Improving Therapeutic Communication in Nursing Through Simulation Exercise

Blake, Tim; Blake, Tayler A.

doi:10.1016/j.teln.2019.06.003

Cited by 28 publications

(29 citation statements)

References 7 publications

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“…Eleven studies used simulation as the intervention. The majority of them (n = 8) used SP to facilitate learning [26,[31][32][33][34][35][36][37] and three studies used simulation to aid in the assessment of communication skills, performed by a faculty member [38], peer [39], or both [40]. Nine were carried out through simulation using Standardized Patients (SP) [26,[31][32][33][36][37][38]40].…”

Section: Intervention Characteristicsmentioning

confidence: 99%

“…Nine were carried out through simulation using Standardized Patients (SP) [26,[31][32][33][36][37][38]40]. One study used simulation through role playing [39] and with high-fidelity patient (n = 1) [34]. Three studies used innovative educational methodologies, such as a blended learning environment [28], cooperative learning methods [41], and Case-Based learning [42].…”

Section: Intervention Characteristicsmentioning

confidence: 99%

“…Regarding the contexts of the interventions, nine studies focused on mental health [26,31,33,[35][36][37][38][39][40], three studies on end-of-life [32,43,47], one focused on maternity [34], and six studies focused on general patient-centered communication skills [28,41,42,[44][45][46]. As for the duration of the interventions, it varied from one hour to one semester (Table 2).…”

Section: Intervention Characteristicsmentioning

confidence: 99%

“…However, several authors designed the instruments themselves to evaluate interpersonal communication. For six instruments, no validity data was provided [31][32][33]36,38,39].…”

Section: Outcome Measuresmentioning

confidence: 99%

“…Blake and Blake 2019 [39] (USA) An improvement in student self-efficacy in therapeutic communication skills after the course simulation as indicated by the five questions were all significant with p < 0.01.…”

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confidence: 95%

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Educational Interventions for Nursing Students to Develop Communication Skills with Patients: A Systematic Review

Gutiérrez-Puertas

Márquez-Hernández

Gutiérrez-Puertas

et al. 2020

IJERPH

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Introduction: Nursing students establish therapeutic relationships with their patients and as future nursing professionals, they should be trained to be effective communicators. The objective of this systematic review was to know the impact of educational interventions on nursing students to develop their communication skills with patients. Methods: A systematic review of literature was carried out. The following databases were consulted: CINAHL, PubMed (Ovid Medline), SCOPUS and Web of Science. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided this review. As for inclusion criteria, published articles in English from 2000 to 2020 were included. The methodological rigor of the included articles was evaluated with the JBI Critical Appraisal Checklist for Randomized Controlled Trial or Quasi-Experimental Studies. Changes in communication skills with the patient after the implementation of an intervention were analyzed. Results: Of the included studies in this systematic review (N = 19), two studies were randomized controlled trials, others were single group quasi-experimental studies (N = 11) and two group quasi-experimental studies (n = 6). The majority of the studies were carried out in the USA (n = 7). The most frequent educational intervention was simulation (n = 11). As for the improvement of communication skills, 13 of the 19 articles found statistically significant differences in patient-centered communication skills of nursing students. Conclusions: This systematic review provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.

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Section: Intervention Characteristicsmentioning

confidence: 99%

Section: Intervention Characteristicsmentioning

confidence: 99%

Section: Intervention Characteristicsmentioning

confidence: 99%

“…However, several authors designed the instruments themselves to evaluate interpersonal communication. For six instruments, no validity data was provided [31][32][33]36,38,39].…”

Section: Outcome Measuresmentioning

confidence: 99%

mentioning

confidence: 95%

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