Volume 26, Issue 6 (2-2019)
Avicenna J Nurs Midwifery Care 2019, 26(6): 357-365 |
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karbasi F, khatiban M, Soltanian A. The Effects of Teaching the Communication Skills to Patients Through Role-Playing Method on Nursing Students' Self-Efficacy. Avicenna J Nurs Midwifery Care 2019; 26 (6) :357-365
URL: http://nmj.umsha.ac.ir/article-1-1866-en.html
URL: http://nmj.umsha.ac.ir/article-1-1866-en.html
1- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
2- Hamadan University of Medical Sciences, Hamadan, Iran ,Mahnaz.khatiban@gmail.com
3- Department of Biostatistics, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
2- Hamadan University of Medical Sciences, Hamadan, Iran ,
3- Department of Biostatistics, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran
Abstract: (8800 Views)
Introduction: Teaching the professional communication skills can be effective in developing the learners’ self-efficacy. In the patients' training with communication skills, the active and student-centered learning methods, such as role-playing, are emphasized. Therefore, this study was run to determine the effects of applying the role-playing method to communication education on the self-efficacy and communication skills of nursing students.
Methods: This controlled before-after quasi-experimental study was conducted in Hamadan University of Medical Sciences in 2015. Out of 15 student groups, four groups were randomly assigned to the role-playing (n=32) and four groups to the routine (n=32). Sherer's self-efficacy questionnaire was completed by students at the beginning and end of clinical education. Patient-nurse communication program training through role-playing method was implemented during the interval period. Data analysis was run using SPSS16 by statistical tests at 95% confidence level.
Results: Students in the role-playing group were compared to the conventional group in terms of the individual characteristics (P >0.05). At the baseline, the control group had higher self-efficacy than those in the role-playing group (P<0.05). But after the intervention, analysis of covariance showed that the significant progress was only made in the role-playing students' self-efficacy compared to the control group when baseline score differences were controlled (P<0.001).
Conclusion: Using an active role-playing method can lead to self-efficacy of undergraduate nursing students in comparison with the traditional method.
Methods: This controlled before-after quasi-experimental study was conducted in Hamadan University of Medical Sciences in 2015. Out of 15 student groups, four groups were randomly assigned to the role-playing (n=32) and four groups to the routine (n=32). Sherer's self-efficacy questionnaire was completed by students at the beginning and end of clinical education. Patient-nurse communication program training through role-playing method was implemented during the interval period. Data analysis was run using SPSS16 by statistical tests at 95% confidence level.
Results: Students in the role-playing group were compared to the conventional group in terms of the individual characteristics (P >0.05). At the baseline, the control group had higher self-efficacy than those in the role-playing group (P<0.05). But after the intervention, analysis of covariance showed that the significant progress was only made in the role-playing students' self-efficacy compared to the control group when baseline score differences were controlled (P<0.001).
Conclusion: Using an active role-playing method can lead to self-efficacy of undergraduate nursing students in comparison with the traditional method.
Type of Study: Original Research |
Subject:
Nursing
Received: 2018/03/8 | Accepted: 2018/06/27 | Published: 2018/08/4
Received: 2018/03/8 | Accepted: 2018/06/27 | Published: 2018/08/4
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