Using Social Reminiscence to Teach Therapeutic Communication Skills

2000 ◽  
Vol 21 (6) ◽  
pp. 315-318 ◽  
Author(s):  
William J. Puentes
Keyword(s):  
Communication Skills ◽  
Therapeutic Communication

Pengetahuan Dengan Kemampuan Komunikasi Terapeutik Perawat Pada Pasien Anak Usia Prasekolah (Knowledge and Nurses' Therapeutic Communication Skills in Pre-School Age Patient)

2020 ◽  
Vol 9 (2) ◽  
pp. 102
Author(s):  
Idayati Idayati ◽  
Diny Vellyana ◽  
Sondang Sondang
Keyword(s):  
Communication Skills ◽  
Growth And Development ◽  
Pediatric Patients ◽  
Preschool Age ◽  
P Value ◽  
Therapeutic Communication ◽  
Cross Sectional ◽  
Spearman Rank ◽  
Relationship Of ◽  
The Relationship

AbstractHaving treatment in a hospital (hospitalization) is an unpleasant and threatening experience for everyone, especially for children who are still in the process of growth and development. One way to resolve this problem is to use therapeutic communication effectively which will and will be carried out nursing actions. To communicate with children, special approaches or techniques are needed so that the relationship can run well according to the child's growth and development. One of the predisposing factors according to Lawrencen Green's theory is knowledge, when a nurse has good knowledge, her ability in therapeutic communication will be good too. The aim of study is to determine the relationship of knowledge with the therapeutic communication skills of nurses in pediatric patients. This research uses survey analytic methode with crosssectional. Sample in the study were 66 nurses in inpatient rooms of Graha Husada Hospital,technique purposive samplingfor sampling.Data analysis using the Spearman Rank (Rho) correlation test with a significance level (α = 0.05)  is obtained p value 0.025 (p <0.05). There is relationship of knowledge with therapeutic communication ability of nurses in pediatric patients treated at Graha Husada Hospital  Bandar Lampung. Nurses are expected to be able to improve services in providing nursing care to pediatric patients, especially preschool age pediatric patients. AbstrakBerobat di rumah sakit (hospitalisasi) merupakan pengalaman yang tidakmenyenangkan dan mengancam bagi setiaporang,terutama bagi anak – anak yang masih dalam proses tumbuh kembang. Salah satu cara untuk mengatasi masalah tersebut adalah dengan menggunakan komunikasi terapeutik secara efektif yang akan dilakukan tindakan keperawatan. Untuk berkomunikasi dengan anak diperlukan pendekatan atau teknik khusus agar hubungan dapat berjalan dengan baik sesuai dengan tumbuh kembang anak. Salah satu faktor predisposisi menurut teori Lawrence Green adalah pengetahuan, bila perawat memiliki pengetahuan yang baik maka kemampuannya dalam komunikasi terapeutik juga akan baik. Tujuan penelitian ini untuk mengetahui hubungan pengetahuan dengan keterampilan komunikasi terapeutik perawat pada pasien anak. Penelitian ini menggunakan metode survey analitik dengan pendekatan cross sectional. Sampel dalam penelitian ini adalah 66 perawat ruang rawat inap Rumah Sakit Graha Husada dengan teknik pengambilan sampel purposive sampling. Analisis data menggunakan uji korelasi Spearman Rank (Rho) dengan tingkat signifikansi (α = 0.05) diperoleh dari niai p 0.025 (p<0.05). Ada hubungan pengetahuan dengan kemampuan komunikasi terapeutik perawat pada pasien anak yang di rawat di RS Graha Husada Bandar almpung. Perawat diharapkan mampu meningkatkan pelayanan dalam memberikan asuhan keperawatan kepada pasien anak khususnya pasien anak usia prasekolah.

scholarly journals EFFECTIVENESS OF STANDARDIZED PATIENTS AND ROLE-PLAY SIMULATION METHODS IN IMPROVING SELF-CONFIDENCE AND THERAPEUTIC COMMUNICATION SKILLS OF NURSING STUDENTS

2020 ◽  
Vol 9 (1) ◽  
pp. 9-15
Author(s):  
Bagus Dwi Cahyono ◽  
Ida Zuhroidah ◽  
Mokhammad Sujarwadi
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Role Play ◽  
Patient Simulation ◽  
Standardized Patients ◽  
Simple Random Sampling ◽  
Standardized Patient ◽  
Simulation Methods ◽  
Therapeutic Communication ◽  
Self Confidence

Background: Communication skills are critical skills that must be possessed by nurses because communication is a dynamic process that is used to collect assessment data, provide education or health information to influence clients to apply it in life, show caring, provide comfort, foster self-confidence and, value respect - client value. Nurses in communicating with clients must have high confidence in the effect of these communications.Objectives: The purpose of this study was to analyze the differences in the effect of standardized patient simulation methods and role play in increasing self-confidence and therapeutic communication skills of students of the Nursing Academy of Pasuruan.Methods: The design of this study is the quasi experimental study. There are two therapeutic communication training groups. Group A uses a Standardized Patient (SP) and, Group B uses the role play (RP) method. The population in this study were students of the Nursing Academy of Pasuruan, and the sample was taken by simple random sampling with a sample size group of 16 standardized patients and a roleplay group of 16 people. The measuring instrument used was an observation sheet on therapeutic communication skills and a questionnaire on confidence in therapeutic communication. The effectiveness of the two methods was analyzed by the non-parametric test, namely the Mann Whitney test, to test 2 unpaired samples.Results: The results of this study indicate that there are differences in standardized patient methods and role play on self-confidence and therapeutic communication skills in nursing academy students who are statistically significant at 0.03 (p=0.05).Conclusion: The standardized patient method is more effective in increasing self-confidence and therapeutic communication skills in nursing academy students compared to the roleplay method. Keywords: Standardized Patient, Roleplay, Therapeutic Communication, Self-Confidence

Putting new therapeutic communication skills into public health nursing practice: the student experience

2018 ◽  
Vol 13 (8) ◽  
pp. 386-392
Author(s):  
Patricia Day ◽  
Sue Peckover ◽  
Gayle Hazelby ◽  
Hayley Chauhdry ◽  
Lucy Kirkham ◽  
...  
Keyword(s):  
Public Health ◽  
Communication Skills ◽  
Nursing Practice ◽  
Student Experience ◽  
Public Health Nursing ◽  
Therapeutic Communication ◽  
Health Nursing

scholarly journals Cross-Cultural Validation of the Global Interprofessional Therapeutic Communication Scale© in the Korean context

2021 ◽  
Author(s):  
JuHee Lee ◽  
Suzanne Hetzel Campbell ◽  
Natalia Del Angelo Aredes ◽  
Soomin Hong
Keyword(s):  
Registered Nurses ◽  
Communication Skills ◽  
Healthcare Providers ◽  
Cross Cultural ◽  
Validity And Reliability ◽  
Therapeutic Communication ◽  
Confirmatory Factor ◽  
Fit Index ◽  
Communication Scale ◽  
Cultural Validation

Abstract Background: Person-centered nursing is pivotal to the high-quality and safe practice of nursing, and therapeutic communication plays an essential role in this process. Therapeutic communication by healthcare professionals is vital in developing and maintaining constructive relationships with patients. The Global Interprofessional Therapeutic Communication Scale© (GITCS©) measures the therapeutic communication skills of healthcare providers. This scale is useful for assessing the verbal, non-verbal, and culturally sensitive therapeutic communication abilities of healthcare providers in various clinical situations. The purpose of this study was to evaluate the cross-cultural validity and reliability of the Korean version of the Global Interprofessional Therapeutic Communication Scale© (K-GITCS). Methods: A cross-cultural validation of a psychometric evaluation is conducted in the present study. The instrument was translated into Korean using the original developers’ translation process.A convenience sample of 300 registered nurses with more than one year of experience was recruited from a tertiary hospital. Validity was evaluated through a confirmatory factor analysis, and the instrument was tested for psychometric reliability.Results: The three-factor structure of the K-GITCS was validated. A confirmatory factor analysis of the K-GITCS was conducted, and the results satisfied the statistical criteria with a standardized root mean square residual of 0.06, a non-normed fit index of 0.88, a root mean square error of approximation of 0.07, and a comparative fit index of 0.82. The following factors were correlated: trust and rapport building, power-sharing, and empathy. Cronbach’s alpha was 0.94, indicating good internal consistency.Conclusions: Initial testing with experienced registered nurses in one institution indicated that the K-GITCS© instrument has adequate construct validity and reliability to identify therapeutic communication skills in this population. The K-GITCS can be used to assess registered nurses’ therapeutic communication. Further research using the GITCS is required to promote the communication skills of healthcare providers. Studies testing with nursing students and nurses in other institutions and interprofessional healthcare providers are also necessary. This instrument can offer valuable insights to guide its development and to devise tailored interventions considering the specific demands of registered nurses. It can be used in nursing education and clinical settings for evaluations of therapeutic communication skills.

Teaching and research

2010 ◽  
Author(s):  
Susie Richmond ◽  
Andrew F Smith
Keyword(s):  
Professional Identity ◽  
Communication Skills ◽  
Arterial Cannulation ◽  
Therapeutic Communication ◽  
Basic Principles ◽  
The Unconscious ◽  
Teaching And Research ◽  
Knowledge And Skills ◽  
Important Interaction ◽  
Scant Attention

This chapter is designed to give an overview of a number of specific situations in teaching and research relating to anaesthesia where communication skills may be useful. Whilst there are many others, these have been chosen because, in the authors’ experience, they are often unfamiliar or poorly performed, or assumed to be part of the ‘tacit’ skill set that cannot be formally taught. Perhaps the most important interaction that occurs between anaesthetists is that which occurs during teaching. Communicating with trainees in order to bring about a change in knowledge, skills and attitude is probably the most sophisticated form of communication anaesthetists employ other than the context of therapeutic communication with patients. Scant attention is often paid to the unconscious way in which anaesthetics trainees learn. Anaesthesia, like surgery, is learnt, not taught. Much of the beliefs, behaviours and attitudes that trainees acquire comes implicitly as they observe and copy their mentors’ actions. Part of becoming an anaesthetist involves the acquisition of ‘anaesthetic culture’—the sense of professional identity which may be either a positive or a negative one. When working with trainees, not only should they be taught the knowledge and skills to do the job, but, more importantly, senior anaesthetists should be modelling, and explicitly teaching them, better ways to interact with colleagues. It is far beyond the scope of this chapter to address the issues surrounding education in anaesthesia. However, it is useful to explore one aspect of teaching—that is, feedback in order to highlight some basic principles. Everyone loves feedback—so long as it is positive! No-one likes to feel that they are being unfairly, or even fairly, criticized. So how can anaesthetists give the feedback our trainees so desperately crave? As in all communication the key lies in establishing a rapport. Most trainees spend long enough in a department to establish a reasonable relationship with at least one or two trainers. It is difficult to give feedback to a trainee whose baseline capabilities are uncertain. … ‘Does he always make a pig’s ear out of arterial cannulation or is he just having a bad day? ’ …

Undergraduate Nursing Student Mental Health Clinical Experiences in Saudi Arabia: Findings From a Qualitative Study

2021 ◽  
pp. 107839032110001
Author(s):  
Sami Abdulrahman Alhamidi ◽  
Seham Mansour Alyousef
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Saudi Arabia ◽  
Nursing Students ◽  
Qualitative Study ◽  
Communication Skills ◽  
Nursing Student ◽  
Therapeutic Communication ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

BACKGROUND: Clinical experience is an important way of resolving preregistration challenges. Negative feelings toward pursuing a career in mental health nursing may be modified by well-structured practicums. AIM: To explore nursing student perspectives of clinical practicums in mental health in Saudi Arabia for the purpose of enhancement of nurse education in mental health care. METHOD: This qualitative study used thematic analysis from semistructured focus group interviews of 20 female undergraduate nursing students. Inductive outcomes and emergent conceptual data were reviewed by investigators, doctoral prepared faculty peers, and members of the sample. NVivo 10.1 software was used to suggest conceptual groupings into themes based on inductive codes. RESULTS: The core theme—enhancement of mental health care skills—comprised four emerging subthemes, including the application of theory for clinical improvement, positive feelings, and motivation toward removal of discrimination and stigmatization, experience with apprehension, anxiety, fear, and stress, and therapeutic communication skills. DISCUSSION: Clinical placement in mental health-related practice may assist undergraduate nursing students in addressing anxiety and stress related to contacting patients, confronting stigmatizing and negative emotions, applying theoretical knowledge to clinical practice, having therapeutic communication skills, and enhancing overall professional experiences of nursing students. It is hoped that undergraduate clinical mental health placement will contribute valuable skills and viewpoints to nursing students who aim to enter professional practice in all areas and especially mental health.

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