Effects of Teaching Communication Skills Using a Video Clip on a Smart Phone on Communication Competence and Emotional Intelligence in Nursing Students

Choi, Yeon-Ja; Song, Eun-Ha; Oh, Eunjung

doi:10.1016/j.apnu.2014.11.003

Cited by 56 publications

(78 citation statements)

References 25 publications

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“…A growing body of research illustrates how courses aimed at teaching nursing students about compassion, care and clinical skills, are effective both when delivered online and in the classroom (Adam & Taylor, ; Adamson & Dewar, ; Bas‐Sarmiento, Fernández‐Gutiérrez, Baena‐Baños, & Romero‐Sánchez, ; Choi, Song, & Oh, ; Cunico, Sartori, Marognolli, & Meneghini, ; Edwards, Nash, Sacre, Courtney, & Abbey, ; Hofmeyer et al, ; Lobchuk et al, ; McConville & Lane, ). Whilst promising, the results of these studies mainly focused on developing course content, and offer little in the way of self‐care techniques.…”

Section: Introductionmentioning

confidence: 99%

“…Without the correct support, nursing students can experience burnout long before they even become registered, prompting some to leave the profession (Rudman & Gustavsson, 2012). In relation to this, some believe that the art of compassionate care has been replaced by the science of clinical work in nursing (Bradshaw, 1998;Palos, 2014 Oh, 2015;Cunico, Sartori, Marognolli, & Meneghini, 2012;Edwards, Nash, Sacre, Courtney, & Abbey, 2008;Hofmeyer et al, 2018;Lobchuk et al, 2018;McConville & Lane, 2006). Whilst promising, the results of these studies mainly focused on developing course content, and offer little in the way of self-care techniques.…”

Section: Introductionmentioning

confidence: 99%

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Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model

Durkin

Gurbutt

Carson

2019

Journal of Advanced Nursing

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Aims To explore stakeholder perspectives of compassion in nursing. Background Studies show that nurses’ compassion can be characterized by 11 characteristics. A growing body of research illustrates how courses aimed at teaching nursing students about compassion can be effective. Including the views of key stakeholders in the design of these programmes is recommended, yet the number of studies that have explored this are limited. Design This study used a qualitative exploratory design, applying a directed content and thematic analysis to the data. Methods Key stakeholders (N = 34), including nurse educators, nursing students, registered nurses and service user/patients, were recruited between September 2016 ‐ July 2017. Focus groups and semi‐structured one‐to‐one interviews were conducted. Data were transcribed verbatim. Directed content analysis and thematic analysis were applied to transcripts to address two separate research questions. Results In relation to question 1, ‘What are the characteristics of a compassionate nurse’? eight themes: (a) character; (b) self‐care; (c) connection; (d) empathy; (e) interpersonal skills; (f) communication; (g) competence; and (h) engagement, emerged from the content analysis. For question 2, ‘How can compassion be taught to nursing students’? there were five separate themes that emerged from the thematic analysis: (a) beliefs about teaching compassion; (b) motivation; (c) the 5 W’s needed to teach compassion to nursing students; (d) barriers to compassion in practice; and (e) compassion requires strength Conclusion The findings of this research support previous research into compassion in nursing. The Compassion Strengths model may serve as a framework for nursing students and nurses’ compassionate practice. This may also assist nurses internationally to develop further research in this vital area.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model

Durkin

Gurbutt

Carson

2019

Journal of Advanced Nursing

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“…Finalmente, un cuarto grupo de métodos se basa en la aplicación de la Tecnología de la Información y la Comunicación (tic) e incluye simulaciones de ordenador, sistemas expertos, sistema de video interactivo y teleformación (Ehrlich y Miller, 2009;Minz, Branch, March y Lerman, 2012). En general, las aproximaciones actuales integran estos métodos, de manera que los participantes se forman en destrezas, reflexionan sobre la comunicación, trabajan los aspectos emocionales y utilizan la tecnología de la información y la comunicación (Peñacoba, Ardoy, González-Gutiérrez, Moreno-Rodríguez y Martínez, 2003;Hussainy,Stykes y Duncan, 2012;Choi, Song y Oh, 2015).…”

Section: Introductionunclassified

Percepción de mejora de las habilidades comunicativas en estudiantes universitarios

Hernández-Jorge¹,

Curbero

2018

RESU

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Recibido el 29 de marzo de 2017; aceptado el 27 de junio de 2018. ARTÍCULO resu.anuies.mx Revista de la Educación Superior 47 (186) (2018) Resumen El entrenamiento sistematizado de las habilidades comunicativas es un procedimiento eficaz para adquirirlas. Este trabajo trata de comprobar la mejora en la percepción de estas habilidades en estudiantes universitarios de carreras de apoyo, tras realizar un programa de entrenamiento. Participaron 274 estudiantes universitarios. Se utilizó un diseño Splitplot. Los resultados indican que los estudiantes entrenados mejoran en sus habilidades comunicativas frente a los no entrenados. Se concluye que este programa es un buen instrumento para mejorar las habilidades de comunicación en los estudiantes universitarios, lo cual va en la línea de diferentes estudios sobre la bondad de estos programas. Palabras clave: Comunicación interpersonal, Habilidades comunicativas, Entrenamiento, Efectividad a corto plazo, Estudiantes universitarios.0185-2760/© 2016 Asociación Nacional de Universidades e Instituciones de Educación Superior A.C. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/by-nc-nd/4.0/). AbstractThe systematic training is the most efficient process to acquire appropriate communication skills. This paper aims to test the effectiveness of a training program in communication skills applied to university students. 274 students participated. The study used a Split-plot design. The results indicate that trained students perceive themselves with more communication skills. This communication skills training is a good tool to improve, in a shortterm, these skills in university students. These results are in line with several studies on the effectiveness of systematic training programs in communication skills.

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“…In the report "satisfying academics of German language instruction using the smart board" Tanir showed that the use of smart boards is effective in learning the German language (23). Research conducted by Choi et al and reported in "the effect of communication skills training using video clips in smartphones in the good communications and emotional intelligence in nursing students" concluded that the use of smart video clips is useful for a teaching method (24). In Miranda's "prediction of students' use of teacher-centered technology in elementary classes with multi-level approach", results of a study conducted on elementary students in Turkey, and the research of Taleb and Hassanzadeh entitled "toward a smart school: comparison between smart school and traditional school to learn mathematics," conducted in elementary schools in Yazd, results indicated that the use of educational softwares is more effective on learning than traditional methods (3,25).…”

Section: Introductionmentioning

confidence: 99%

Strategies to Improve Teaching-Learning Process in Smart Schools in Terms of Teaching Method

Dolati

Jamshidi

Beidokhti

2016

Interdiscip J Virtual Learn Med Sci

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Background: The rapid changes and breakthroughs in technology have affected teaching and learning methods. Accordingly, this study aimed to identify strategies related to teaching methods to improve the teaching-learning process in smart schools in Semnan province. Methods: This combined exploratory research first employed the qualitative method and then the quantitative method. Interviews and quantitative content analysis were used in the qualitative part, and a cross-sectional survey was used in the quantitative part. The results of the analysis and in-depth study of theoretical foundations were set into the form of a questionnaire made by the researcher. Content validity was determined by experts, and reliability of the questionnaire was determined using Cronbach's alpha coefficient as 0.77 in the desirable status and 0.92 in the status quo. In the quantitative part, the research questionnaire was completed by 310 teachers, principals, and information and communication technology experts who were selected by stratified sampling in the year 2015. For data analysis, chi-square tests with a Friedman significance level of 0.05 and SPSS version 22 were used. Results:The results showed that collaborative methods of teaching ranked first in utmost importance with an average of 4.53 in the significance level of 0.05, use of educational software in teaching ranked second with an average of 4.29, controlling and directing the class with a variety of teaching-learning strategies ranked third with an average of 4.26, and the student-centered teaching method with an average of 4.15 ranked fourth in improving the teaching-learning process in smart schools. Conclusions: Based on the results, it can be deduced that the collaborative teaching method and use of educational software in teaching can improve the teaching-learning process in smart schools.

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Effects of Teaching Communication Skills Using a Video Clip on a Smart Phone on Communication Competence and Emotional Intelligence in Nursing Students

Cited by 56 publications

References 25 publications

Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model

Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model

Percepción de mejora de las habilidades comunicativas en estudiantes universitarios

Strategies to Improve Teaching-Learning Process in Smart Schools in Terms of Teaching Method

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