Bee Rachel Elizabeth, Watkins Julia, Barnes Ruth
J Nurs Educ. 2023 Oct;62(10):575-579. doi: 10.3928/01484834-20230815-09. Epub 2023 Oct 1.
The combination of nursing student anxiety toward patients with mental health conditions, along with their unpreparedness for exercising active listening, empathy, and self-awareness in clinical situations, creates a barrier to achieving therapeutic nurse- patient relationships.
A quantitative quasiexperimental study with a one-group pretest-posttest design was used to determine whether a low-fidelity communication simulation laboratory would decrease nursing students' perceived anxiety levels toward mental health patients and increase students' perceived empathy, self-awareness, and active listening levels.
After completing the communication simulation laboratory, students' anxiety decreased significantly ( < .001) and active listening increased significantly ( < .001); empathy and self-awareness levels were relatively unchanged.
Using a communication simulation laboratory effectively decreased nursing students' perceived anxiety levels toward patients and improved their perceived active listening skills. The findings of the study support the use of low-fidelity simulations to prepare students for psychiatric nursing clinical practice. .
护理专业学生对患有精神疾病的患者存在焦虑情绪，同时他们在临床情境中缺乏进行积极倾听、共情和自我意识训练，这成为建立治疗性护患关系的障碍。
采用单组前后测设计的定量准实验研究，以确定低逼真度沟通模拟实验室是否会降低护理专业学生对精神科患者的感知焦虑水平，并提高学生的感知共情、自我意识和积极倾听水平。
完成沟通模拟实验室后，学生的焦虑显著降低（<.001），积极倾听显著增加（<.001）；共情和自我意识水平相对未变。
使用沟通模拟实验室有效降低了护理专业学生对患者的感知焦虑水平，并提高了他们的感知积极倾听技能。该研究结果支持使用低逼真度模拟为学生的精神科护理临床实践做准备。
