Nicholls Delwyn, Sweet Linda, Muller Amanda, Hyett Jon
College of Nursing and Health Sciences, Flinders University, Adelaide, Australia; Sydney Ultrasound for Women, Sydney, Australia.
College of Nursing and Health Sciences, Flinders University, Adelaide, Australia.
Nurse Educ Today. 2018 Jan;60:121-126. doi: 10.1016/j.nedt.2017.09.004. Epub 2017 Sep 18.
Many health professionals use psychomotor or task-based skills in clinical practice that require concomitant communication with a conscious patient. Verbally engaging with the patient requires highly developed verbal communication skills, enabling the delivery of patient-centred care. Historically, priority has been given to learning the psychomotor skills essential to clinical practice. However, there has been a shift towards also ensuring competent communication with the patient during skill performance. While there is literature outlining the steps to teach and learn verbal communication skills, little is known about the most appropriate instructional approach to teach how to verbally engage with the patient when also learning to perform a task. A literature review was performed and it identified that there was no model or proven approach which could be used to integrate the learning of both psychomotor and communication skills. This paper reviews the steps to teach a communication skill and provides a suggested model to guide the acquisition and development of the concomitant -communication skills required with a patient at the time a psychomotor skill is performed.
许多医疗专业人员在临床实践中会运用心理运动技能或基于任务的技能，而这些技能需要与清醒的患者进行同步沟通。与患者进行口头交流需要高度发达的语言沟通技巧，以便提供以患者为中心的护理。从历史上看，重点一直放在学习临床实践中必不可少的心理运动技能上。然而，现在已经出现了一种转变，即在技能操作过程中也要确保与患者进行有效的沟通。虽然有文献概述了教授和学习语言沟通技巧的步骤，但对于在学习执行一项任务时教授如何与患者进行口头交流的最合适教学方法却知之甚少。进行了一项文献综述，结果发现没有可用于整合心理运动技能和沟通技能学习的模型或经过验证的方法。本文回顾了教授沟通技能的步骤，并提供了一个建议模型，以指导在执行心理运动技能时与患者所需的同步沟通技能的习得和发展。
