Oliynyk Nataliya, Khmilyar Irena, Rudakova Natalia, Klontsak Oresta, Shvab Maria, Jong Nynke de
Department of Social and Humanitarian Disciplines, Andrei Krupynskyi Lviv Medical Academy, Ukraine.
Department of Mental and Physical Health, Andrei Krupynskyi Lviv Medical Academy, Ukraine.
Heliyon. 2024 Sep 19;10(18):e38126. doi: 10.1016/j.heliyon.2024.e38126. eCollection 2024 Sep 30.
Communicative competence for massage therapists with visual impairments is an important aspect in ensuring their successful integration into the profession and society. However, visually impaired massage therapists face numerous barriers to effective communication during their education, hiring process, and professional employment.
To study why communicative competence is important for students with visual impairments; to research features of communication of persons with visual impairments; to identify barriers and effective strategies for formation of communicative competence in the educational process.
A qualitative descriptive study with focus groups and semi-structured interviews.
Higher education institution in Lviv (Ukraine) offering a nursing programme for students with visual impairments.
Three groups of respondents, namely visually impaired alumni of Lviv Medical Academy, Ukraine (n = 6), alumni's employers and co-workers (n = 4), and experts in the education of visually impaired persons (n = 11), participated in the research.
Two focus groups and in-depth semi-structured interviews were used to collect data. Interviews were transcribed verbatim and thematic coding was used to analyze transcripts.
Five themes arose: significance of communication for nurse massage therapists with visual impairments; features of communication of persons with visual impairments; barriers to communication of persons with visual impairments; tools and approaches to improve communicative competence of massage therapists with visual impairments; ineffective methods in teaching communication to visually impaired students.
Communication barriers faced by visually impaired nursing students include isolation in specialized institutions, parental hypervigilance, and the challenge of establishing eye contact, which impedes reading nonverbal cues. To enhance communicative competence, it is essential to implement interactive teaching methods, involve students in various activities, ensure educational accessibility, and adopt an individualized and empathetic approach. Both inclusive and special education have advantages and disadvantages. It is recommended to advocate for a "reasonable accommodation" model to ensure high-quality education for visually impaired massage therapists.
视障按摩治疗师的沟通能力是确保他们成功融入该职业和社会的一个重要方面。然而，视障按摩治疗师在其教育、招聘过程和职业工作期间面临着有效沟通的诸多障碍。
研究沟通能力对视障学生为何重要；研究视障人士的沟通特点；确定在教育过程中形成沟通能力的障碍和有效策略。
采用焦点小组和半结构化访谈的定性描述性研究。
利沃夫（乌克兰）的一所高等教育机构，为视障学生提供护理课程。
三组受访者参与了研究，即乌克兰利沃夫医学院的视障校友（n = 6）、校友的雇主和同事（n = 4）以及视障人士教育专家（n = 11）。
使用两个焦点小组和深入的半结构化访谈来收集数据。访谈逐字转录，并使用主题编码来分析转录本。
出现了五个主题：沟通对视障护士按摩治疗师的重要性；视障人士的沟通特点；视障人士的沟通障碍；提高视障按摩治疗师沟通能力的工具和方法；对视障学生进行沟通教学的无效方法。
视障护理学生面临的沟通障碍包括在特殊机构中的孤立、家长的过度警惕以及建立眼神接触的挑战，这阻碍了对非语言线索的解读。为提高沟通能力，必须实施互动教学方法，让学生参与各种活动，确保教育的可及性，并采用个性化和富有同理心的方法。全纳教育和特殊教育都有优缺点。建议倡导“合理便利”模式，以确保对视障按摩治疗师进行高质量教育。
