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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Therapeutic Communication01:30

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Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
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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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Research has highlighted several critical factors that influence the effectiveness of psychotherapy, such as the therapeutic alliance, the therapist, and the client.
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Community Based Intervention01:30

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Mentor communication skills training: development, feasibility, and preliminary efficacy.

Smita C Banerjee1, Patricia A Parker2, Jessica M Staley2

  • 1Associate Attending Behavioral Scientist, Department of Psychiatry and Behavioral Sciences, Memorial Sloan Kettering Cancer Center, 633 3rd Avenue, 4th Floor, New York, 10017, USA. banerjes@mskcc.org.

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A virtual mentor communication skills training program for oncology faculty demonstrated feasibility and effectiveness. Participants showed improved self-efficacy and communication skills in mentoring relationships.

Keywords:
Academic medicineCancer careCommunication skills trainingFacultyMentoringMentorsTraining evaluation

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Area of Science:

  • Academic Medicine
  • Oncology Faculty Development
  • Mentorship Training

Background:

  • Effective communication is crucial for academic medicine mentorship.
  • Few faculty receive formal training in mentoring skills.
  • A novel intervention, Mentor Communication Skills Training for Oncology Faculty (Comskil Mentor Training), was developed.

Purpose of the Study:

  • To assess the feasibility of the Comskil Mentor Training program.
  • To evaluate the preliminary efficacy of the Comskil Mentor Training program.

Main Methods:

  • A single-arm, pre-post intervention study design was employed.
  • The virtual 3-hour training included didactic lectures, skill demonstration videos, and role-playing exercises.
  • Nineteen faculty members from 12 departments participated.

Main Results:

  • All participants completed the training, with over 80% rating it favorably.
  • Significant improvements were observed in participants' self-efficacy for communicating with mentees.
  • Post-training assessments showed enhanced use of communication skills and mentoring-specific language.

Conclusions:

  • The virtually delivered, experiential mentor communication skills training is feasible for oncology faculty.
  • The program shows preliminary efficacy in improving communication skills and self-efficacy for mentors.