Impact of Socio-Emotional Skills On The Performance of Clinical Nursing Practices.

Aim To analyze the Socio-emotional (SE) skills of the students in the Nursing Degree, and their relationship with their clinical practice in hospital centers. Methods Cross-sectional descriptive study of a sample of 91 nursing students. SE skills were analyzed through self-administered questionnaires, and the clinical practices through the instrument "Clinical Practices Evaluation Notebook". Findings The students obtained medium and high scores in the SE skills and in the clinical practices. Most of the SE skills had a positive and statistically significant relationship (p < 0.05) between them. A relationship was observed between SE skills with performance in clinical practices, through a multiple linear regression. Discussion It is suggested that the development of the SE skills of the nursing students within the Nursing degree curriculum has an influence on their performance during their clinical practices. Conclusion The SE skills are a potential predictor of the performance of the nursing students in clinical practices.

Socio-emotional competencies as predictors of performance of nursing students in simulated clinical practice.

INTRODUCTION: Socio-emotional competencies positively influence academic performance and clinical practice of students enrolled in a Nursing degree. However, there is a lack of studies that relate these competencies with performance in a high-fidelity clinical simulation training scenario. OBJECTIVES: To analyze the relationship between socio-emotional competencies and performance in simulated clinical practices of a sample of 4th-year Nursing degree students. METHODS: Transversal descriptive study conducted in Spain. A sample of 91 students enrolled in their last academic year of the Nursing degree, who were undergoing clinical practices along with simulation sessions. Socio-emotional competencies (communication skills, coping with stress, self-efficacy, engagement, etc.) were analyzed through the use of self-administered questionnaires and their performance in high-fidelity clinical simulation sessions. RESULTS: The socio-emotional competencies had a positive and statistically-significant correlation (p < 0.05) with performance in simulated clinical practices. A relationship between socio-emotional competencies and performance in simulated practices was observed [R2 = 0.502; F (20.55) = 2.827; p = 0.01]. CONCLUSIONS: The socio-emotional competencies of 4th-year nursing students were associated to their performance in simulated clinical practices.

Ensuring relational competency in critical care: Importance of nursing students' communication skills.

OBJECTIVES: The aim of this study was to analyse the communication skills of students in interactions with simulated critically-ill patients using a new assessment tool to study the relationships between communication skills, teamwork and clinical skills and to analyse the psychometric properties of the tool. METHODS: A cross-sectional study was conducted to assess the communications skills of 52 students with critically-ill patients through the use of a new measurement tool to score video recordings of simulated clinical scenarios. RESULTS: The 52 students obtained low scores on their skills in communicating with patients. The reliability of the measuring instrument showed good inter-observer agreement (ICC between 0.71 and 0.90) and the validity yielded a positive correlation (p<0.01). CONCLUSIONS: The results provide evidence that nursing students lack skills when communicating with critically ill patients in simulated scenarios. The measuring instrument used is therefore deemed valid and reliable for assessing nursing students through a clinical simulation.