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A structured literature review regar...

Call, Linda.

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A structured literature review regarding teaching communication skills to pre-licensure nursing students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A structured literature review regarding teaching communication skills to pre-licensure nursing students./
Author:	Call, Linda.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	79 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: B.
Contained By:	Dissertation Abstracts International78-04B(E).
Subject:	Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10164695
ISBN:	9781369191738

A structured literature review regarding teaching communication skills to pre-licensure nursing students.
Call, Linda.

A structured literature review regarding teaching communication skills to pre-licensure nursing students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 79 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: B.

Thesis (D.N.P.)--Western University of Health Sciences, 2016.

This study addressed the theory to practice gap existing in regards to effective communication skills education in pre-licensure nursing curricula. Lack of effective communication skills has been identified as an ongoing problem and main factor leading to medical errors for several decades. Major organizations have called for the inclusion of communication and collaboration skills competency in nursing education. Although students learn about communication skills during pre-licensure education, students are unprepared to effectively communicate upon entry into the workforce. Nursing students lack assertive communication skills and face social barriers to effective communication.

ISBN: 9781369191738Subjects--Topical Terms:

528444
Nursing.

A structured literature review regarding teaching communication skills to pre-licensure nursing students.
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100 1 $a Call, Linda. $3 3281852
245 1 2 $a A structured literature review regarding teaching communication skills to pre-licensure nursing students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 79 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: B.
500 $a Advisers: Rodney W. Hicks; Diane Pestolesi.
502 $a Thesis (D.N.P.)--Western University of Health Sciences, 2016.
520 $a This study addressed the theory to practice gap existing in regards to effective communication skills education in pre-licensure nursing curricula. Lack of effective communication skills has been identified as an ongoing problem and main factor leading to medical errors for several decades. Major organizations have called for the inclusion of communication and collaboration skills competency in nursing education. Although students learn about communication skills during pre-licensure education, students are unprepared to effectively communicate upon entry into the workforce. Nursing students lack assertive communication skills and face social barriers to effective communication.
520 $a Effective communication requires assertive communication, respecting the dignity of others. Therefore, Watson's Caring Curriculum Model was used as the theoretical framework. A rigorous literature review was conducted by searching CINHAL, Nursing Ovid, Science Direct and PubMed databases via Western University of Health Science's online library. Inclusion criteria were full-text, English-language studies utilizing a communication skills education intervention for pre-licensure nursing students, published between 2008 and 2015. Studies focusing on therapeutic communication were excluded. A total of 14 articles were appraised using the Johns Hopkins Research Evidence Appraisal Tool, and the Mixed Methods Appraisal Tool. Four of the articles were low quality, nine were good quality, and one was high quality. There were two experimental studies, nine quasi-experimental studies, two mixed-methods design studies, and one literature review. Evidence revealed communication skills are best learned with active-learning methods; role-play and simulation with debriefing were the most commonly used methods. Other effective educational methods included interactive didactic teaching combined with role-play, discussion, small group work, receiving feedback from instructors and peers, reflection, homework, use of video-taping for self- and peer-evaluation. Lecture could be replaced with pre-course preparation which aligns with the flipped-classroom model. Group work and discussion, peer and instructor feedback are powerful strategies that will reinforce learning when implemented in a caring, safe, respectful environment.
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650 4 $a Adult education. $3 543202
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710 2 $a Western University of Health Sciences. $b College of Graduate Nursing. $3 2101031
773 0 $t Dissertation Abstracts International $g 78-04B(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10164695