Yang Meiqiong, Lin Pingzhen, Zheng Limian, Wu Biyu
Department of Nursing, Quanzhou First Hospital, Quanzhou, Fujian, China.
Front Psychiatry. 2024 Nov 4;15:1327629. doi: 10.3389/fpsyt.2024.1327629. eCollection 2024.
The development of emotional and clinical communication is crucial for being a nurse. The aim of this study is to evaluate the influencing factors of emotional management and clinical communication competencies among nursing students, to inform strategies for enhancing the management and nursing care practices.
This study was a cross-sectional survey. The study period was from December 1 to December 31, 2022, during which nursing students were the population of the survey. The assessments of the emotional management and clinical communication competencies of the nursing students were conducted using the validated Emotion Management Ability Questionnaire and the Clinical Communication Ability Scale, respectively.
A total of 356 nursing students were investigated in this study. The nursing students had moderate ability of emotional management and clinical communication. The emotional management ability was correlated with the clinical communication ability of nursing students (all p<0.05). The results of multivariate regression analysis indicated that gender, educational level and home place were the independent influencing factors on the emotional management ability in the nursing students (all p<0.05). Family structure, internship time and personality were the independent influencing factors for the clinical communication ability among the nursing students (all p<0.05).
The competencies in emotional management and clinical communication among clinical nursing students warrant enhancement. It is imperative to implement tailored educational and training programs to optimize the development and performance of nursing students in their clinical training.
情感与临床沟通能力的培养对于成为一名护士至关重要。本研究旨在评估护理专业学生情绪管理和临床沟通能力的影响因素，为加强管理和护理实践提供策略依据。
本研究为横断面调查。研究期间为2022年12月1日至12月31日，调查对象为护理专业学生。分别使用经过验证的情绪管理能力问卷和临床沟通能力量表对护理专业学生的情绪管理和临床沟通能力进行评估。
本研究共调查了356名护理专业学生。护理专业学生的情绪管理和临床沟通能力中等。护理专业学生的情绪管理能力与临床沟通能力相关（所有p<0.05）。多因素回归分析结果显示，性别、学历和家庭所在地是护理专业学生情绪管理能力的独立影响因素（所有p<0.05）。家庭结构、实习时间和性格是护理专业学生临床沟通能力的独立影响因素（所有p<0.05）。
临床护理专业学生的情绪管理和临床沟通能力有待提高。必须实施针对性的教育和培训计划，以优化护理专业学生在临床培训中的发展和表现。
