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Objective:To explore the application of scenario simulation teaching based on PBL in communication skills training of hematology students in Children's Hospital.Methods:The training of doctor-patient communication skills was conducted among trainees who had the standardized residency training at the Department of Hematology of the Children's Hospital of Soochow University. All the residents were randomized into the control group and observation group by lottery, with 24 residents in each group. The control group adopted the traditional narrative teaching method, and the observation group adopted PBL combined with scenario simulation teaching method. The Liverpool communication skills assessment scale (LCSAS) was used to compare the differences between the two groups before and after training, and the differences between the two groups after training. Then the degree of residents' recognition of these two teaching methods was investigated. Finally, the examination results were used to evaluate knowledge mastery of doctors in department of hematology. SPSS 20.0 was used for Chi-square test and t-test. Results:LCSAS scores of the two groups before training were respectively (11.61±2.21) and (11.95±2.22), with no statistically significant difference ( P >0.05). After PBL-based scenario simulation teaching and training in the observation group, the LCSAS score of the observation group (27.41±2.53) was higher than that of the control group (23.30±1.81), and the difference between the two groups was statistically significant ( P<0.05). Questionnaire survey results showed that the favorable rating rate of PBL-based scenario simulation teaching was 91.67% (22/24), higher than that of the traditional narrative teaching method [62.50% (15/24)], and the difference was statistically significant ( P<0.05). The examination of students' mastery of professional knowledge showed that after the PBL-based scenario simulation teaching and training, the trainees had a better grasp of knowledge and a higher score, with excellence rate of 91.67% (22/24）, which was higher than 66.67% (16/24) of the control group, with a statistically significant difference ( P<0.05). Conclusion:The scenario simulation teaching based on PBL could improve the communication ability and professional knowledge of trainees taking standardized residency training in the department of hematology, and the trainees are highly satisfied with this teaching method.
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Objective:To explore the effect of applying standardized patient teaching based on Calgary-Cambridge communication model in nurse patient communication training for junior college interns, and to enrich the teaching methods of nurse patient communication training in domestic medical institutions.Methods:This study was a quasi-experimental study. In July 2022, 78 students were selected from 335 junior college interns in the First Affiliated Hospital of Shandong First Medical University by random coding method, and were randomly divided into the experimental group (39 students) and the control group (39 students) by lot. The control group received routine training. The experimental group received standardized patient teaching based on Calgary Cambridge communication model: teaching the key points of communication, guiding demonstration based on Calgary Cambridge communication model, and guiding reflection and exploration. The nurse patient communication ability, nurse patient communication practice skills, communication self-efficacy, and teaching satisfaction of the two groups of interns were compared between the two groups after 8 weeks of training.Results:After training, the total score of nurse patient communication ability evaluation in the experimental group was (91.41 ± 5.35) points, higher than that in the control group (88.08 ± 7.40) points, there was significant difference ( t=2.24, P<0.05); after training, the communication self-efficacy score of the experimental group was (30.21 ± 4.28) points, higher than that of the control group (27.94 ± 5.09) points, there was significant difference ( t=2.09, P<0.05); the total score of communication practice skills in the experimental group was (173.59 ± 18.48) points, higher than that in the control group (158.44 ± 15.57) points, there was significant difference ( t=3.82, P<0.05); the total score of communication teaching and training satisfaction in the experimental group was (16.77 ± 2.94) points, higher than that in the control group (15.22 ± 1.90) points, and there was significant difference ( t=2.68, P<0.05). Conclusions:The standardized patient teaching based on Calgary Cambridge communication model can effectively improve the practical skills of nurse patient communication of junior college interns, and promote the improvement of their nurse patient communication self-efficacy, which is conducive to the improvement of nurse patient communication ability junior college intern.
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【Objective:】 To explore the effect of metacognition on self-directed learning ability of undergraduate nursing students, and the role of interpersonal communication ability and sense of self-worth between them. 【Methods:】 A total of 905 undergraduate nursing students from six colleges and universities in Shaanxi were selected as the survey subjects by convenient sampling method during August to November 2022. Metacognitive Assessment Inventory, Self-Directed Learning Ability Measurement Scale for Nursing Students, Adolescent Sense of Total Self-Worth Scale, and Supportive Communication Scale were used to conduct a questionnaire survey on undergraduate nursing students. SPSS 25.0 software was used for statistical analysis of the data. 【Results:】 Finally, 854 valid questionnaires (94.36%) were collected, and the results showed that: a) Metacognition of undergraduate nursing students significantly positively predicted self-directed learning ability (β=0.172, P<0.001). b) Interpersonal communication ability played a partial mediating role between metacognition and self-directed learning ability [β=0.019, 95%CI: 0.004~0.034)] . c) The predictive effect of metacognition on self-directed learning ability was regulated by the level of self-worth (R2=0.314, P<0.001). 【Conclusion:】 This paper indicated that the metacognition of undergraduate nursing students indirectly affects their self-learning ability through interpersonal communication ability, and their sense of self-worth plays a moderating role. It is recommended to improve the metacognitive level of undergraduate nursing students, strengthen their interpersonal communication skills, and focus on the cultivation of self-worth, so as to improve their self-directed learning ability.
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OBJECTIVE@#To observe the effect of Kaiqiao Jieyin acupuncture (acupuncture for opening orifices and relieving aphasia) combined with repetitive transcranial magnetic stimulation (rTMS) on language ability and daily life communication ability in patients with post-stroke aphasia (PSA).@*METHODS@#Fifty-six patients with PSA were randomly divided into an observation group and a control group, 28 cases in each group. Both groups received routine symptomatic treatment. The control group was treated with speech rehabilitation training and rTMS. On the basis of the treatment in the control group, the observation group was treated with Kaiqiao Jieyin acupuncture at the speech area Ⅰ, Fengchi (GB 20), Tongli (HT 5), Lianquan (CV 23), Panglianquan (Extra), etc. Panglianquan (Extra) on both sides were connected to electroacupuncture, with intermittent wave, 2 Hz in frequency. The above treatment was performed once a day for 5 consecutive days, followed by 2 days of rest for 2 weeks. The scores of western aphasia battery (WAB, including scores of spontaneous speech, auditory comprehension, repetition, naming and score of aphasia quotient [AQ]) and communication abilities in daily living (CADL) in the two groups were compared before and after treatment.@*RESULTS@#After treatment, the spontaneous speech, auditory comprehension, repetition, naming scores and AQ scores in both groups were higher than those before treatment (P<0.05), and the increase in the observation group was greater than the control group (P<0.05). The CADL scores of the two groups were higher than those before treatment (P<0.05).@*CONCLUSION@#Kaiqiao Jieyin acupuncture combined with rTMS can improve the language ability and daily life communication ability of PSA patients.
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Humans , Transcranial Magnetic Stimulation , Stroke Rehabilitation , Treatment Outcome , Aphasia/therapy , Acupuncture TherapyABSTRACT
OBJECTIVE@#To preliminarily explore the applicable scenarios of an intraoral camera to assist oral anatomical landmarks recognition, so as to improve the clinical diagnosis and treatment mode, cultivate the concept of caring for patients, strengthen doctor-patient communication, assist experts to teach, and improve the clinical diagnosis and efficacy rate.@*METHODS@#A new type of an intraoral camera was applied in the recognition of oral anatomy landmarks and four application scenarios were developed, namely: (1) clinical diagnosis and treatment scenarios, in which doctors used intraoral camera to conduct a comprehensive examination of patients in the mouth and take videos and photos; (2) doctor-patient communication scenarios, when the doctor told the patient about the treatment plan, the video or photo taken by the intraoral camera was displayed to the patient; (3) expert teaching scenarios, when the expert used an intraoral camera to teach in the patient's mouth, and the young doctor learned oral anatomical signs on the projection screen, with the study of theoretical lessons; (4) difficult case recording scenarios, in the process of clinical diagnosis and treatment, when encountering difficult cases, you could use intraoral camera to record and take photos for young doctors to discuss, and experts to comment and guide.@*RESULTS@#The application of intraoral camera could: (1) improve the clinical diagnosis and treatment mode and raise the clinical diagnosis and efficacy rate; (2) stimulate young doctors' interest in learning, use intraoral camera in assessments, and skillfully combine theoretical knowledge of anatomical landmarks with clinical practice, so as to improve the teaching effect; (3) cultivate, through self or mutual use, the concept of caring for patients and reinforce the importance of gentle operation; (4) strengthen doctor-patient communication. Doctors could communicate with patients more visually, so that the patients could better understand their own situation, and strengthen the patients' trust in the doctors.@*CONCLUSION@#Intraoral camera can assist oral clinical diagnosis and treatment, such as the recognition of oral anatomical landmarks. It plays a certain role in promoting the improvement of clinical diagnosis and treatment mode, stimulating learning interest, cultivating the concept of caring for patients, and enhancing doctor-patient communication.
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Humans , Physician-Patient Relations , Physicians , Communication , Mouth , LearningABSTRACT
Objective:To analyze the relationship between each dimension of emotional intelligence and interpersonal communication ability, and explore how to improve the interpersonal communication ability of residents through targeted emotional intelligence training.Methods:A total of 132 first-year residents of clinical medicine in the residency training base were jointly measured with emotional intelligence and interpersonal communication evaluation scale on the basis of self-assessment and grading. The differences between groups in self-assessment and grading were detected by one-way ANOVA, and the relationship between various dimensions of emotional intelligence and interpersonal communication ability was explored by correlation analysis and multiple linear stepwise regression analysis. SPSS 19.0 was used to conduct statistical analysis.Results:The self rating scale clearly divided the subjects into three levels. In the total score of emotional intelligence and its various dimensions, the differences between the three levels were statistically significant; the scores of the "good" group were higher than those of the "fair" group and the "slightly insufficient" group. There were statistical significance in the total score of emotional intelligence ( P<0.001) and its emotional perception ( P<0.001), self emotional management ( P<0.001), others' emotional management ( P<0.001) and emotional utilization ( P<0.001). In the total score of interpersonal communication ability and its various dimensions, the differences among the three levels were statistically significant. In the conflict management, the difference between the "good" group and the "fair" group was not statistically significant, and the differences in other items were statistically significant. The total score of emotional intelligence and its dimensions were positively correlated with interpersonal communication ability ( P<0.001), but the two dimensions that had the most significant impact on interpersonal communication ability were emotional perception and others' emotional management ( R2=0.531, P<0.001). Conclusion:By focusing on the cultivation of each dimensions of emotional perception and other emotional management for residents, it is expected to play a positive role in achieving the national goal of cultivating interpersonal communication skills.
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Objective:To observe the application effect of outcome-based education (OBE) concept on the teaching of otorhinolaryngology nursing.Methods:A total of 97 nursing interns from the Department of Otorhinolaryngology in The Second Affiliated Hospital of Army Medical University were selected as the research objects. Among them, 46 ones from March 2017 to February 2019 were collected as the control group, and 51 ones from March 2019 to February 2021 as the observation group. The control group adopted traditional nursing clinical teaching, and the observation group adopted the nursing clinical teaching based on the OBE concept. All the nursing students had an internship for 3 weeks, and had an evaluation in terms of the clinical communication ability of the two groups of nursing students when they leave the department (the nursing students' clinical communication ability assessment scale), the daily life problem solving ability (simplified Chinese version of the daily life problem solving questionnaire), theoretical and operational assessment results, and the internship satisfaction (nursing student internship satisfaction scale). SPSS 19.0 was used for independent-sample t test. Results:When leaving the department, the observation group's clinical communication ability scores were significantly higher than those of the control group in such dimensions as establishing a harmonious relationship, keen listening, confirming patient problems, participating together, transmitting effective information, and verifying feelings ( P<0.05). The scores of simplified Chinese version of the daily life problem solving questionnaire of rational problem solving and positive problem orientation of the observation group were significantly higher than those of the control group ( P<0.05), while the scores of negative problem orientation, avoidance style and impulsivity/carelessness style were significantly lower than those of the control group ( P<0.05). The scores of theoretical and operational evaluations of the observation group were significantly higher than those of the control group ( P<0.05). The practice satisfaction scores on each dimension of the observation group, including clinical teaching, classroom teaching, and internship plan, support and resources were significantly higher than those of the control group ( P<0.05). Conclusion:The OBE concept applied in the teaching of otorhinolaryngology nursing can enhance the clinical communication ability and daily life problem-solving ability of nursing students, increase the theoretical and operational assessment results, and improve the satisfaction of internship.
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Inability to communicate can be a distressing problem for the patient who may be unable to speak because of the use of the paralyzing drugs or the endotracheal tube. The nursing management of the mechanically ventilated patient is challenging on many levels require acquisition of highly technical skills. Mechanically ventilated patient’s having more communication difficulties. Communicating effectively with ventilator-dependent patients is essential so that various basic physiological and psychological needs can be conveyed and decisions, wishes, and desires about the plan of care and end-of-life decision making can be expressed. Patient communication board improve communication, organize information and create a comfortable, attractive setting for patients, nurses, doctors, other care givers and visitors. Methods: The study subjects were 60 post operative CABG patients, 30 in each group; control group and experimental group selected through purposive sampling technique is often referred to as theoretical or judgmental sampling. Non equivalent control group design was used to assess the effectiveness of modified communication board on communication ability of post-operative CABG patients. Results: The obtained ‘t’ value is 12.15** is higher than the table value this indicates modified communication board is effective to enhance communication ability of post-operative CABG patients. Among experimental group about age and gender there was significant association found and in control group about gender association found, in clinical profile history of previous surgery strongly associated with communication ability of postoperative CABG patients. Conclusion: there was significant relation found between modified communication board and communication ability of post operative CABG patients. This type of studies helps the nurses working in intensive and critical care unit in communicating with the mechanically ventilated patients. It is important for nurses to assess communication needs; identify appropriate alternative communication strategies to promote effective communication with non-vocal patients.
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PURPOSE: The purpose of this study was to identify factors affecting communication ability of nursing students.METHODS: The participants were 140 students in nursing college at the G city. The data were collected using online-questionnaires from July 4 to July 10 2018 and analyzed using descriptive statistics, t-test, Pearson correlation analysis and multiple linear regression analysis with SPSS 20.0 program.RESULTS: The results show that communication ability was statistically significant according to self-awareness, other-awareness, empathy. Multiple regression analysis found that the factors influencing communication ability of nursing students were empathy(β=.540), self-awareness(β=.429), other-awareness(β=.375). These variable factors explained community ability as 46.3%.CONCLUSIONS: This study suggests that empathy, self-awareness, other-awareness are significant factors of communication ability of nursing students. Therefore, strategies to improve communication ability of nursing students should be developed with consideration for empathy, self-awareness, other-awareness.
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Humans , Communication , Empathy , Linear Models , Nursing , Residence Characteristics , Students, NursingABSTRACT
The purpose of this study was to identify the effects of simulation education using team-based on problem solving process, communication ability and communication confidence of nursing students. The study used a one group, pre-post test design. The subjects of this study were 88 nursing college students. self-reported questionnaires were collected between March 3 and June 21, 2019. As a result, There was a statistically significant difference in the problem-solving process: 3.37 points beforehand, 3.53 points after death, 3.36 points after communication, 3.54 points after the fact, and communication confidence increased from 6.39 points before to 7.64 points. After team-based simulation training, problem solving process is a communication ability, communicator confidence. The results of this study show that team-based simulation training has been effective in improving problem resolution, communication skills and communication confidence, so it can be used as a basis for future standardized program development.
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Humans , Communication , Education , Evaluation Studies as Topic , Nursing , Problem Solving , Program Development , Simulation Training , Students, NursingABSTRACT
Objective@#To evaluate the effect on communication and listening ability of newly graduated nurses while outpatient guidence training.@*Method@#According to the ratio of 1:1, a total of 102 new nurses who were recruited from 2015 to 2016 and met the criteria were divided into observation group and the control group by envelope method. Nurses in the two groups were rotated into the guiding post and clinical department, and all nurses participated in the training for 12 months. Evaluated the communication and listening ability of the two groups nurses before and after the training.@*Results@#After the training, the total scores of communication and listening ability of nurses were 93.36±9.00 and 78.66±7.26 respectively in observation group, 86.84±9.67, 71.38±8.48 respectively in control group, the differences between the two groups were significant(t=3.61, 4.60, all P=0.00). After the training, correlation analysis showed that communication ability of observation group nurses was correlated with age, only-child and nursing professional attitude in the general situation factors (r=0.20-0.24, P<0.05).@*Conclusions@#The rotational training of guidance post can significantly improve the communication and listening abilities of nurses, and it will be helpful to the future career path of these nurses. Through training, we can understand the main factors that affect the communication and listening ability of nurses by the two training methods, and provide useful reference for future training.
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Objective@#This study aimed to investigate the present status of communication ability in reproductive nurses and explore the influencing factors, and to provide theoretical support for enhancing the infertility patients consultation satisfaction.@*Methods@#A Convenience sample of 191 reproductive nurses were selected from Center for reproductive Medicine of Shandong University and other three general hospitals, which were assessed by questionnaires including the communication ability of nurses, the Big Five Inventory and the Jefferson Scale of Empathy.@*Results@#The total scores of communication ability of nurses were (87.76±9.62). Communication ability was positively associated with empathy (r=0.435, P<0.01); Communication ability was negatively associated with neuroticism (r=-0.351, P<0.01) and positively associated with other dimensions of personality (r=0.196~0.433, P<0.01). Multivariate stepwise regression analysis showed that Standing in the patient′s shoes, conscientiousness and agreeableness could singnificantly predict the variance of communication ability.@*Conclusions@#The moderate communication ability were found in reproductive nurses. Standing in the patient′s shoes, conscientiousness and agreeableness were the mainly correlated factors of communication ability. The training of reproductive nurses′ empathy and personality is conducive to the improvement of communication ability.
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Objective This study aimed to investigate the present status of communication ability in reproductive nurses and explore the influencing factors, and to provide theoretical support for enhancing the infertility patients consultation satisfaction. Methods A Convenience sample of 191 reproductive nurses were selected from Center for reproductive Medicine of Shandong University and other three general hospitals, which were assessed by questionnaires including the communication ability of nurses, the Big Five Inventory and the Jefferson Scale of Empathy. Results The total scores of communication ability of nurses were (87.76±9.62). Communication ability was positively associated with empathy (r=0.435, P<0.01); Communication ability was negatively associated with neuroticism (r=-0.351, P<0.01) and positively associated with other dimensions of personality (r=0.196~0.433, P<0.01). Multivariate stepwise regression analysis showed that Standing in the patient′s shoes, conscientiousness and agreeableness could singnificantly predict the variance of communication ability. Conclusions The moderate communication ability were found in reproductive nurses. Standing in the patient′s shoes, conscientiousness and agreeableness were the mainly correlated factors of communication ability. The training of reproductive nurses′ empathy and personality is conducive to the improvement of communication ability.
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Objective To evaluate the effect on communication and listening ability of newly graduated nurses while outpatient guidence training. Method According to the ratio of 1:1, a total of 102 new nurses who were recruited from 2015 to 2016 and met the criteria were divided into observation group and the control group by envelope method. Nurses in the two groups were rotated into the guiding post and clinical department, and all nurses participated in the training for 12 months. Evaluated the communication and listening ability of the two groups nurses before and after the training. Results After the training, the total scores of communication and listening ability of nurses were 93.36±9.00 and 78.66± 7.26 respectively in observation group, 86.84 ± 9.67, 71.38 ± 8.48 respectively in control group, the differences between the two groups were significant(t=3.61, 4.60, all P=0.00). After the training, correlation analysis showed that communication ability of observation group nurses was correlated with age, only-child and nursing professional attitude in the general situation factors (r=0.20-0.24, P<0.05). Conclusions The rotational training of guidance post can significantly improve the communication and listening abilities of nurses, and it will be helpful to the future career path of these nurses. Through training, we can understand the main factors that affect the communication and listening ability of nurses by the two training methods, and provide useful reference for future training.
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Objective To investigate the effect of CICARE mode on communication skills training of new entry guidance personnel. Methods A total of 16 new attendants were set as the control group, and routine training was used (between May 2015 and June 2015). Another 18 new attendants named as the observation group were trained in CICARE mode on the basis of routine training (between May 2016 and June 2016). The communication skills and satisfaction degree were compared between two groups. Results The scores of establishing a harmonious relationship, keen to listen, to confirm the patient problem, participation, efficient information transfer, verifying the feeling after the new recruits training for guidance staff were 3.72±0.08, 3.77±0.17, 3.60±0.08, 2.96±0.32, 3.50±0.14, 3.06±0.50 in the observation group, 3.13 ± 0.11, 3.25 ± 0.24, 2.66 ± 0.12, 2.67 ± 0.37, 2.90 ± 0.08, 2.59 ± 0.19 in the control group, the differences were statistically significant (t =2.451-27.155, P<0.05). The scores of guiding service appearance, body language, active service, health consultation, medical order, answer questions and provide help, medical environment and overall satisfaction respectively was 99.67 ± 2.58, 98.00 ± 6.05, 98.00 ± 6.05, 96.00 ± 8.07, 99.33 ± 3.62, 98.00 ± 6.05, 96.00 ± 8.07, 94.00 ± 12.91, 97.50 ± 5.48 in the observation group, and 91.33 ± 10.56, 87.67 ± 14.19, 84.67 ± 14.31, 79.67 ± 15.27, 84.33 ± 14.17, 83.67 ± 14.37, 85.67 ± 12.70, 87.00 ± 10.85, 84.67 ± 9.91 in the control group, the differences were statistically significant (t=3.215-8.775, P<0.05). Conclusions CICARE mode can not only provide normative and orderly guidance for the guiding staff, but also improve the communication ability of the guiding staff in a short time, and let the patients participate in the guiding service. It is worthy of being popularize and applied in the guided diagnosis service to increase the patient′s participation, acceptance and satisfaction.
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Objective To analyze the difference and correlation of the evaluation of the medical students' communication ability between the examiners,standardized patients (SP) and medical students themselves in objective structured clinical examination (OSCE),and to provide scientific basis for the appropriate evaluation method of medical students' communication ability.Methods OSCE was used to evaluate the communication ability of 90 medical students in Daping Hospital,Chongqing,and the three parties were evaluated by the examiners,SP and medical students themselves.Excel and SPSS 17.0 statistical analysis software were used,through Friendman M.test,t test and correlation analysis to analyze the differences and correlation of the three parties evaluations.Results The different evaluation between the three parties on the communication ability of medical students was as follows.Examiner's evaluation was the lowest (8.39 ± 1.18),SP's evaluation was the highest (9.62 ± 0.73),Medical students themselves' evaluation was higher (9.28± 1.09);The examiner's evaluation of Medical students' empathy,verbal communication ability,nonverbal communication ability and etiquette was lower (P=0.00).The correlation analysis of the three parties' evaluation showed that there was a significant correlation between the three parties on the connnunication ability,empathy and nonverbal communication ability (P＜0.05).The evaluation of SP and medical students themselves on medical students' language communication ability and etiquette was significantly correlated (P＜0.05).Conclusions Using examiner or SP or medical students themselves only to evaluate the communication ability of medical students is not accurate,The Examiner and SP as the main trial test personnel should collaborate to evaluate medical students' communication ability.The examiner can evaluate three projects such as what is medical ethics and law,empathy,nonverbal communication ability,while the SP can evaluate the two projects:what is language communication ability and etiquette.The collaborative evaluation of the two sides can be more accurate to reflect the doctor-patient communication ability of medical students.
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Objective To quantify the results of the assessment of verbal communication ability in old people,to establish a graded nurs-ing service for the senior.Methods From March,2016 to May,2017,50 old volunteers in the nursing home and hospital were assessed the verbal communication ability with language barrier diagnosis and treatment apparatus ZM2.1.The indexes were analyzed with a fuzzy com-prehensive and principal component quantitative analysis model,to grade the verbal communicative ability.The results were compared with that of the clinic.Results Two principal components were extracted,with the variance contribution rates of 77.53% and 14.12%,and was cu-mulative to 91.65%.The consistency was not less than 80% from the results of the clinical assessment.Conclusion It is feasible to quantify the verbal communication ability in the old people with fuzzy principal component analysis.
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Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results①The average score of critical thinking for the investigated college nursing students was (264.54± 29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students,as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method.
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Objective:To evaluate communication ability of medical students and try to construct communica-tion education mode of medical students .Methods:Scale and questionnaire are used to survey 1389 medical students , a radar map is used to evaluate the communication and interviewing related personnal , domestic and over-seas pertinent literature data were browsed and analyzed .Results:Medical students′communication ability level is general , lack of communication of knowledge; The need to build on the basis of doctor -patient communication training mode diversification .Conclusions:Medical schools should attach importance to training the students′com-munication ability and try to construct all -sided education mode and improve medical students′ability of doctor-patient communication .
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Objective To investigate the level of professional commitment of nursing baccalaureate students,and explore the relationship between the professional commitment and communication ability.Methods Questionnaires were used to investigate 430 nursing baccalaureate students who were studying in the school.Results The professional commitment of nursing students was in the middle level.Correlation analysis revealed that the communication ability was correlated with the professional commitment.Conclusions We should take measures to improve the competency of professional commitment of nursing undergraduate students,strengthen their communication ability,promote the construction of nursing staff.