Canges with school years in the characteristics of nursing students' communication skills in clinical practice-In nursing students on the 3-year couse-
- VernacularTitle:臨地実習における看護学生のコミュニケーション技術の学年ごとの特徴の変化―３年課程の看護学生を対象として―
- Author:
Yoko IWAWAKI
;
Yukie TAKISHITA
;
Tomoko MATSUOKA
- Publication Type:Journal Article
- Keywords:
communication skill;
nursing student;
clinical practice;
nursing education;
nurse-patient relationship
- From:Medical Education
2007;38(5):309-319
- CountryJapan
- Language:Japanese
-
Abstract:
The purpose of this study was to clarify changes with school years in the characteristics of nursing students' communication skill experience in clinical practice. After the completion of clinical practice, nursing students were asked about factors associated with the success and failure of their establishment of communication with patients and communication skills requiring improvement. The described contents were qualitatively analyzed.
1) Concerning factors associated with the success of the establishment of communication, the category most frequently described was “topics” in the first year, “patient's condition” in the second year, and “ways of talking” in the third year. In addition, “non-verbal communication” was frequently observed in the first year.
2) Concerning factors associated with the failure of the establishment of communication, ‘inadequate understanding of patients’ and ‘one-sided questions’ as subcategories of “ways of talking” were commonly observed in the 3 years. As subcategories, “intensity/speed of voice” was extracted in the first year and “i mmature coping with patients' anxiety” in the second and third years.
3) Concerning communication skills requiring improvement, the categories most frequently observed were “ways of talking” and “my own attitude” . As subcategories, ‘ways of initiating the flow of talk ’ and ‘respect for patients’were extracted in the first year, ‘ways of enticing patients to speak’ and ‘overcoming tension’ in the second year, and ‘acceptance’ and ‘self-disclosure’ in the third year.
4) These results suggested the necessity for instructions in the selection of topics and non-verbal communication in the first year, clarification of patients' needs in the second year, and acceptance of patients' feelings in the third year as learning support based on the characteristics of nursing students' communication skill experience in clinical practice in each school year.
