Jager Margot, Reijneveld Sijmen A, Metselaar Janneke, Knorth Erik J, De Winter Andrea F
Department of Health Sciences, University Medical Center Groningen, University of Groningen, The Netherlands.
Department of Health Sciences, University Medical Center Groningen, University of Groningen, The Netherlands.
Patient Educ Couns. 2014 Dec;97(3):332-8. doi: 10.1016/j.pec.2014.08.020. Epub 2014 Sep 6.
To examine adolescents' attributed relevance and experiences regarding communication, and whether discrepancies in these are associated with clients' participation and learning processes in psychosocial care.
Adolescents receiving psychosocial care (n=211) completed measures of communication in three domains: affective communication, information provision, and shared decision-making. Participation involved clients' attendance and adherence (professional-reported). Learning processes involved clients' improved understanding and improved confidence (client and professional-reported).
Important but less often experienced affective communication was associated with low adherence (odds ratio, 95% confidence interval: 2.8, 1.1-6.8), less improvement in understanding (3.7, 1.5-9.0), and less improvement in confidence (4.5, 1.8-11.6). If information provision or shared decision-making was important but less often experienced, adolescents were more likely to demonstrate less improvement in understanding (3.1, 1.1-8.5; 4.2, 1.7-10.8). The combination "less important but experienced" only had an effect regarding affective communication; these adolescents were more likely to demonstrate less improvement in confidence (6.0, 2.3-15.4).
Discrepancies between attributed relevance and experiences frequently occur. These discrepancies negatively affect adolescents' participation and their learning processes, although the pattern differs across communication domains.
Care professionals should pay considerable attention to their clients' communication preferences and adapt their communication style when necessary.
探讨青少年对沟通的归因相关性及经历，以及这些方面的差异是否与心理社会护理中服务对象的参与和学习过程相关。
接受心理社会护理的青少年（n = 211）完成了三个领域的沟通测量：情感沟通、信息提供和共同决策。参与包括服务对象的出勤和依从性（由专业人员报告）。学习过程包括服务对象理解能力的提高和信心的增强（由服务对象和专业人员报告）。
重要但较少经历的情感沟通与低依从性相关（优势比，95%置信区间：2.8，1.1 - 6.8），理解能力提高较少（3.7，1.5 - 9.0），信心增强较少（4.5，1.8 - 11.6）。如果信息提供或共同决策重要但较少经历，青少年在理解能力上更有可能表现出较少的提高（3.1，1.1 - 8.5；4.2，1.7 - 10.8）。“不太重要但有经历”的组合仅在情感沟通方面有影响；这些青少年在信心增强方面更有可能表现出较少的提高（6.0，2.3 - 15.4）。
归因相关性与经历之间的差异经常出现。这些差异对青少年的参与和学习过程产生负面影响，尽管不同沟通领域的模式有所不同。
护理专业人员应高度关注服务对象的沟通偏好，并在必要时调整自己的沟通方式。
