BACKGROUND: Communication skills have not traditionally been included in nursing curriculum. The best educational method to improve health care providers' practice in communication skills is first, introduction of content, followed by continuous skills assessment and mentored feedback. METHODS: A communication skills workshop using standardized patients (SPs) was planned for oncology nurse practitioner students. A 6-step development plan was used to design, implement, and evaluate the curriculum. Three patient cases using SPs were developed to represent a specific communication skill. SP teaching methodology is relatively new to nursing curriculum. RESULTS. Four methods of evaluation revealed a high level of satisfaction with the course, a high level of communications skills demonstrated during the course, and student need to have more communication content throughout their curriculum. Confidence in communication skills increased following the workshop. CONCLUSIONS: This methodology has widespread application to other areas of cancer nursing including nurses with less oncology experience and practicing nurses on the oncology units. In addition, there is application throughout nursing curriculum for undergraduate and graduate programs. The content should be presented earlier in the curriculum and then reinforced throughout the remaining courses with clinical follow-up.
BACKGROUND: Communication skills have not traditionally been included in nursing curriculum. The best educational method to improve health care providers' practice in communication skills is first, introduction of content, followed by continuous skills assessment and mentored feedback. METHODS: A communication skills workshop using standardized patients (SPs) was planned for oncology nurse practitioner students. A 6-step development plan was used to design, implement, and evaluate the curriculum. Three patient cases using SPs were developed to represent a specific communication skill. SP teaching methodology is relatively new to nursing curriculum. RESULTS. Four methods of evaluation revealed a high level of satisfaction with the course, a high level of communications skills demonstrated during the course, and student need to have more communication content throughout their curriculum. Confidence in communication skills increased following the workshop. CONCLUSIONS: This methodology has widespread application to other areas of cancer nursing including nurses with less oncology experience and practicing nurses on the oncology units. In addition, there is application throughout nursing curriculum for undergraduate and graduate programs. The content should be presented earlier in the curriculum and then reinforced throughout the remaining courses with clinical follow-up.
Authors: W F Baile; A P Kudelka; E A Beale; G A Glober; E G Myers; A J Greisinger; R C Bast; M G Goldstein; D Novack; R Lenzi Journal: Cancer Date: 1999-09-01 Impact factor: 6.860
Authors: Carma L Bylund; Richard F Brown; Philip A Bialer; Tomer T Levin; Barbara Lubrano di Ciccone; David W Kissane Journal: J Cancer Educ Date: 2011-12 Impact factor: 2.037
Authors: Amy C Robertson; Leslie C Fowler; Jon Niconchuk; Michael Kreger; Elizabeth Rickerson; Nicholas Sadovnikoff; David L Hepner; Angela M Bader; Matthew D Mcevoy; Richard D Urman Journal: J Educ Perioper Med Date: 2019-01-01
Authors: F Fischer; S Helmer; A Rogge; J I Arraras; A Buchholz; A Hannawa; M Horneber; A Kiss; M Rose; W Söllner; B Stein; J Weis; P Schofield; C M Witt Journal: BMC Cancer Date: 2019-08-14 Impact factor: 4.430