Application of standardized patient teaching based on Calgary-Cambridge communication model in nurse patient communication training for junior college interns
10.3760/cma.j.cn211501-20221108-03411
- VernacularTitle:基于Calgary-Cambridge沟通模式的标准化病人教学在专科实习护生护患沟通培训中的应用
- Author:
Di CHEN
1
;
Mingzhu HUA
;
Xuechao LIU
;
Chen LIU
;
Lingling YUAN
;
Yunfeng LI
Author Information
1. 山东第一医科大学护理学院，济南 250014
- Keywords:
Students, nursing;
Nursing education research;
Nurse patient communication ability;
Calgary-Cambridge communication mode;
Standardized patients
- From:
Chinese Journal of Practical Nursing
2023;39(12):894-901
- CountryChina
- Language:Chinese
-
Abstract:
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.
