-patient interaction, effective communication is a key factor of nursing care and activities, healthcare quality and health promotion during the nursing process. Most nursing students may only possess basic communication skills while they are practicing in medical-surgical settings. Their patient-centered communication skills may be insufficient for clinical practice in psychiatric ward. In addition, the universities’ nursing curriculum in Taiwan still offers only the basic communication skills teaching. In the psychiatric clinical practice, the communication skills become an important tool for nursing care because of the psychiatric symptoms of the patients. The delivery of nursing care needs good communication skiils as a bridge. Thus, it is expected that a special designed communication competency program can offer and guide nursing students to obtain sufficient communication skills for care of the psychiatric patients. Furthermore, there is currently a lack of studies for the strategies of how to improve the nursing students’ communication skills for psychiatric care. Thus, the purpose of this study is to evaluate effects of a communication competency program to patients with psychiatric disorder for senior nursing students.
The study was a quasi-experimental research design. A total of 59 year 4 nursing students were recruited in a university. Thirty-one were assigned to the control group. Twenty-eight were assigned to the experimental group. The experimental group received a special designed communication competency program, while the control group received only the routine class-teaching. Three modules were designed for the communication competency program (Module I: 120 minutes of the management of the symptoms of delusional disorders and and communication skills training; Module II: 120 minutes of the management of depression and communication skills training; Module III: 120 minutes of the management of schizophrenia and their symptoms and communication skills training). A total of 6 hours were needed for this communication competency program. An examination of the standardized patient (SP) was designed for the students in the experimental group. All nursing students completed necessary baseline measurements before and after the study, namely the Chinese version of the Assessment of Communication and Interaction Skills (ACIS), Communication Skills Attitudes Scale (CSAS), Communication Skills Knowledge Scale (CSKS), Personality Inventory and Five Factor Inventory, Clinical Practice Stress Scale for measurements.
The students in the experimental group showed statistically significant improvements of communication skills after the communication competency program. Improved communication skills could decrease the stress during their clinical practice. The findings of this study demonstrated the effects of this communication competency program.
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