Skillslab, Berner Bildungszentrum Pflege, Reichenbachstrasse 118, 3004 Berne, Switzerland.
J Nurs Educ. 2012 Jan;51(1):16-22. doi: 10.3928/01484834-20111116-02. Epub 2011 Nov 16.
This study investigated the effectiveness of modules involving standardized patients and role-plays on training communication skills. The first module involved standardized patients and an Objective Structured Clinical Examination (OSCE); the second module consisted of peer role-plays and a written examination. A randomized posttest-only control group design with first-year nursing students was used. The intervention group received one-to-one communication training with direct oral feedback from the standardized patient. The control group had training with peer role-playing and mutual feedback. The posttest involved students' rating their self-efficacy, and real patients and clinical supervisors evaluated their communication skills. No significant differences were found between self-efficacy and patient ratings. However, the clinical supervisors rated the intervention group's communication skills to be significantly (p < 0.0001) superior. Assessments by clinical supervisors indicate that communication training modules including standardized patients and an OSCE are superior to communication training modules with peer role-playing.
本研究调查了涉及标准化患者和角色扮演的模块在培训沟通技巧方面的效果。第一个模块涉及标准化患者和客观结构化临床考试（OSCE）；第二个模块由同伴角色扮演和书面考试组成。采用了随机后测仅控制组设计，对象为一年级护理学生。干预组接受了一对一的沟通培训，并从标准化患者那里获得直接的口头反馈。对照组则进行了同伴角色扮演和相互反馈的培训。后测包括学生对自我效能的评估，以及真实患者和临床主管对他们沟通技巧的评估。自我效能和患者评分之间没有发现显著差异。然而，临床主管认为干预组的沟通技巧明显（p<0.0001）更优。临床主管的评估表明，包含标准化患者和 OSCE 的沟通培训模块优于同伴角色扮演的沟通培训模块。
