Daniels T G, Denny A, Andrews D
Sir Wilfred Grenfell College, Memorial University, Corner Brook, Newfoundland.
J Nurs Educ. 1988 Jun;27(6):246-52. doi: 10.3928/0148-4834-19880601-04.
This study assessed the degree to which nursing students acquired and retained six generic skills of communication. Fifty-three second year female RN students were randomly assigned to either an experimental group (E-group) which received microtraining, or a nonattention control group (C-group). All subjects completed both the Carkhuff Indices of Communication and Discrimination as pretests. The E-group then had approximately 25 hours of microtraining in six basic communication skills. Following training, each subject completed the Carkhuff Indices again, the Empathy Construct Rating Scale, and a 10- to 15-minute audiotaped interview in which she assumed the role of a helping nurse. Multivariate analysis of covariance indicated a significant main effect suggesting that the E-group performed better than the C-group when all the measures were combined together. As well, the experimental trainees performed significantly better than the control trainees on empathy, reflection of feeling, and summarizing. The E-group made fewer communication errors, asked fewer closed-questions, made more Good responses, and showed a significant increase in empathy over training. At the nine-month follow-up, while there were no statistically significant differences between the groups on any dependent measure, the E-group outperformed the C-group on all dependent measures.
本研究评估了护理专业学生掌握并保持六项通用沟通技能的程度。53名二年级女性注册护士学生被随机分配到接受微培训的实验组（E组）或非关注对照组（C组）。所有受试者均完成了卡尔霍夫沟通与辨别指数作为前测。然后，E组接受了约25小时的六项基本沟通技能微培训。培训后，每位受试者再次完成卡尔霍夫指数、同理心构建评定量表，并进行了一次10至15分钟的录音访谈，访谈中她扮演一名提供帮助的护士角色。多变量协方差分析显示出显著的主效应，表明当将所有测量指标综合起来时，E组的表现优于C组。此外，实验组学员在同理心、情感反映和总结方面的表现明显优于对照组学员。E组的沟通错误更少，封闭式问题更少，做出的良好回应更多，并且在培训后同理心有显著提高。在九个月的随访中，虽然两组在任何因变量测量上均无统计学显著差异，但E组在所有因变量测量上的表现均优于C组。
