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Related Concept Videos

Role of Communication in the Nursing Process II: Planning and Implementation01:25

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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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Levels of Communication I: Intrapersonal, Interpersonal, and Small Group01:29

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Interpersonal communication focuses on the exchange of messages between two people.
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.
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The nursing process uses scientific reasoning, problem-solving, and critical thinking to guide nurses in providing patients with appropriate care. This process is a systematic approach to recognize, avoid, and treat current or potential health issues while promoting the patient's well-being.
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Nursing Evaluation01:15

Nursing Evaluation

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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Responding to nurses' communication challenges: Evaluating a blended learning program for communication knowledge and

Debra Kerr1, Sharyn Milnes2, Peter Martin3

  • 1School of Nursing and Midwifery, Deakin University, Victoria, Australia; Centre for Organisational Change in Person-Centred Healthcare, Deakin University, Victoria, Australia.

Patient Education and Counseling
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Summary

The Blended Communication Skills Training Program for Nurses (CSTN) significantly improved nurses' knowledge and self-efficacy in communicating with patients with life-limiting illnesses. This blended approach enhances essential clinical communication skills.

Keywords:
CommunicationCommunication skills trainingEffectivenessNursing educationOn-line educationQuasi experimental studySystematic review

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Area of Science:

  • Nursing Education
  • Clinical Communication
  • Palliative Care

Background:

  • Effective communication is crucial for nurses interacting with patients facing life-limiting illnesses.
  • Existing training programs may not adequately address the complexities of these sensitive conversations.
  • A blended learning approach offers a flexible and potentially more effective method for skill development.

Purpose of the Study:

  • To evaluate the effectiveness of a Blended Communication Skills Training Program for Nurses (CSTN).
  • To enhance nurses' knowledge and structure for interactions with patients with life-limiting illnesses.
  • To assess improvements in nurses' self-efficacy in communication skills.

Main Methods:

  • A quasi-experimental study was conducted in Victoria, Australia, with nurses across three wards.
  • The Blended CSTN included an Asynchronous Web-Based Education Program and an Experiential Workshop.
  • Pre- and post-test quizzes and self-efficacy questionnaires measured outcomes related to communication skills.

Main Results:

  • Nurses demonstrated statistically significant increases in knowledge of communication skills and structure.
  • Large effect sizes were observed for Gathering Information (r=0.80) and moderate effects for Articulating Empathy (r=0.62) and Responding to Difficult Questions (r=0.532).
  • Self-efficacy in all measured communication skills significantly increased post-program.

Conclusions:

  • A blended approach to Communication Skills Training for Nurses (CSTN) effectively improved knowledge and self-efficacy.
  • The program shows promise for enhancing nurse-patient communication in clinical settings, particularly for those with life-limiting illnesses.
  • Further research is warranted to validate these findings and explore broader implementation.