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The clinical communication competence and influencing factors among undergraduate nursing interns: A latent profile
Shiquan He1, Jingye Yu2, Jiayi Guan1
1Nursing and Health School, Zhengzhou University, Zhengzhou, Henan Province, PR China.
Background:
Clinical communication competence is fundamental to patient-centered care and underpins nursing interns' ability to build trust and navigate complex clinical interactions. Exploring the heterogeneity of communication competence among undergraduate nursing interns and its associated factors may inform the development of personalized training strategies to enhance their clinical preparedness.
Aim:
To identify the potential subgroups and influencing factors of clinical communication competence among undergraduate nursing interns.
Design:
A cross-sectional study.
Methods:
A total of 312 undergraduate nursing interns were selected and surveyed using a demographic questionnaire, the Clinical Communication Competence Scale, and the Chinese version of the Ten-item Big Five Personality Inventory. The clinical communication competence of these undergraduates was classified using latent profile analysis, and the predictors of profiles were explored using multivariate logistic regression analysis.
Results:
The average score for clinical communication competence among nursing interns was 80.21 ± 15.16 (range: 30-112), indicating a moderate-to-high level of competence overall. The participants were divided into three latent profiles: the low communication competence group (7.4%), the medium communication competence group (78.5%), and the high communication competence group (14.1%). The personality traits of conscientiousness and extraversion, proactively choosing the nursing major, and previous experience in interpersonal communication training were positively associated with higher clinical communication competence among nursing interns, with statistical significance (P < 0.05).
Conclusions:
Undergraduate nursing interns' clinical communication competence is heterogeneous and mostly at a medium level. To enhance this, nursing educators and clinical nursing managers should strengthen students' professional identity, boost interpersonal communication learning, and design communication training approaches tailored to students' distinct dispositional profiles.
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