循证实践培训对护生沟通技能发展的有效性：一项准实验设计
Effectiveness of Training in Evidence-Based Practice on the Development of Communicative Skills in Nursing Students: A Quasi-Experimental Design.
作者信息
Ruzafa-Martínez María, Pérez-Muñoz Verónica, Conesa-Ferrer María Belén, Ramos-Morcillo Antonio Jesús, Molina-Rodríguez Alonso
机构信息
Department of Nursing, Faculty of Nursing, University of Murcia, Av. Buenavista, 32, El Palmar, 30120 Murcia, Spain.
Department of Sociosanitary Care, Faculty of Social and Health Sciences, University of Murcia, Av. De las Fuerzas Armadas, s/n, 30800 Lorca, Spain.
出版信息
Healthcare (Basel). 2024 Sep 21;12(18):1895. doi: 10.3390/healthcare12181895.
BACKGROUND
Communication skills (CSs) and evidence-based practice (EBP) are key foundations for offering personalized and quality nursing care. CS that results in open communication is fundamental for applying EBP.
OBJECTIVES
The objective of the study was to assess the relationship between the acquisition of EBP competencies and learning CS after taking an EBP course in the nursing degree.
METHODS
Pre-test-post-test quasi-experimental study without a control group. The study population comprised fourth-year undergraduate nursing students. Before and after an EBP course, students completed a questionnaire on CS competence (HP-CSS) and EBP competence (EBP-COQ). The EBP course lasts for 15 weeks, with 150 h of work for the student. Out of these 150 h, 60 are conducted in person, while the remaining 90 h are for independent or group work, utilizing the flipped classroom methodology. Bivariate, correlational, pairwise Student's -test, and linear regression multivariate analyses were performed.
RESULTS
The sample was composed of 153 students. After completing the EBP course, there was a statistically significant improvement in informative communication ( = 0.046) and assertiveness ( = 0.018). However, there were no observed changes in empathy, respect, and the total score of the CS competence. The results from the multivariate analysis showed that the dimensions of attitude towards EBP and EBP knowledge had a positive relation to three of the four dimensions of the CS and overall competence. Regarding the students' variables and characteristics, admission through special programs for athletes and older students ( < 0.001) and being female ( = 0.004) were positively statistically associated with empathy.
CONCLUSIONS
EBP training positively affects the development of CS in nursing students, as shown by significant improvements in the total scores of the CS and the dimensions of informative communication and assertiveness after the intervention. This study demonstrates the initial applicability and usefulness of an EBP training program for the development of CS in nursing students.
背景
沟通技巧（CSs）和循证实践（EBP）是提供个性化优质护理的关键基础。能实现开放式沟通的沟通技巧是应用循证实践的根本。
目的
本研究的目的是评估在护理学位课程中参加循证实践课程后，循证实践能力的获得与沟通技巧学习之间的关系。
方法
无对照组的前后测准实验研究。研究对象为本科四年级护理专业学生。在循证实践课程前后，学生完成了一份关于沟通技巧能力（HP-CSS）和循证实践能力（EBP-COQ）的问卷。循证实践课程为期15周，学生需投入150小时的学习时间。其中60小时为面授课程，其余90小时用于自主学习或小组学习，采用翻转课堂教学法。进行了双变量、相关性、成对学生t检验和线性回归多变量分析。
结果
样本由153名学生组成。完成循证实践课程后，信息性沟通（P = 0.046）和坚定自信（P = 0.018）有统计学意义的显著改善。然而，共情、尊重及沟通技巧能力总分未见变化。多变量分析结果显示，对循证实践的态度维度和循证实践知识与沟通技巧的四个维度中的三个维度及总体能力呈正相关。关于学生的变量和特征，通过运动员特殊项目入学的学生及年长学生（P < 0.001）和女性（P = 0.004）与共情呈正相关。
结论
循证实践培训对护理专业学生沟通技巧的发展有积极影响，干预后沟通技巧总分及信息性沟通和坚定自信维度有显著改善。本研究证明了循证实践培训项目在护理专业学生沟通技巧发展方面的初步适用性和实用性。
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