Related Experiment Video
Updated: Jan 17, 2026

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
Published on: August 9, 2024
Telling patients' stories with the humanoid diagram to improve nursing students' clinical communication and nursing
Pei-Ling Wu1, Nai-Yu Liu2, Chu-Hua Chung2
1Department of Nursing, Chung Shan Medical University, Taichung City, Taiwan; Department of Nursing, Chung Shan Medical University Hospital, Taichung City, Taiwan.
Background:
Enhancing nursing students' clinical communication and professional competence is essential for delivering holistic care. Narrative learning, particularly through storytelling combined with visual methods such as humanoid diagrams, may deepen students' understanding of patients' needs and improve care outcomes. However, empirical evidence supporting this approach remains limited.
Aim:
This study investigated the effects of integrating narrative learning and humanoid diagram drawing into clinical education on nursing students' clinical communication and professional nursing competence.
Design:
A quasi-experimental study with a pre-test-post-test control group design.
Setting And Participants:
The study was conducted at a university in Taiwan and involved 79 third-year nursing students, assigned to an experimental group (n = 40) and a control group (n = 39).
Methods:
The experimental group received a four-week narrative-based intervention using humanoid diagram during their clinical practicum. Data were collected at three-time points using validated instruments: the Clinical Communication Competence Scale (CCCS) and the Nurse Professional Competence Scale (NPCS). Repeated measures ANOVA and independent t-tests were used for analysis.
Results:
The experimental group showed significant improvements in both CCCS scores (F = 10.853, p < .001, η2 = 0.218) and NPCS scores (F = 3.567, p = .0033, η2 = 0.084) compared to the control group. The intervention demonstrated moderate effect sizes (Cohen's d = 0.69 for CCCS; d = 0.49 for NPCS), indicating significant improvements in clinical communication and nursing competence.
Conclusion:
Integrating narrative learning - telling patients' life stories - with humanoid diagram drawing into clinical education effectively enhances nursing students' communication and nursing competence. This approach promotes holistic care and offers a promising direction for future nursing education and practice.
Related Concept Videos
Role of Communication in the Nursing Process II: Planning and Implementation
Role of Communication in the Nursing Process I: Assessment and Diagnosis
The nursing process considers the patient's emotional and physical well-being. The process can be repeated or stopped at any point if judged essential. Assessment is the first step in the nursing...
Role of Communication in the Nursing Process III: Evaluation and Documentation
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...

