A course for nurses to handle difficult communication situations : a randomized controlled trial of impact on self-efficacy and performance.
Réf. 443880Article (Document papier) – En anglais
Traduction en français : Cours pour des infirmières afin de maîtriser des situations de communication conflictuelles : essai contrôlé randomisé sur l’impact de l’auto-efficacité et de la performance.
PATIENT EDUCATION AND COUNSELING, vol. 82, n° 1, Amsterdam : Elsevier (éditeur), 2011/01, pages 100-109, tabl., fig., ISSN 0738-3991, FRA
DOYLE (D.), COPELAND (H.L.), BUSH (D.), STEIN (L.), THOMPSON (S.)
To evaluate the impact of a communication skills course for nurses on how to handle difficult communication situations in their daily work.
A 7-h course was developed using a construct of « Awareness, Feelings, Listen, Solve » (AFLS).
A pedagogy of experiential, learner-centered learning was adopted.
The course evaluation used a randomized controlled design with pre-and post-measures of self-efficacy and performance.
Forty-one nurses volunteered and thirty-three nurses completed all assigned parts of the study.
On self-assessment, there was significant improvement for self-efficacy (F=24.43, p<0.001), but not for emotional awareness.
On performance, there was no significant improvement between intervention and control groups (F=3.46, p=0.073).
A short course for nurses on handling difficult communication situations achieved significant improvements in self-efficacy but not in performance.
Practice implications : Teaching communication skills in community-based settings is important for the safety and effectiveness of patient care.
Sponsoring organizations should weigh trade-offs between feasibility and achievement of measurable improvements in performance.
One possible approach is to focus on specific communication skills rather than a full suite of skills.