Related Experiment Video
Updated: Apr 18, 2026
Virtual Agent for Real-Time Motivational Interviewing by Integrating Adaptive Nonverbal Behavior and Language Models
Published on: December 23, 2025
The simulation method in learning interpersonal communication competence--experiences of masters' degree students of
Terhi Saaranen1, Anne Vaajoki1, Marjaana Kellomäki2
1University of Eastern Finland, Faculty of Health Sciences, Kuopio Campus, Department of Nursing Science, P.O.B 1627, 70211 Kuopio, Finland.
Background:
This article describes the experiences of master students of nursing science in learning interpersonal communication competence through the simulation method. The exercises reflected challenging interactive situations in the field of health care. Few studies have been published on using the simulation method in the communication education of teachers, managers, and experts in this field.
Objectives:
The aim of this study is to produce information which can be utilised in developing the simulation method to promote the interpersonal communication competence of master-level students of health sciences.
Design:
This study used the qualitative, descriptive research method.
Settings:
At the Department of Nursing Science, the University of Eastern Finland, students major in nursing science specialise in nursing leadership and management, preventive nursing science, or nurse teacher education.
Participants:
Students from all three specialties taking the Challenging Situations in Speech Communication course participated (n=47).
Methods:
Essays on meaningful learning experiences collected using the critical incident technique, underwent content analysis.
Results:
Planning of teaching, carrying out different stages of the simulation exercise, participant roles, and students' personal factors were central to learning interpersonal communication competence.
Conclusion:
Simulation is a valuable method in developing the interpersonal communication competence of students of health sciences at the masters' level. The methods used in the simulation teaching of emergency care are not necessarily applicable as such to communication education. The role of teacher is essential to supervising students' learning in simulation exercises. In the future, it is important to construct questions that help students to reflect specifically on communication.
Related Concept Videos
01:26Modeling in Therapy
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
01:29Factors Influencing Attraction V: Social Skills
01:29Levels of Communication I: Intrapersonal, Interpersonal, and Small Group
We can participate in these relationships through verbal, nonverbal, and mediated communication. We engage in verbal communication when we use words during our interaction to convey specific meanings. On the other hand, nonverbal communication refers to various factors that can impact how we understand each other—for example, facial expressions.
We interact with others using mediated technologies like the...
01:21Barriers to Effective Communication II
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
01:28Communication
01:25Interpersonal Psychotherapy