CAJ | 학술논문

目的探讨Calgary-Cambridge沟通指南引导的护生沟通情境模拟教学对本科护生沟通能力的影响.方法应用方便取样的方法,选取在校二年级护生87名作为研究对象,将护生按班级分为实验组44名和对照组43名.实验组接受基于Calgary-Cambridge沟通指南的护生沟通情境模拟教学;对照组接受相同的理论教学内容,以案例讨论为主要教学手段,以反思学习来完成整个教学活动,不接受Calgary-Cambridge沟通指南理论框架引导的情境模拟教学.以护生临床沟通能力测评量表和护生沟通观察表对相应指标进行评价,并对2组护生的测评结果进行比较.结果培训后,实验组与自身培训前比较,在临床沟通能力6个维度和总分上均有显著提高,差异有统计学意义;培训后,在建立和谐关系、确认患者问题、传递有效信息、验证感受和沟通能力总分方面,实验组较对照组有显著提高,二者比较,t值分别为2.64、2.32、2.19、2.20和4.36,P值均＜0.05,差异有统计学意义.综合案例考核中,实验组护生的案例设计、信息收集、解释行为、关系发展、冲突协调和服务行为6个方面的评分均高于对照组,t值分别为2.15、2.10、3.26、2.84、2.14和2.61,P值均＜0.05,差异有统计学意义.结论以Calgary-Cambridge沟通指南为理论框架的沟通情境模拟教学对护生沟通能力有积极的促进作用.
목적 탐토Calgary-Cambridge구통지남인도적호생구통정경모의교학대본과호생구통능력적영향.방법 응용방편취양적방법,선취재교이년급호생87명작위연구대상,장호생안반급분위실험조44명화대조조43명.실험조접수기우Calgary-Cambridge구통지남적호생구통정경모의교학;대조조접수상동적이론교학내용,이안례토론위주요교학수단,이반사학습래완성정개교학활동,불접수Calgary-Cambridge구통지남이론광가인도적정경모의교학.이호생림상구통능력측평량표화호생구통관찰표대상응지표진행평개,병대2조호생적측평결과진행비교.결과 배훈후,실험조여자신배훈전비교,재림상구통능력6개유도화총분상균유현저제고,차이유통계학의의;배훈후,재건립화해관계、학인환자문제、전체유효신식、험증감수화구통능력총분방면,실험조교대조조유현저제고,이자비교,t치분별위2.64、2.32、2.19、2.20화4.36,P치균＜0.05,차이유통계학의의.종합안례고핵중,실험조호생적안례설계、신식수집、해석행위、관계발전、충돌협조화복무행위6개방면적평분균고우대조조,t치분별위2.15、2.10、3.26、2.84、2.14화2.61,P치균＜0.05,차이유통계학의의.결론 이Calgary-Cambridge구통지남위이론광가적구통정경모의교학대호생구통능력유적겁적촉진작용.
Objective To explore the effect of the clinical scenario-based simulation communication education based on Calgary-Cambridge Guide for undergraduate nursing students.Methods Totally 87 undergraduate nursing students were enrolled and divided into the experimental group (n=44) and the control group (n=43).The experimental group received clinical scenario-based simulation communication education based on Calgary-Cambridge Guide for communication.The control group received traditional class-based education for communication.The chnical communication skills questionnaire and Communication Observing Questionnaire were administered before and after the training.The testing results of both groups were compared.Results After participating in the education project,six dimensions of clinical communication competence and the total score were significantly improved after training compared with those before training in the experimental group.After training,the experimental group was better than the control group in establishment of harmonious relationship,confirming patients' problems,efficient information transfer,validation experience and communication competence,t values were 2.64,2.32,2.19,2.20 and 4.36,P＜ 0.05.In testing of integrated cases,scores of six aspects such as case design,information collection,explaining behavior,relationship development,conflict coordination and service behavior in the experimental group were significantly higher than those of the control group,t values were 2.15,2.10,3.26,2.84,2.14 and 2.61,P＜0.05.Conclusions The clinical scenario-based simulation education based on the Calgary-Cambridge Guide can improve communication competence of nursing students.