University of Oklahoma Health Sciences Center College of Nursing, Oklahoma City, OK, USA.
J Nurs Educ. 2012 Feb;51(2):115-9. doi: 10.3928/01484834-20111216-04. Epub 2011 Dec 16.
Parents accompanying their child's hospitalization can experience stress associated with the child's illness, treatments, and major alterations in family life. Nurses often serve as the primary communicator and cultural broker because of their constant presence at the child's bedside. Nursing students may not have essential parent-nurse communication competencies. In an innovative method of teaching nursing students about communicating with parents, 64 undergraduate nursing students participated in a parent-led postconference with a nursing instructor. The parents provided background and led role-play activities and debriefing sessions with students. Feedback provided by students before and after the parent session included requests for additional parents' experiences, appreciation and exceeded expectations of hands-on experience, recognized value of information provided, and the recommendation that all students attend. We demonstrate that empathy is a teachable skill, nursing students are apprehensive about communicating with parents, and nursing students do not understand how much families rely on nurses.
父母陪伴孩子住院会经历与孩子疾病、治疗和家庭生活重大改变相关的压力。护士经常作为主要沟通者和文化经纪人，因为他们时刻陪伴在孩子床边。护理学生可能不具备与父母进行有效沟通的能力。在一种教授护理学生与父母沟通的创新方法中，64 名本科护理学生参与了由护理教师主持的以家长为主导的会后讨论。家长提供背景信息，并引导角色扮演活动和与学生的讨论。学生在家长会议前后提供的反馈包括要求增加家长的经验分享，对实践经验的赞赏和超出预期，对提供信息的价值的认可，以及推荐所有学生参加。我们证明同理心是一种可教授的技能，护理学生对与父母沟通感到不安，并且护理学生不了解家庭对护士的依赖程度。
