Teaching Methods for Nursing Students' Communication Skills
Author Information
Author(s): Cortés-Rodríguez Alda Elena, López-Rodríguez María Mar, Roman Pablo, Granero-Molina José, Fernández-Sola Cayetano, Hernández-Padilla José Manuel
Primary Institution: University of Almería, Almería, Spain
Hypothesis
This study aimed to compare the effectiveness of two teaching methods—standardized patient simulation and role-play—on nursing students' acquisition of patient-centered communication competence in older people care.
Conclusion
Both standardized patient simulation and role-play are effective in enhancing patient-centered communication competence in older people care, but neither method was found to be superior.
Supporting Evidence
- Both teaching methods significantly improved students' knowledge, skills, and self-efficacy in patient-centered communication.
- Improvements were maintained at a 6-week follow-up.
- No significant differences were found between the two methods in terms of effectiveness.
Takeaway
The study tested two ways to teach nursing students how to talk to older patients, and both ways worked well.
Methodology
A controlled cluster-randomized trial with 124 nursing students divided into two groups, each receiving a different teaching method.
Potential Biases
Participants had no previous experience in standardized patient simulation, which may have influenced their comfort and performance.
Limitations
The sample was from a local university, limiting generalizability, and the short duration of workshops may have affected learning outcomes.
Participant Demographics
The sample consisted of 77% female participants belonging to generation Z with a mean age of 22.53 years.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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