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Yang Y, Wang C. The chain mediating effect of empathy and communication ability on emotional intelligence and caring ability of nursing students. Front Psychol 2024; 14:1339194. [PMID: 38259524 PMCID: PMC10800512 DOI: 10.3389/fpsyg.2023.1339194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 12/18/2023] [Indexed: 01/24/2024] Open
Abstract
Background The implementation of humanistic care is conducive to providing high quality nursing, improving patient satisfaction and establishing harmonious nursery-patient relationship. Current researchs show that humanistic caring ability is affected by emotional intelligence, empathy, interpersonal communication. But the exact relationship and internal mechanism of such factors have not been fully understood. Objective To explore the multiple mediating effect of empathy and communication ability on nursing students' emotional intelligence and caring ability. Methods A case study was conducted by examining a sample of 1,165 nursing students from a junior college in Anhui, China. The multidimensional scales, and a self-designed demographic characteristics questionnaire were utilized. Path relationships and mutual effects were tested using structural equation modeling (SEM). Results Emotional intelligence, empathy, and communication ability were found to positively affect nursing students' caring ability, as well as positive interrelationships with one another (standardized estimate = 0.312-0.584, p < 0.001). Communication ability and empathy play an important role in mediating the association between emotional intelligence and caring ability, and the effect sizes are 0.169 and 0.121, respectively, while the effect value of empathy and communication ability in emotional intelligence and caring ability was 0.034, which showed partial mediation of the association. The indirect effect of the structural equation was 77.14%. Conclusion The chain mediating role of empathy and communication ability in emotional intelligence and caring ability is explored, which not only enrichis previous studies, but also reveals the mechanism of emotional intelligence's influence on caring ability. It is essential to continuously improve nursing students' caring ability. From the perspective of nursing educators, they need to develop targeted approaches to help the nursing student improve their emotional intelligence, empathy, and communication skills, further enhancing their caring ability.
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Affiliation(s)
- Yujie Yang
- International School of Nursing, Huangshan Vocational and Technical College, Huangshan, Anhui, China
| | - Chang Wang
- Department of Orthopaedics, Huangshan Xinchen Hospital, Huangshan, Anhui, China
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2
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Lu YL. [Retrospective on ESP Courses in the Global English Era]. Hu Li Za Zhi 2023; 70:13-20. [PMID: 37740260 DOI: 10.6224/jn.202310_70(5).03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 09/24/2023]
Abstract
With the rise of the medical tourism industry in Taiwan and changes in the country's population structure, nurses are facing greater challenges than ever before. Both professional knowledge and English proficiency are indispensable. Various types of English for Specific Purposes (ESP) courses have emerged to assist healthcare professionals to build their English abilities and cope with the changing demands of their profession. However, related research indicates that the deficient state of English communication skills among nurses in Taiwan may hinder the country's ability to effectively promote medical internationalization and handle ongoing changes in its population structure. To effectively face this predicament, educators must re-examine the current design of ESP courses. Therefore, this article was developed to explore ESP courses from the three perspectives of language descriptions, needs analysis, and learning theories. Furthermore, the concepts and research related to these three perspectives, including the nurse-patient relationship, community of practice, situated learning, and English as a medium of instruction, were reviewed. Some insights into how these concepts may be applied to ESP courses are also proposed with the goals of better incorporating the needs of learners into course designs and placing learners at the center of language learning.
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Affiliation(s)
- Yi-Ling Lu
- EdD, RN, Associate Professor, Language Center, National United University, Taiwan, ROC.
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3
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Fan HR, Li D, Wang SH, Kong WJ. Preoperative factors influencing the rate and speed of available communication ability in prelingual paediatric cochlear implantation recipients. Acta Otolaryngol 2023:1-8. [PMID: 37326212 DOI: 10.1080/00016489.2023.2220755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 09/27/2022] [Accepted: 09/29/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Few studies have assessed factors influencing the rate and speed of good outcomes in cochlear implantation (CI) children. OBJECTIVE To analyse the factors influencing the rate and speed of available communication in CI children. MATERIAL AND METHODS The study involved 316 children. The categories of auditory performance (CAP) and speech intelligibility rating (SIR) were used to evaluate outcomes. Multivariable proportional Cox regression models were established to analyse the effect of preoperative factors. RESULTS Five variables were entered into the three multivariable models of CAP ≥6, SIR ≥4 and concurrent CAP ≥6 and SIR ≥4. Older age at implantation was a significant poor factor in the three models with estimated hazard ratios (HRs) of .541, .629, and .554, respectively. Another negative factor was poor parental literacy for the three outcomes (HR .639, .638, and .542, respectively). More than 3 months of rehabilitation from institutes had a positive effect on CAP ≥6 and concurrent CAP ≥6 and SIR ≥4 (HR 1.626 and 1.667, respectively). CONCLUSIONS AND SIGNIFICANCE Older age at implantation and poor parental literacy were negative factors. Receiving regular rehabilitation from institutes pre-CI could help the children gain available communication ability earlier on.
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Affiliation(s)
- Hui-Ru Fan
- Department of Otorhinolaryngology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Dan Li
- Department of Otorhinolaryngology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Shan-Hong Wang
- Hubei Disabled Persons' Federation Rehabilitation Centre, Wuhan, China
- Yimeng Recovery Welfare Home of Wuchang District, Wuhan, China
| | - Wei-Jia Kong
- Department of Otorhinolaryngology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
- Institute of Otorhinolaryngology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
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4
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Li ZY, Lin WL, Qi R. [ Kaiqiao Jieyin acupuncture combined with repetitive transcranial magnetic stimulation for post-stroke aphasia: a randomized controlled trial]. Zhongguo Zhen Jiu 2023; 43:25-8. [PMID: 36633235 DOI: 10.13703/j.0255-2930.20220320-0001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
OBJECTIVE To observe the effect of Kaiqiao Jieyin acupuncture (acupuncture for opening orifices and relieving aphasia) combined with repetitive transcranial magnetic stimulation (rTMS) on language ability and daily life communication ability in patients with post-stroke aphasia (PSA). METHODS Fifty-six patients with PSA were randomly divided into an observation group and a control group, 28 cases in each group. Both groups received routine symptomatic treatment. The control group was treated with speech rehabilitation training and rTMS. On the basis of the treatment in the control group, the observation group was treated with Kaiqiao Jieyin acupuncture at the speech area Ⅰ, Fengchi (GB 20), Tongli (HT 5), Lianquan (CV 23), Panglianquan (Extra), etc. Panglianquan (Extra) on both sides were connected to electroacupuncture, with intermittent wave, 2 Hz in frequency. The above treatment was performed once a day for 5 consecutive days, followed by 2 days of rest for 2 weeks. The scores of western aphasia battery (WAB, including scores of spontaneous speech, auditory comprehension, repetition, naming and score of aphasia quotient [AQ]) and communication abilities in daily living (CADL) in the two groups were compared before and after treatment. RESULTS After treatment, the spontaneous speech, auditory comprehension, repetition, naming scores and AQ scores in both groups were higher than those before treatment (P<0.05), and the increase in the observation group was greater than the control group (P<0.05). The CADL scores of the two groups were higher than those before treatment (P<0.05). CONCLUSION Kaiqiao Jieyin acupuncture combined with rTMS can improve the language ability and daily life communication ability of PSA patients.
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Affiliation(s)
- Zhao-Yuan Li
- Department of Rehabilitation Medicine, Yueyang Hospital of Integrated Traditional Chinese and Western Medicine, Shanghai University of TCM, Shanghai 200437, China
| | - Wan-Long Lin
- Department of Digestive Medicine, Shanghai Third Rehabilitation Hospital
| | - Rui Qi
- Department of Rehabilitation Medicine, Yueyang Hospital of Integrated Traditional Chinese and Western Medicine, Shanghai University of TCM, Shanghai 200437, China
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Yuan S, Gu Q, Lei Y, Shen J, Niu Q. Can Physical Exercise Promote the Development of Teenagers' Non-Cognitive Ability?-Evidence from China Education Panel Survey (2014-2015). Children (Basel) 2022; 9:children9091283. [PMID: 36138592 PMCID: PMC9497572 DOI: 10.3390/children9091283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Revised: 08/16/2022] [Accepted: 08/23/2022] [Indexed: 11/19/2022]
Abstract
Background: With the development of educational philosophy, physical exercise is considered to be an important factor in the development of individual cognitive abilities in adolescents. However, the effects of physical exercise on non-cognitive abilities in adolescents remain inadequate. Objective: This study examined the effect of physical exercise on non-cognitive ability and further examined the differences in this effect in different groups. Methods: Survey data on non-cognitive ability, physical exercise and covariates were collected in the China Education Panel Survey (2014−2015) from a nationally representative sample of adolescents (n = 7904) in the eighth (follow-up) grade. Results: The results show that, after controlling for the influence of other factors, physical exercise has a promoting effect on six non-cognitive abilities—social behavior (p < 0.001), communication ability (p < 0.01), perseverance (p < 0.05), school adaptation (p < 0.001), educational expectation (p < 0.01) and creative thinking (p < 0.01)—and there is no significant effect on emotional control (p > 0.05). Furthermore, the development of non-cognitive ability in physical exercise shows certain group differences. Conclusions: There are gender differences in the performance of non-cognitive ability. Girls perform better than boys in non-cognitive ability. Physical exercise is an important means to develop non-cognitive ability, which indicates that non-cognitive ability has plasticity in adolescence. Future intervention may improve the non-cognitive ability of Chinese adolescents by increasing physical exercise.
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Affiliation(s)
- Shiwei Yuan
- Wuxi Higher Health Vocational Technology School, Wuxi 214000, China
| | - Qian Gu
- School of Physical Education, Shandong University, Jinan 250100, China
- Correspondence:
| | - Yuanyuan Lei
- Physical Education College, Hebei Normal University, Shijiazhuang 050000, China
| | - Jinbo Shen
- Taiyuan Institute of Technology, Taiyuan 030008, China
| | - Qian Niu
- Taiyuan Institute of Technology, Taiyuan 030008, China
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Neal K, McMahon CM, Hughes SE, Boisvert I. Listening-Based Communication Ability in Adults With Hearing Loss: A Scoping Review of Existing Measures. Front Psychol 2022; 13:786347. [PMID: 35360643 PMCID: PMC8960922 DOI: 10.3389/fpsyg.2022.786347] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 01/31/2022] [Indexed: 11/13/2022] Open
Abstract
Introduction Hearing loss in adults has a pervasive impact on health and well-being. Its effects on everyday listening and communication can directly influence participation across multiple spheres of life. These impacts, however, remain poorly assessed within clinical settings. Whilst various tests and questionnaires that measure listening and communication abilities are available, there is a lack of consensus about which measures assess the factors that are most relevant to optimising auditory rehabilitation. This study aimed to map current measures used in published studies to evaluate listening skills needed for oral communication in adults with hearing loss. Methods A scoping review was conducted using systematic searches in Medline, EMBASE, Web of Science and Google Scholar to retrieve peer-reviewed articles that used one or more linguistic-based measure necessary to oral communication in adults with hearing loss. The range of measures identified and their frequency where charted in relation to auditory hierarchies, linguistic domains, health status domains, and associated neuropsychological and cognitive domains. Results 9121 articles were identified and 2579 articles that reported on 6714 discrete measures were included for further analysis. The predominant linguistic-based measure reported was word or sentence identification in quiet (65.9%). In contrast, discourse-based measures were used in 2.7% of the articles included. Of the included studies, 36.6% used a self-reported instrument purporting to measures of listening for communication. Consistent with previous studies, a large number of self-reported measures were identified (n = 139), but 60.4% of these measures were used in only one study and 80.7% were cited five times or fewer. Discussion Current measures used in published studies to assess listening abilities relevant to oral communication target a narrow set of domains. Concepts of communicative interaction have limited representation in current measurement. The lack of measurement consensus and heterogeneity amongst the assessments limit comparisons across studies. Furthermore, extracted measures rarely consider the broader linguistic, cognitive and interactive elements of communication. Consequently, existing measures may have limited clinical application if assessing the listening-related skills required for communication in daily life, as experienced by adults with hearing loss.
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Affiliation(s)
- Katie Neal
- Department of Lingustics, Macquarie University, Sydney, NSW, Australia
| | - Catherine M McMahon
- Department of Lingustics, Macquarie University, Sydney, NSW, Australia.,Hearing, Macquarie University, Sydney, NSW, Australia
| | - Sarah E Hughes
- Centre for Patient Reported Outcome Research, Institute of Applied Health Research, University of Birmingham, Birmingham, United Kingdom.,National Institute of Health Research (NIHR), Applied Research Collaboration (ARC), West Midlands, United Kingdom.,Faculty of Medicine, Health and Life Science, Swansea University, Swansea, United Kingdom
| | - Isabelle Boisvert
- Hearing, Macquarie University, Sydney, NSW, Australia.,Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
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7
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Jeong HW, Ju D, Choi ML, Kim S. Development and Evaluation of a Preceptor Education Program Based on the One-Minute Preceptor Model: Participatory Action Research. Int J Environ Res Public Health 2021; 18:ijerph182111376. [PMID: 34769891 PMCID: PMC8582714 DOI: 10.3390/ijerph182111376] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 10/22/2021] [Accepted: 10/27/2021] [Indexed: 11/16/2022]
Abstract
This participatory action research study was conducted to confirm the implementation process and effect of developing and applying a preceptor education program based on the One-Minute Preceptor Model to foster the competence of preceptor clinical nurses. The study was conducted for eight weeks from March 2020 on 30 preceptor nurses in South Korea. Nursing standards were developed for two weeks and six cycles (comprising four stages) were performed. Data collection was integrated using both quantitative and qualitative approaches. For quantitative data, the Clinical Core Competency of Preceptor (CCCP) and General Communication Competence Scale (GICC-15) results were collected from preceptor nurses through questionnaires. Reflection journals of nurses' experiences were also analyzed through content analysis and frequency of keywords using WordClouds. There was no significant change in CCCP or GICC-15 results among preceptor nurses. However, nurses' experiences were associated with the growth and development of competencies such as evidence-based practice, quality feedback, and self-reflection. The program was effective in developing nurse competencies. Therefore, it is necessary to encourage One-Minute Preceptor Model activities among preceptors through an action research approach and to actively support research and practice in clinical settings, as well as to provide organizational and systematic support.
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Affiliation(s)
- Hye Won Jeong
- Department of Nursing, Chonnam National University Hospital, Gwangju 61469, Korea; (H.W.J.); (D.J.); (M.L.C.)
| | - Deok Ju
- Department of Nursing, Chonnam National University Hospital, Gwangju 61469, Korea; (H.W.J.); (D.J.); (M.L.C.)
| | - Myoung Lee Choi
- Department of Nursing, Chonnam National University Hospital, Gwangju 61469, Korea; (H.W.J.); (D.J.); (M.L.C.)
| | - Suhyun Kim
- Department of Nursing, Nambu University, Gwangju 62271, Korea
- Correspondence: ; Tel.: +82-62-970-0249
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8
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Chen X, Luo L, Jiang L, Shi L, Yang L, Zeng Y, Li F, Li L. Development of the nurse's communication ability with angry patients scale and evaluation of its psychometric properties. J Adv Nurs 2021; 77:2700-2708. [PMID: 33629754 PMCID: PMC8248006 DOI: 10.1111/jan.14788] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 01/18/2021] [Accepted: 01/27/2021] [Indexed: 11/28/2022]
Abstract
AIMS To develop the Nurse's Communication Ability with Angry Patients Scale (NCAAPS) and evaluate its psychometric properties. DESIGN An instrument development and validation study. METHODS The survey was administered to 501 nurses from different emergency departments in China between 2 August 2019 and 3 October 2019. Data from 456 completed questionnaires were analysed to identify the factor structure of the NCAAPS. RESULTS The content validity index was satisfactory. Four factors were included and 71.25% of the total variance was explained by 19 items in NCAAPS. Confirmatory factor analysis supported the four-factor structure. Cronbach's α coefficient was 0.96 for the overall scale and 0.81-0.92 for its subscales. Test-retest reliability was 0.740. CONCLUSION We consider the NCAAPS to be a useful tool for measuring the ability of nurses to communicate with angry patients. IMPACT It is anticipated that this new scale will help educators to identify specific areas of deficiency that could be targeted with training to improve the ability of nursing staff to communicate with angry patients.
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Affiliation(s)
- Xi Chen
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Liumei Luo
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Ling Jiang
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Liumin Shi
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Li Yang
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Yuting Zeng
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Fang Li
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | - Li Li
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China.,Clinical Nursing Research Center, Xiangya Hospital of Central South University, Changsha, Hunan, China
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Kim AY, Sim IO. Mediating Factors in Nursing Competency: A Structural Model Analysis for Nurses' Communication, Self-Leadership, Self-Efficacy, and Nursing Performance. Int J Environ Res Public Health 2020; 17:ijerph17186850. [PMID: 32961719 PMCID: PMC7558162 DOI: 10.3390/ijerph17186850] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 09/12/2020] [Accepted: 09/17/2020] [Indexed: 05/26/2023]
Abstract
This study examined the structural relationship among clinical nurses' communication ability, self-leadership, self-efficacy, and nursing performance. A structural model analysis was applied to identify factors influencing nursing performance and analyze the effects of self-leadership and self-efficacy as mediators. A survey was conducted among clinical nurses working in general hospitals in Seoul, Gyeonggi, and Gangwon Province of the Republic of Korea. In the final analysis, data from 168 questionnaires were used. SPSS 24.0 and Amos 23.0 programs were used for frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, structural equation model analysis, and mediating effect analysis through bootstrapping. The significance level was set at 5% for all analyses. First, the model's fitness figures met the criteria for the appropriate judgment presented in previous studies, so the model between nurses' communication ability, self-leadership, self-efficacy, and nursing performance was suitable for predicting a causal relationship. Second, the relationship between nurses' communication ability and self-leadership had a statistically significant effect. Also, the relationship between communication ability and self-efficacy had a statistically significant effect. Third, nurses' communication ability affected nursing performance through self-efficacy.
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Affiliation(s)
| | - In Ok Sim
- Correspondence: ; Tel.: +82-10-3372-5920
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King E, Henning J, Green WJ, Turpin MJ, Schull DN. Am I Being Understood? Veterinary Students' Perceptions of the Relationship between Their Language Background, Communication Ability, and Clinical Learning. J Vet Med Educ 2018; 46:35-44. [PMID: 30285596 DOI: 10.3138/jvme.0417-057r] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
During clinical workplace learning, effective communication between veterinary students and clinical staff is of paramount importance to facilitating learning, assessment, and patient care. Although studies in health sciences education have indicated that students may experience communication difficulties as a result of linguistic, cultural, and other factors and that these difficulties can affect clinical learning and academic outcomes, this has not yet been explored in veterinary clinical educational contexts. In this study, the authors sought to identify whether final-year veterinary students perceived that their communication ability influenced their clinical learning and, if so, whether language background was of significance. Seventy-one students from a final-year cohort at an Australian veterinary school completed a student perception survey at the end of their clinical training. Exploratory factor analysis was used to investigate the extent to which learners perceived that their communication ability influenced their clinical learning. Two factors explained 72.3% of total variance. Factor 1 related to communication ability as a source of concern; Factor 2 related to comprehending and contributing to clinical conversations. Communication ability as a source of concern differed significantly ( p < .001) between students who did and did not have an English-speaking background, but there was no significant difference between these two student groups for Factor 2. Although language background was associated with self-perceived communication ability, evidence also emerged that students may experience communication challenges during clinical learning, irrespective of their language background.
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Affiliation(s)
- Eva King
- School of Veterinary Science, University of Queensland, Gatton Campus, Gatton QLD 4343, Australia.
| | - Joerg Henning
- School of Veterinary Science, University of Queensland, Gatton Campus, Gatton, QLD 4343, Australia
| | - Wendy J Green
- Tasmanian Institute of Learning and Teaching, University of Tasmania, Newnham Campus, Launceston, TAS 7001, Australia
| | - Merrill J Turpin
- School of Health and Rehabilitation Sciences, University of Queensland, St Lucia Campus, St Lucia, QLD 4067 Australia
| | - Daniel N Schull
- School of Veterinary Science, University of Queensland, Gatton, QLD 4343, Australia
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Heithaus JL, Twyman KA, Braddock BA. Ostracism and Peer Victimization in Adolescents With and Without Mental Health Diagnoses in a Public Middle School Setting. Clin Pediatr (Phila) 2017; 56:1301-1311. [PMID: 28056556 DOI: 10.1177/0009922816682745] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
To better understand adolescents experiencing peer victimization, ostracism, and emotional health problems, this study aimed to describe a cohort of middle school students identified as having school peer-related social difficulties as 2 groups: those with mental health diagnoses (MHDs; n = 17) and those without diagnoses (n = 8). Participants were administered a test battery to examine communication ability, social responsiveness, social activity, ostracism, victimization, and emotional health. Results showed that adolescents with MHDs, relative to those without, scored significantly lower on measures of communication ability, social responsiveness, and social activity but similarly on measures of victimization, ostracism, and internalizing/externalizing factors. Results suggest that adolescents with and without MHDs can endure ostracism and peer victimization to a similar extent. Because ostracism and victimization have serious morbidity in adolescents, physicians and caregivers must look for signs in all adolescents, irrespective of MHD. Recommendations for appropriate primary care management are discussed.
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