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Parent-nursing student communication practice: role-play and learning outcomes.
Mark J Fisher1, Erin A Taylor, Patricia L High
1University of Oklahoma Health Sciences Center College of Nursing, Oklahoma City, OK, USA. Mark-Fisher@ouhsc.edu
The Journal of Nursing Education
|December 14, 2011
Summary
This study shows nursing students gain valuable communication skills by learning directly from parents during hospitalizations. The parent-led sessions improved student empathy and understanding of family needs.
Area of Science:
- Pediatric Nursing
- Healthcare Communication
- Nursing Education
Background:
- Parental stress is high during child hospitalization due to illness and life changes.
- Nurses are key communicators and cultural liaisons for families.
- Nursing students often lack essential parent-nurse communication skills.
Purpose of the Study:
- To evaluate a parent-led postconference for teaching undergraduate nursing students effective communication with parents.
- To assess the impact of parent-led sessions on nursing students' empathy and understanding of family reliance on nurses.
Main Methods:
- 64 undergraduate nursing students participated in a parent-led postconference.
- Parents provided background information, led role-play activities, and facilitated debriefing sessions.
- Student feedback was collected before and after the parent-led session.
Main Results:
- Students requested more parent experiences, indicating high value.
- Hands-on experience exceeded expectations, highlighting practical learning.
- Students recognized the value of the information and recommended universal attendance.
Conclusions:
- Empathy is a teachable skill for nursing students.
- Nursing students exhibit apprehension when communicating with parents.
- Students gained a better understanding of families' reliance on nurses.
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