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Navigating the tensions of a transformative learning process - Students' experiences of person-centred communication
Christine E Laustsen1, Marina Sjöberg1, Ingela Beck2
1Faculty of Health Science, Kristianstad University, Kristianstad, Sweden.
Aim:
To explore how nursing students experience theory- and simulation-based training in person-centred communication during their education.
Background:
Nurses are expected to master person-centred communication, so understanding its theoretical aspects is essential and nurses must be trained in the related skills during their education to ensure readiness for the professional role. Feasible person-centred communication training during nursing education is essential to support students' learning and skill development.
Design:
Explorative qualitative study.
Method:
Data were collected through nursing students' written reflections (n = 319) and interviews (n = 18). All participants had participated in theory- and simulation-based training in person-centred communication according to the ComPerCe model, which is anchored in person-centred values. Data were analysed using inductive content analysis.
Results:
The students described how they navigated the tensions experienced while undergoing a transformative learning process. They embraced uncertainty in the learning situations during the training in person-centred communication. They shared experiences of being challenged in their ability to perform person-centred communication, while the training also stimulated motivation. Furthermore, they described engaging in practical and reflective learning situations to be able to apply the theoretical aspects of person-centred communication.
Conclusions:
The study adds to current research on simulation-based and communication training in nursing education and highlights a distinctive pedagogical approach, which helps students integrate theoretical knowledge with practical application via a transformative learning process. The findings suggest that the ComPerCe model, integrating theory, reflections and training, facilitates a transformative learning process towards becoming nurses with a person-centred approach. The model offers a pedagogical approach that effectively engages and challenges large student groups, fostering their learning process and promoting their development of person-centred communication skills.
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