Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students.
10.4040/jkan.2018.48.6.708
- Author:
Soo Jin KIM
1
;
Boyoung KIM
Author Information
1. College of Nursing · Research Institute of Nursing Science, Chonnam National University, Gwangju, Korea.
- Publication Type:Original Article
- Keywords:
Nursing;
Students;
Communication;
Situation
- MeSH:
Curriculum;
Education;
Emotional Intelligence;
Humans;
Learning*;
Mental Competency;
Nursing*;
Power (Psychology)*;
Students, Nursing*
- From:Journal of Korean Academy of Nursing
2018;48(6):708-719
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study was conducted to examine the effects of a communication empowerment program based on situated learning theory for nursing students. METHODS: A non-equivalent control group pretest-posttest design was used. The study participants were 61 nursing students (31 in the experimental group and 30 in the control group) from G city. Data were collected from November 3, 2015 to December 10, 2015. The experimental group received eight sessions of the program, which were scheduled twice a week, with each session lasting two hours. The data were analyzed using chi-square test, Fisher's exact test, and an independent t-test using SPSS/WIN 20.0. RESULTS: There were significant increases in self-efficacy for communication (t=2.62, p=.011), emotional intelligence (t=2.66, p=.010), and interpersonal communication competence (t=2.87, p=.006) in the experimental group compared to the control group. CONCLUSION: Based on the findings, our study suggests a need to include content from communication curricula or clinical communication training programs for improving undergraduate nursing students' communication skills in practice settings.
