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Contemporary evidence for teaching person-centred communication skills to nursing students using simulation and
Mira Adhikari Baral1, Sandra Carr2
1Tribhuvan University, Pokhara Nursing Campus, Pokhara, Nepal.
Background:
Person-centred communication (PCC) is a key aspect of patient care. Yet, the evidence supporting its utility in clinical education using simulation and work-based teaching approaches is not well described.
Aim:
This scoping review aimed to explore the contemporary evidence on teaching and learning PCC skills in nursing education using simulation and workplace-based methods and the effectiveness of those approaches in developing person-centred communication skills and/or improved patient outcomes.
Design:
A scoping review was conducted following Preferred Reporting Items for Scoping Reviews (PRISMA_ScR) guidelines.
Methods:
A scoping review of the literature published from 2010 to 2024 was conducted in CINAHL, Medline, Embase, Scopus and grey literature to find out the evidence for teaching PCC to nursing students. The search identified 3558 articles. Finally, 117 were selected for the full-text review and only 26 met the inclusion criteria.
Results:
Simulation is the widely used contemporary active teaching method in PCC training for nursing students and evidence on the articulation of learning objectives is limited. Training is focused on developing students' skills of active listening and empathy, while other PCC skills, like self-awareness and authentic engagement, are not well integrated into the training. The learning assessment is more focused on student learning.
Conclusion:
This review concludes that simulation, as the common approach in PCC training in nursing education did not adequately address a comprehensive set of skills for PCC. The learning assessment is more focused on student learning, although the evidence on the articulation of learning objectives is limited, highlighting the need integrate objectives with comprehensive skill delivery and assessment.
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