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Relationships between Communication ...

Morris, Dawn Lauren.

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Relationships between Communication Apprehension, Emotional Intelligence, and Perceived Communication Competence among Associate Degree Nursing Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Relationships between Communication Apprehension, Emotional Intelligence, and Perceived Communication Competence among Associate Degree Nursing Students./
作者:	Morris, Dawn Lauren.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	164 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: B.
Contained By:	Dissertations Abstracts International83-02B.
標題:	Nursing. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28495011
ISBN:	9798534691139

Relationships between Communication Apprehension, Emotional Intelligence, and Perceived Communication Competence among Associate Degree Nursing Students.
Morris, Dawn Lauren.

Relationships between Communication Apprehension, Emotional Intelligence, and Perceived Communication Competence among Associate Degree Nursing Students. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 164 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: B.

Thesis (Ph.D.)--Southern University and Agricultural and Mechanical College, 2021.

This item must not be sold to any third party vendors.

Competent communication, recognized as the cornerstone of therapeutic patient-centered care, is essential to the provision of safe, quality nursing care (Griffiths et al., 2012; Kavanaugh & Swezda, 2017). Early student-patient interactions are often the first encounters in which prelicensure nursing students must communicate to some degree with assigned patients. However, students who are anxious or apprehensive about communicating may avoid contact with patients or other health care professionals. Based upon this gap in the research literature, the purpose of this study was to examine the relationships between communication apprehension, emotional intelligence, and self-perceived communication competence among first and second-year associate degree nursing students. This study also sought to determine which variables are predictors of self-perceived communication competence among prelicensure associate degree nursing students. A cross-sectional, descriptive correlational research design was used to conduct the study. The theoretical underpinning that formed the study's overall conceptual framework was drawn from Dreyfus' Model of Skill Acquisition (1980). The sample for this study (N = 135) consisted of first and second-year nursing students enrolled in an associate degree nursing program located in the southeastern area of the United States. A vast majority of the participants in this study were Caucasian, female, and single or never married. Findings revealed no statistically significant differences in emotional intelligence or self-perceived communication competence between first and second-year associate degree nursing students. There was, however, a significant difference in mean communication apprehension scores of first and second-year students with second-year students' scores revealing statistically significant higher levels of communication apprehension than first-year students. Findings also revealed a statistically significantly strong correlation between emotional intelligence and self-perceived communication competence as well as a significantly strong negative correlation between communication apprehension and self-perceived communication competence. Furthermore, emotional intelligence was found to be a significant predictor of self-perceived communication competence. Results of this study will aid in the development of pedagogical interventions appropriate for and targeted at reducing high levels of communication apprehension which may interfere with acquisition of strong and effective communication skills. Because communication apprehension, as a construct, is malleable, it is important to identify at-risk students early in a student's nursing education so that appropriate and targeted interventions can be developed and undertaken to remove any barriers that might inhibit the development of strong communication skills. To evaluate and assess evidence-based interventions to improve communication competence, students' levels of communication apprehension can be measured, tracked, and analyzed over time. Because high communication apprehension can negatively impact patient safety and outcomes, identification of factors that impact communication skills can influence decision-making for curriculum in addition to teaching and learning strategies.

ISBN: 9798534691139Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Associate degree students

Relationships between Communication Apprehension, Emotional Intelligence, and Perceived Communication Competence among Associate Degree Nursing Students.
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520 $a Competent communication, recognized as the cornerstone of therapeutic patient-centered care, is essential to the provision of safe, quality nursing care (Griffiths et al., 2012; Kavanaugh & Swezda, 2017). Early student-patient interactions are often the first encounters in which prelicensure nursing students must communicate to some degree with assigned patients. However, students who are anxious or apprehensive about communicating may avoid contact with patients or other health care professionals. Based upon this gap in the research literature, the purpose of this study was to examine the relationships between communication apprehension, emotional intelligence, and self-perceived communication competence among first and second-year associate degree nursing students. This study also sought to determine which variables are predictors of self-perceived communication competence among prelicensure associate degree nursing students. A cross-sectional, descriptive correlational research design was used to conduct the study. The theoretical underpinning that formed the study's overall conceptual framework was drawn from Dreyfus' Model of Skill Acquisition (1980). The sample for this study (N = 135) consisted of first and second-year nursing students enrolled in an associate degree nursing program located in the southeastern area of the United States. A vast majority of the participants in this study were Caucasian, female, and single or never married. Findings revealed no statistically significant differences in emotional intelligence or self-perceived communication competence between first and second-year associate degree nursing students. There was, however, a significant difference in mean communication apprehension scores of first and second-year students with second-year students' scores revealing statistically significant higher levels of communication apprehension than first-year students. Findings also revealed a statistically significantly strong correlation between emotional intelligence and self-perceived communication competence as well as a significantly strong negative correlation between communication apprehension and self-perceived communication competence. Furthermore, emotional intelligence was found to be a significant predictor of self-perceived communication competence. Results of this study will aid in the development of pedagogical interventions appropriate for and targeted at reducing high levels of communication apprehension which may interfere with acquisition of strong and effective communication skills. Because communication apprehension, as a construct, is malleable, it is important to identify at-risk students early in a student's nursing education so that appropriate and targeted interventions can be developed and undertaken to remove any barriers that might inhibit the development of strong communication skills. To evaluate and assess evidence-based interventions to improve communication competence, students' levels of communication apprehension can be measured, tracked, and analyzed over time. Because high communication apprehension can negatively impact patient safety and outcomes, identification of factors that impact communication skills can influence decision-making for curriculum in addition to teaching and learning strategies.
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