RESUMO
Introduction: evaluation of nurse-patient communication skills have been strongly emphasized in order to ensure the possibility of effective communication as well as assessment of the effect of communication skills training programs. Reaching this goal requires the use of standard instruments which is based on the native culture of the target group. Due to the absence of native instruments in this field, the aim of this study was to design and assess the validity and reliability of interpersonal communication skills, among nurses at Shiraz Educational Hospitals
Method: a mixed method [Qualitative, Quantitative] was used in two phases. The first phase was designing a descriptive questionnaire for nurse-patient communication skills [consisting of "brain storming" and "Delphi quantitative Research Method"]. The next phase was defining the validity and reliability of the questionnaire based on confirmatory factor analysis and Cronbach's alpha. The target population for the first phase was 15 faculty members of Shiraz University of Medical Sciences and for the second phase, 130 members of nursing staff of both educational and private hospitals of Shiraz. The data were analyzed using SPSS 14 and LISREL software after fulfilling the questionnaires
Results: the findings of the study demonstrated the reliability of the nurse-patient communication skills questionnaires [alpha=0.810]. Except for question No. 17, the others had a significant relationship with the agent based on their validity and T-value
Conclusion: like other clinical skills, communication requires the theoretical knowledge, evaluation and practice. The findings of this study are the most important indicators from the nurses' view point which can be assessed in terms of communication skills. These options, as demonstrated, had an acceptable reliability and validity
RESUMO
Introduction: Research in education is a globally significant issue without a long history. Due to the importance of the issue in Health System Development programs, this study intended to determine research priorities in medical education, considering their details and functions. By determining barriers existing in research in education progress, it is tried to make research priorities more functional by recommending acceptable strategies
Methods: This is a qualitative-descriptive study in two descriptive phases. The goal of these phases was to determine research priorities subcategories in medical education by Nominal Group Technique [NOT] and two rounds of Delphi method. Through the first phase, subcategories of research priorities were determined, using Nominal Group Technique under medical education experts' supervision. Through two rounds of Delphi, a questionnaire was constructed based on the subcategories. Eventually, research priorities were determined based on their highest score [scores more than 7 out of 10]
Results: In the first phase [NGT], 35 priorities in 5 major fields of medical education were presented. In the second phase, priorities were scored, using Delphi method. Medical Ethics and professionalism gained the highest scores [7.63 +/- 1.26] and educational evaluation the lowest [7.28 +/- 1.52]. In this stage, 7 items were omitted but 2 of them were added again after experts' revision in the third round of Delphi
Conclusion: According to the results of the present study and based on previous studies, it really seems that the fields of [Learning and Teaching Approaches] and [Medical Ethics and Professionalism] were more important. Because of financial and resource limitations in our country and the importance of research priorities, it is recommended to frequently study "research priorities determination program" at universities