School of Nursing, Koç University, Turkey.
School of Nursing, Koç University, Turkey.
Nurse Educ Pract. 2024 Oct;80:104118. doi: 10.1016/j.nepr.2024.104118. Epub 2024 Sep 3.
This research aimed to evaluate the effect of the psychodrama-based intervention used in the communication course of 2nd year nursing students on their therapeutic communication skills and cognitive flexibility.
Psychodrama has been defined as a way of practicing living without being punished for making mistakes. The psychodrama-based interventions can be used as a novel teaching method to improve therapeutic communication skills and cognitive flexibility in education by allowing students to learn from their trials and errors before going into clinical practice and communicating one-on-one with the patient.
A single group, pretest-posttest with a follow-up quasi-experimental design was adopted.
The participants were a convenience sample of 24 s-year undergraduate nursing students. Students attended a one-day in-a-week psychodrama-based communication course for 14 weeks. The data of the study were collected with the Demographic Information Form, the Therapeutic Communication Skills Scale and the Cognitive Flexibility Inventory. Outcomes were measured on the first day (baseline), at the end of the course and 6 and 12 months after completing the course. Outcomes were analyzed using descriptive and repeated measures analysis of variance, Friedman and Dunn tests.
It was determined that the nontherapeutic communication scores were significantly lower at the post-test, 6 months and 12 months than at baseline in participants. Therapeutic-one scores were significantly increased at the post-test compared with baseline in participants. Therapeutic-two scores were significantly increased at 6 months compared with baseline. There was no statistical difference in any measure in the cognitive flexibility inventory.
The psychodrama-based intervention in communication course significantly improved nursing students' therapeutic communication skills. It is also recommended to conduct studies with larger samples of nursing students from different institutions and also randomized controlled studies with control groups and qualitative studies. It is recommended to conduct studies evaluating an intervention that includes subheadings more related to cognitive flexibility which is an important nursing competency, as well as new studies that evaluate cognitive flexibility with different measurement tools.
本研究旨在评估应用于二年级护理学生沟通课程中的心理剧干预对其治疗性沟通技巧和认知灵活性的影响。
心理剧被定义为一种犯错而不受惩罚的生活方式。心理剧干预可以作为一种新颖的教学方法，通过允许学生在进入临床实践之前从他们的尝试和错误中学习，并与患者进行一对一的沟通，在教育中提高治疗性沟通技巧和认知灵活性。
采用单组、前后测、随访准实验设计。
参与者为 24 名二年级本科护理学生的方便样本。学生参加了为期 14 周、每周一天的心理剧沟通课程。研究数据通过人口统计学信息表、治疗性沟通技巧量表和认知灵活性量表收集。在第一天（基线）、课程结束时以及完成课程后 6 个月和 12 个月进行结果测量。使用描述性和重复测量方差分析、Friedman 和 Dunn 检验对结果进行分析。
参与者在课程结束时、6 个月和 12 个月时的非治疗性沟通评分明显低于基线，治疗性沟通评分在课程结束时与基线相比显著增加，治疗性沟通评分在 6 个月时与基线相比显著增加。认知灵活性量表的任何指标均无统计学差异。
沟通课程中的心理剧干预显著提高了护理学生的治疗性沟通技巧。还建议对来自不同机构的护理学生进行更大样本的研究，以及包括对照组的随机对照研究和评估认知灵活性的定性研究。建议进行评估包含与认知灵活性更相关的亚标题的干预研究，因为认知灵活性是一项重要的护理能力，以及使用不同测量工具评估认知灵活性的新研究。
