Abdolrahimi Mahbobeh, Ghiyasvandian Shahrzad, Zakerimoghadam Masoumeh, Ebadi Abbas
Ph.D. Candidate of Nursing, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Associate Professor, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Electron Physician. 2017 Aug 25;9(8):4968-4977. doi: 10.19082/4968. eCollection 2017 Aug.
Therapeutic communication, the fundamental component of nursing, is a complex concept. Furthermore, the poor encounters between nursing student and patient demonstrate the necessity of instruction regarding therapeutic communication. The aim of this study was to define and clarify this important concept for including this subject in the nursing curriculum with more emphasis.
A literature search was conducted using keywords such as "nursing student", "patient" and "therapeutic communication" and Persian-equivalent words in Persian databases (including Magiran and Medlib) and English databases (including PubMed, ScienceDirect, Scopus and ProQuest) without time limitation. After extracting concept definitions and determining characteristic features, therapeutic communication in nursing students was defined. Then, sample cases, antecedents, consequences and empirical referents of concept were determined.
After assessing 30 articles, therapeutic communication defining attributes were as follows: "an important means in building interpersonal relationships", "a process of information transmission", "an important clinical competency", "a structure with two different sections" and "a significant tool in patient centered care". Furthermore, theoretical and clinical education and receiving educators' feedback regarding therapeutic communication were considered as antecedents of the concept. Improving physical and psychological health status of patient as well as professional development of nursing students were identified as consequences of the concept.
Nursing instructors can use these results in order to teach and evaluate therapeutic communication in nursing students and train qualified nurses. Also, nursing students may apply the results to improve the quality of their interactions with patients, perform their various duties and meet patients' diverse needs.
治疗性沟通是护理的基本组成部分，是一个复杂的概念。此外，护生与患者之间不佳的沟通情况表明了进行治疗性沟通指导的必要性。本研究的目的是界定并阐明这一重要概念，以便在护理课程中更加强调这一主题。
在波斯语数据库（包括Magiran和Medlib）和英语数据库（包括PubMed、ScienceDirect、Scopus和ProQuest）中使用“护生”“患者”和“治疗性沟通”等关键词以及波斯语对应词汇进行无时间限制的文献检索。在提取概念定义并确定特征后，对护生的治疗性沟通进行了定义。然后，确定了该概念的样例、前因、后果和实证依据。
在评估30篇文章后，治疗性沟通的定义属性如下：“建立人际关系的重要手段”“信息传递的过程”“重要的临床能力”“具有两个不同部分的结构”以及“以患者为中心护理中的重要工具”。此外，治疗性沟通的理论和临床教育以及接受教育者的反馈被视为该概念的前因。改善患者的身心健康状况以及护生的专业发展被确定为该概念的后果。
护理教师可以利用这些结果来教授和评估护生的治疗性沟通，并培养合格的护士。此外，护生可以应用这些结果来提高他们与患者互动的质量，履行其各项职责并满足患者的多样化需求。
