Chang Wen-Hui, Hsieh Suh-Ing, Hsu Li-Ling
Department of Nursing, Shin Kong Wu Ho-Su Memorial Hospital, Taiwan, ROC.
Department of Nursing, Chang Gung University of Science and Technology, Taiwan, ROC.
Hu Li Za Zhi. 2014 Jun;61(3):45-57. doi: 10.6224/JN.61.3.45.
Clear directions and explanations from nurses related to health behaviors and discharge procedures have been shown to effectively reduce the risk of patient readmission. Nurses thus need to develop good communication skills in order to ensure that their communications help patients become better-informed and less anxious about discharge procedures.
This research evaluates the communication skills of nurses following two different education interventions.
Experimental design principles for education interventions were followed in this research. Medical nurses certified at the N to N2 level in a municipal hospital in Taipei City were enrolled as participants (N=78) and divided into an experimental group and control group using stratified purposive randomization. The experimental group received clinical scenario-based simulation education for communication. The control group received standard class-based education for communication. Both groups received a pre-test evaluation and an OSCE post-test evaluation. Results were analyzed using SPSS 17.0 software.
Independent t-test results revealed significant increases in communication skills (t=3.406, p<.05) in both groups, with the increase in the experimental group (M=5.00, SD=0.82) significantly greater than the increase in the control group (M=4.11, SD=1.41). However, the mean scores from the post-test standardized patient survey found no significant differences between the two groups in terms of communication skills.
The results indicate that the clinical scenario-based simulation education intervention is more effective than traditional class-based education in enhancing the communication skills of nurses.
护士就健康行为和出院程序给出明确的指示和解释，已被证明能有效降低患者再次入院的风险。因此，护士需要培养良好的沟通技巧，以确保他们的沟通能帮助患者更好地了解情况，并减少对出院程序的焦虑。
本研究评估护士在接受两种不同教育干预后的沟通技巧。
本研究遵循教育干预的实验设计原则。招募台北市一家市级医院N至N2级别的注册护士作为参与者（N = 78），并采用分层目的随机化将其分为实验组和对照组。实验组接受基于临床情景的沟通模拟教育。对照组接受基于标准课程的沟通教育。两组均接受预测试评估和客观结构化临床考试后测试评估。使用SPSS 17.0软件分析结果。
独立样本t检验结果显示，两组的沟通技巧均有显著提高（t = 3.406，p <.05），实验组的提高幅度（M = 5.00，SD = 0.82）显著大于对照组（M = 4.11，SD = 1.41）。然而，后测试标准化患者调查的平均得分显示，两组在沟通技巧方面没有显著差异。
结果表明，基于临床情景的模拟教育干预在提高护士沟通技巧方面比传统的基于课程的教育更有效。
