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Kennedy M, Bray L, Saron H, Brady LM. Scoping communication training in undergraduate children's nursing programmes: A mixed method study examining delivery methods and content. Nurse Educ Pract 2024; 79:104056. [PMID: 39003786 DOI: 10.1016/j.nepr.2024.104056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 05/02/2024] [Accepted: 07/01/2024] [Indexed: 07/16/2024]
Abstract
AIM The aim of this study was to scope communication curriculum reported as currently being delivered within undergraduate children's nursing programmes across the Republic of Ireland and the United Kingdom. BACKGROUND Communication between a children's nurse and a child/young person influences a child/young person's healthcare experience. Despite an identified need for a comprehensive and effective communication curriculum within undergraduate nursing, there is a notable gap of understanding of the delivery and content of communication training within children's nursing curricula. DESIGN A mixed method, online anonymous self-report survey design was adopted. METHODS Programme Leads of undergraduate children's nursing programmes in the Republic of Ireland and the United Kingdom were asked to report on how communication training is delivered to students on undergraduate children's nursing programmes. The Checklist for Reporting of Survey Studies (CROSS) was used for the reporting of this study. RESULTS Thirty-two programme leads completed the survey (51 % response rate). Findings show variability in the delivery and content of communication training across Higher Educational Institutions. Core communication modules featured across all nursing programmes, however, only two programme leads reported delivering standalone child-centred communication modules. Communication training was not always delivered by an educator with professional experience of children and young people in healthcare. Curriculum capacity had an impact on the delivery of communication training, with clinical practice being relied on to supplement child specific communication training. Programme leads highlighted the need for greater inclusion of child voice in shaping and delivering undergraduate children's nurse education. CONCLUSIONS This study shows that while communication is covered as a core part of the undergraduate nursing curriculum across the Republic of Ireland and the United Kingdom, it generally lacks a focus on children and young people and is not always supported by educators with professional experience of children and young people in healthcare. More work needs to focus on equipping undergraduate children's nurses with the unique skills needed to communicate effectively with children and young people and incorporate learnings into nursing pedagogy. REGISTRATION NUMBER to be included in abstract after acceptance.
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Affiliation(s)
- Martina Kennedy
- School of Nursing, Midwifery and Health Systems, Health Sciences Centre, University College Dublin, Belfield, Dublin 4, Ireland.
| | - Lucy Bray
- School of Nursing, Midwifery and Allied Health, Faculty of Health, Social Care and Medicine, Edge Hill University, St Helens Rd, Ormskirk L39 4QP, UK.
| | - Holly Saron
- School of Nursing, Midwifery and Allied Health, Faculty of Health, Social Care and Medicine, Edge Hill University, St Helens Rd, Ormskirk L39 4QP, UK.
| | - Louca-Mai Brady
- Centre for Research in Public Health and Community Care, School of Health and Social Work, University of Hertfordshire, Hatfield, Hertfordshire AL10 9AB, UK.
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Zhang Z, Chen H, Li X, Chen S, Wang Z, Yang J, Chen Z, Wang X, Tian Y, Zhou J. Differences in the depression and burnout networks between doctors and nurses: evidence from a network analysis. BMC Public Health 2024; 24:1668. [PMID: 38909182 PMCID: PMC11193897 DOI: 10.1186/s12889-024-19193-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 06/18/2024] [Indexed: 06/24/2024] Open
Abstract
BACKGROUND Previous studies have demonstrated a strong association between depression and job burnout among healthcare professionals, but the results have been inconsistent, and there is a lack of in-depth exploration of such a relationship among different healthcare professions. The present study aims to investigate the interrelationships between depression and burnout among Chinese healthcare professionals and whether there are differences in the networks of these symptoms between doctors and nurses. METHODS The Maslach Burnout Inventory-General Survey and the 2-item Patient Health Questionnaire were employed to assess job burnout and depression among 3,684 healthcare professionals. The translation has been refined to ensure accuracy and academic suitability. Subsequently, network analysis was conducted on 2,244 participants with a higher level of job burnout to identify core symptoms and explore the associations between job burnout and depression. RESULTS The present study showed a network association between lack of interest and pleasure in things and being exhausted from work, excessive tiredness facing work, tendency to collapse at work, and lack of passion for work than before among healthcare professionals, as well as a notable difference in the network association between lack of interest and pleasure in things and lack of passion for work than before between nurses and doctors. CONCLUSIONS The depression-burnout network structures differ between doctors and nurses, highlighting the need for targeted intervention measures for both groups.
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Affiliation(s)
- Zheng Zhang
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Hui Chen
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Xuting Li
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Shurui Chen
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Ziyu Wang
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Jiaxin Yang
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Zengyu Chen
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Xiaoping Wang
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China
| | - Yusheng Tian
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China.
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China.
| | - Jiansong Zhou
- Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, No.139, Renmin Road Central, Changsha, Hunan, 410011, China.
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Schulenberg SL, Goldberg D, Kreps G, Oh KM. Communication self-efficacy and communication apprehension in a national sample of undergraduate nursing students: A cross-sectional study. Nurse Educ Pract 2024; 77:103977. [PMID: 38676980 DOI: 10.1016/j.nepr.2024.103977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 04/16/2024] [Indexed: 04/29/2024]
Abstract
AIM The aim of this study was to explore communication apprehension and communication self-efficacy in undergraduate nursing students and identify factors that contribute to communication apprehension and communication self-efficacy. BACKGROUND Communication education and skills training is often incorporated into undergraduate nursing curricula; however, communication competence continues to be a problem for novice nurses. Communication apprehension is a concept that has been only minimally researched in nursing education and can have a negative impact on student communication readiness. DESIGN This study employed a cross-sectional design and surveyed a national sample of undergraduate nursing students between October 2022 and March 2023. METHODS An online survey was sent out to undergraduate nursing student members of the National Student Nurses Association as well as nursing education programs in 8 states and the District of Columbia. The survey was comprised of demographic questions, the Personal Report of Communication Apprehension, and the communication subscale of the Nursing Student Self-Efficacy Survey. RESULTS Approximately 22.1 % of the students had high communication apprehension, with the highest communication apprehension in public speaking and classroom communication. Communication self-efficacy scores ranged from 12 to 40, with a mean of 31.65 (SD = 6.28). Communication apprehension and communication self-efficacy were significantly negatively correlated. Positive and negative affect were significant predictors of communication apprehension. Affect, as well as current healthcare employment were significant predictors of communication self-efficacy. When controlling for all demographic, educational, and psychological variables, communication apprehension was a significant predictor of communication self-efficacy. CONCLUSIONS This study is one of the few to explore communication apprehension in undergraduate nursing students. Data demonstrated that communication apprehension is a prevalent problem for many nursing students. Communication apprehension was also found to be a significant predictor of communication self-efficacy after controlling for all other variables. Progression through nursing education did not show a correlation with a decrease in the students' communication apprehension or increase in communication self-efficacy. Given these findings, educational efforts aimed at reducing communication apprehension and enhancing students' school-related affect could contribute to an improvement in communication self-efficacy.
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Affiliation(s)
| | - Debora Goldberg
- George Mason University, Department of Health Administration and Policy, Fairfax, VA, United States
| | - Gary Kreps
- George Mason University, Department of Communication, Fairfax, VA, United States
| | - Kyeung Mi Oh
- George Mason University, School of Nursing, Fairfax, VA, United States
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Schulenberg S, Oh KM, Goldberg DG, Kreps GL. Exploring communication apprehension in nursing and healthcare education: A scoping review. Nurs Health Sci 2023; 25:543-555. [PMID: 37950601 DOI: 10.1111/nhs.13064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 08/28/2023] [Accepted: 10/27/2023] [Indexed: 11/12/2023]
Abstract
Communication among healthcare professionals is critical to optimizing patient outcomes, and communication education is incorporated into the educational programs of healthcare professions students. Communication can be a source of stress for new healthcare professionals, however, there is a lack of research on communication apprehension (CA) in healthcare students, especially in nursing education. This scoping review sought to explore CA and factors associated with CA among healthcare professions students. This scoping review report was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (Tricco et al., Annals of Internal Medicine, 2018, 169, 467-473). Twenty studies of healthcare professions students were included for analysis. The percentage of health professions students with high CA ranged from 0.7% to 27%. Five out of seven intervention studies demonstrated a significant decrease in CA after the intervention. This review identified inconsistent associations between CA and various individual and educational factors. More research is needed utilizing rigorous research designs, designs employing qualitative methodology, and studies to investigate the impact of language on CA in health professions students who speak English as a second language.
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Affiliation(s)
- Shannon Schulenberg
- Department of Nursing, School of Nursing, George Mason University, Fairfax, Virginia, USA
| | - Kyeung Mi Oh
- Department of Nursing, School of Nursing, George Mason University, Fairfax, Virginia, USA
| | - Debora G Goldberg
- Department of Health Administration and Policy, George Mason University, Fairfax, Virginia, USA
| | - Gary L Kreps
- Department of Communication, Center for Health and Risk Communication, George Mason University, Fairfax, Virginia, USA
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Sweet L, O'Driscoll K, Blums T, Sommeling M, Kolar R, Teale G, Wynter K. Relationships are the key to a successful publicly funded homebirth program, a qualitative study. Women Birth 2023:S1871-5192(22)00365-1. [PMID: 36604197 DOI: 10.1016/j.wombi.2022.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 12/01/2022] [Accepted: 12/15/2022] [Indexed: 01/05/2023]
Abstract
BACKGROUND In Australia, publicly-funded homebirth is a relatively new option for women and their families. Two years after the inception of two publicly funded homebirth services in Victoria in 2009, a study found that midwives' experiences were more positive than doctors. There is no recent evidence on the perspectives of midwives and doctors of publicly-funded homebirth programs. AIM To explore the experiences of midwives and doctors participating in or supporting one publicly-funded homebirth program in Australia. METHODS An interpretive descriptive approach was used following individual in-depth interviews via 'Zoom'. Participants included midwives and doctors who provide or support the homebirth service at a large metropolitan health service in Melbourne's western suburbs. Data were thematically analysed. FINDINGS Interviews were conducted with 16 homebirth midwives, six hospital-based midwives, and nine doctors. One central theme and three sub-themes demonstrate that effective relationships are critical to a successful publicly-funded homebirth program. Collaboration, teamwork, and mutual respect across professions were reported to be integral to success. The midwife-woman relationship was highly valued and especially important to provide continuity during transfers to the hospital where this occurred. DISCUSSION Effective relationships underpin collaborative practice and are critical for safe healthcare. Shared common learning opportunities such as simulation training sessions and multi-professional forums to discuss cases were perceived to assist the development of these relationships. CONCLUSION Effective relationships within and between midwives and doctors are key to collaborative practice, which underpins a successful publicly-funded homebirth service. Health services can support this by maintaining a respectful and supportive culture amongst staff.
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Affiliation(s)
- Linda Sweet
- School of Nursing and Midwifery, Deakin University, Victoria, Australia; Centre for Quality and Patient Safety Research, Western Health Partnership, Victoria, Australia.
| | | | | | | | | | | | - Karen Wynter
- School of Nursing and Midwifery, Deakin University, Victoria, Australia; Centre for Quality and Patient Safety Research, Western Health Partnership, Victoria, Australia
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Bender M, Veenstra J, Yoon S. Improving interprofessional communication: Conceptualizing, operationalizing and testing a healthcare improvisation communication workshop. NURSE EDUCATION TODAY 2022; 119:105530. [PMID: 36155207 DOI: 10.1016/j.nedt.2022.105530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 08/02/2022] [Accepted: 08/24/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Communication errors are a leading cause of adverse events in the acute and ambulatory healthcare setting. We now understand that communication within and across professions and patients is a complex achievement with numerous barriers, including cultural, educational, and structural hurdles. Improvisation has been identified as an approach with great potential to develop communication skills for multi-disciplinary healthcare students. OBJECTIVE We report on the interdisciplinary conceptualization, operationalization, and effectiveness testing of a novel educational healthcare improvisation communication workshop. DESIGN Prospective pre-post test experimental. SETTING University of California, Irvine. PARTICIPANTS Total of 158 nursing, medicine, and population health students. METHODS We conceptualized improvisation through the constructs of presence, trust, and acceptance to develop workshop activities, then used the Kirkpatrick Learning Framework to test the workshop's feasibility, learning outcomes, and preliminary behavior changes. RESULTS Participants rated the feasibility of the workshop highly. Pre-post workshop effectiveness testing showed significant increases in communication and collaboration competencies. Qualitative data suggested workshop activities were powerful learning modality because they were premised by introducing their conceptual underpinning and providing tangible examples via the video and debrief. Qualitative data also suggested preliminary behavior changes post workshop. CONCLUSIONS We have developed and tested a communication teaching modality with strong conceptual grounding and empirical evidence of its efficacy in engaging healthcare students in collaborative communication, with documented evidence of learning that health educators can use in their courses. Future research is needed (and currently underway) to generate the evidence that the workshop can be adopted and sustained within a multi-school curriculum, which includes testing the feasibility of cross-school curriculum logistics (i.e. cross-listing the course to meet different school registrar policies, teaching workload sharing across faculty, etc.), as well as continued effectiveness testing.
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Affiliation(s)
- Miriam Bender
- Sue & Bill Gross School of Nursing, University of California, Irvine, 252 Berk Hall, Irvine, CA 92697-3959, United States of America.
| | - Joel Veenstra
- Claire Trevor School of the Arts, University of California, Irvine, CA 92697-2775, United States of America.
| | - Sarah Yoon
- Cedar Sinai Medical Center, Beverly Hills, CA, United States of America
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Martin P. Clinical communication: A core clinical skill that underpins quality cancer care. Asia Pac J Oncol Nurs 2022; 9:100067. [PMID: 35634134 PMCID: PMC9136267 DOI: 10.1016/j.apjon.2022.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 04/10/2022] [Indexed: 11/23/2022] Open
Affiliation(s)
- Peter Martin
- Clinical Communication and End-of-Life Care, School of Medicine, Deakin University, Geelong, Australia
- Centre for Organisational Change in Person-Centred Healthcare, Faculty of Health, Deakin University, Geelong, Australia
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