Soo Jin Kim1, Boyoung Kim2. 1. College of Nursing · Research Institute of Nursing Science, Chonnam National University, Gwangju, Korea. 2. College of Nursing · Institute of Health Sciences, Gyeongsang National University, Jinju, Korea. dasom7812@daum.net.
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.
RCT Entities:
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.