Abdolrahimi Mahbobeh, Ghiyasvandian Shahrzad, Zakerimoghadam Masoumeh, Ebadi Abbas
Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Department of Critical Care Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Iran J Nurs Midwifery Res. 2018 Mar-Apr;23(2):136-142. doi: 10.4103/ijnmr.IJNMR_9_17.
Health communication (HC) is considered an important task of nurses to provide high quality and holistic care as well as to improve patient health. The nursing student-patient HC is an abstract concept and needs to be clarified. Therefore, this study was conducted to increase the knowledge about nursing students' HC with patients by considering various participants' viewpoints.
In this conventional qualitative content analysis, 18 semi-structured interviews were conducted with six nursing students, six nursing instructors, and six patients in educational hospitals affiliated to the University of Medical Sciences. Credibility, confirmability, dependability, and transferability were established to validate the trustworthiness of the data. The process of data collection and analysis lasted 9 months.
After data analysis, two categories were generated: (A) "junior nursing student-patient communication," with two subcategories of "performing social communication with patients" and "failure to build therapeutic relationships with patients," and (B) "senior nursing student-patient communication" with two subcategories of "establishing effective communication with patients" and "performing one-way communication with patients."
More attention should be paid to improve HC through shifting towards student-centered approaches in nursing curriculum. Further, role model nurses and clinical educators should guide nursing students for institutionalizing HC in future nurses.
健康沟通（HC）被认为是护士提供高质量整体护理以及改善患者健康的一项重要任务。护生与患者之间的健康沟通是一个抽象概念，需要加以阐明。因此，本研究通过考虑不同参与者的观点来增加对护生与患者之间健康沟通的了解。
在这项传统的定性内容分析中，对医学科学大学附属教学医院的六名护生、六名护理教师和六名患者进行了18次半结构式访谈。建立了可信度、可证实性、可靠性和可转移性以验证数据的可信度。数据收集和分析过程持续了9个月。
数据分析后产生了两类：（A）“低年级护生与患者的沟通”，有“与患者进行社交沟通”和“未能与患者建立治疗性护患关系”两个子类别；（B）“高年级护生与患者的沟通”，有“与患者建立有效沟通”和“与患者进行单向沟通”两个子类别。
应更加注重通过在护理课程中转向以学生为中心的方法来改善健康沟通。此外，榜样护士和临床教育工作者应指导护生，以便在未来护士中使健康沟通制度化。
