Knowledge, applicability and importance attributed by nursing undergraduates to communicative strategies

Abstract

Objectives: To evaluate the knowledge, applicability and importance that nursing students attribute to therapeutic communicative strategies. Methods: This is a quantitative study (survey) with nursing undergraduates from a public institution. The online questionnaire by the SurveyMonkey tool, comprising the informed consent form and six questions, had its relevance, clarity and operability assessed by experts. Results: Of the 104 graduates, 50 participated in the study; the most well-known and applied strategy was Therapeutic Communication, followed by Ask-Tell-Ask, NURSE and Tell Me More; the least were PACIENTE and SPIKES. Most use the strategies they know best; all were considered important by at least 82% of the students. Conclusions: The partial knowledge and application of these strategies by the students contributes to reflect on the complexity of their teaching-learning process.

Use of a therapeutic communication application in the Nursing undergraduate program: randomized clinical trial

“…A research carried out in Fortaleza presented an increased average of hits after educational intervention with APP, denoting the positive influence of this technology in the knowledge of students (23) . Similarly, in this study, the APP on the therapeutic communication in commentary had an effect on the learning of students in Nursing, which can have repercussions on the therapeutic communication of Nursing (24) . At Washington State University, research on the use of APP in teaching-learning was conducted and it was proven that the use of APP by students contributes to learning (p=0.01) (25) .…”

“…The limitations of this study are the follow-up of patients for only 30 days and the use of the APP only once, in a single day, due to the need to finish the research. But the literature reinforces the need for therapeutic communication in professional exercise ( 24 , 26 - 27 ), although there is no description of how to do it. Thus, it has been proven that the application on therapeutic communication is conducive to teaching, being useful in situations of social withdrawal such as the one faced today.…”

Nurse-patient communication strategies: A proposal of an educational video for Nursing students

“…The results obtained by a study ( 41 ) highlighted the need to teach nurse-patient communication strategies in training programs and qualification courses, in addition to the approach during professional training. Other authors point to the need for a discussion about the techniques that involve such communication strategies ( 16 , 41 - 43 ) .…”

“…Regarding the NURSE Strategy, acronym for Naming, Understanding, Respecting, Supporting and Exploring, the objective is to understand and accept the patient’s emotions. To apply it, the professional should do the following: name the perceived emotions, show understanding of the patient’s feelings, show respect for the emotions expressed by the patient, provide the necessary support and encourage coping, and demonstrate interest in what concerns the patient ( 4 , 16 , 49 ) .…”

“…The Tell me more Strategy allows the professional to understand the patient’s emotions; there is a stimulus for verbalization ( 16 ) . For the professional to be able to employ it, it becomes necessary to recognize that communication will be based on three levels: understanding the information, understanding how the patient deals emotionally with the content conveyed, and understanding the meaning of the information for the patient ( 4 ) .…”