Effects of Communication Activity Program on Nursing Students Interpersonal Communication Competence

Transcription

1 , pp Effects of Communication Activity Program on Nursing Students Interpersonal Communication Competence Kwang Ok Park 1, Mi Yu 2 1 Department of Nursing, Sunchon National University, Suncheon, South Korea, 2 College of Nursing, Gyeongsang National University, Jinju, South Korea Abstract. This study aimed at recognizing the effect of group communication activity (GCA) program for nursing students. Study design was one-group pretest posttest experimental design participating 33 students. Data were collected through Global Interpersonal Communication Competence scale questionnaire consisted of 48 items including 16 sub-categories at pre and posttest and analyzed using descriptive statistics, t-test. The GCA program was performed with lecture and practice as developed-portfolio for the healthcommunication. Performed practice by students was filmed in the program. Filmed contents of communication was reviewed and feedback after soon in the same program. The average score of the students' interpersonal communication competence was 3.51 and 3.74 in the pre and post-test respectively which showed statistically significant. There were statistically significant increase between pre and post-test in the sub-categories such as self-disclosure (3.19±0.74,, 3.60±0.72, t=2.29, p=.025), interaction management (3.50±0.53, 4.28±0.50, t=6.80, p<.001), immediacy (3.80±057, 4.08±0.57, t=2.08, p=.042), social appropriateness (3.79±0.49, 4.07±0.41, t=2.54, p=.013), goal detection (3.54±0.50, 3.82±0.44, t=2.40, p=.019), responsiveness (4.18±0.49, 4.44±0.59, t=2.02, p=.048). It is suggested that this program through the situational practice and video-feedback on the communication ability of nursing students was effective. It needs repeated research including large group by longitudinal approach. Keywords: Nursing student, Interpersonal relation, Communication, Competence 1 Introduction A nurse forms relations with and cares for the other party to solve subject s health problem, and responds in a sympathetic manner, and then, forms therapeutic relations, and achieves the purpose of nursing. Communication becomes a core factor of nursing in such a process [1]. Smooth communication and multidisciplinary approach on information, treatment plan, and progress of patient treatment between the health ISSN: ASTL Copyright 2014 SERSC

2 care practice teams are urgently required. This study exercises communication, according to situation in the health care communication lectures, and undertakes onsite educational feedback by videotaping the exercise, since individual response and aspect to cope with are important, depending on situation. Through such an educational process, an opportunity for self- examination and identification of student s own communication merits and demerits can be offered to students, and also an opportunity to enhance the understanding of the other party can be offered. The purpose of this study is to establish the learning method development strategy of the curriculum subject by identifying the effects of group communication activities using communication exercise by situation and video feedback targeting the students, who applied for three-credit subject of communication, on the interpersonal communication competence of nursing students. 2 Methods 2.1 Design This study is about pre- and post-survey on a single group to explore the effects of group communication activities using communication exercise by situation, and video feedback on interpersonal communication competence. 2.2 Subjects The subjects were 33 students, enrolled in three-credit health care communication course in the second semester in 2013, excluding one student, who agreed to this study, and dropped in the due course. 2.3 Measurements This study investigated participant s general characteristics and an interpersonal communication competence using the Global Interpersonal Communication Competence (GICC) scale of Hur [2] with the researchers permission. It consists of 48 questions in 16 sub-areas with the 5-point Likert scale. The Cronbach s value was.97 in this study. 2.4 Procedure Content of the curriculum subject and teaching portfolio development The researcher devised teaching portfolio, based on the goal of the curriculum subject. The teaching-learning strategies were as follows: inspection of learner needs before lecturing, communication exercise by situation, presentation, and discussion & 56 Copyright 2014 SERSC

3 feedback application, on the basis of guiding basic quality to grow into specialized nursing personnel. Exercise demonstration by situation and videotaping and feedback Three to four students were assigned to a group, and 14 occasions of exercise by situation were conducted. By class, the professor in charge gave a lecture, and let the students be fully aware of the details to exercise. The students exercised by group and by situation, each group demonstrated the communication exercise details in the dome-shaped lecture room, and they were videotaped. After watching the video, the students received and gave feedback freely through comments, questions, and what they felt. When the discussion ended, the professor conducted educational feedback on the theme. 2.5 Data Collection To check student s communication competence change, a pre-survey was conducted in the first class of the second semester at the end of August, 2013, and the postsurvey was carried out at the last class in December 2013.Tthe final 33 students presurvey and post-survey data were analyzed. 2.6 Data Analysis Method The collected data were analyzed using the SPSS/WIN 18.0 program. The comparison of pre-survey with post-survey was carried out with an independent t-test, and statistical significance level was analyzed at.05 level. 3 Results 3.1 Interpersonal communication competence score of the subjects The mean score of interpersonal communication competence at the pre-survey was 3.53±0.30, and mean score of the post-survey was 3.74±0.32. As a result of examining 16 sub-components, the components showing high score in the pre-survey were responsiveness (4.18±0.49), concentration (4.03±0.53), and Immediacy (3.80±0.54) in order. In the post-survey, it was in the order of responsiveness (4.44±0.59), interaction management (4.28±05), and social appropriateness (4.07±0.44) (Table 1). 3.2 Comparison of interpersonal communication competence before and after the program Copyright 2014 SERSC 57

4 The comparison results before and after the program operation in order to identify the effects of a communication activity program application using the communication exercise by situation, and video feedback on interpersonal communication competence are shown in Table 1. The mean score of interpersonal communication competence showed a significant difference (t=2.78, p=.007), and the mean score of the 14 sub-components, except concentration and cultural characteristics, increased in the post-survey 4 Discussion The results were slightly lower than the mean score of 3.53 in the pre-survey, but, the post-survey score improved, for communication competence of the nursing students in the study of Park & Choi [3] using the GICC scale. In comparison by 16 subcomponents of interpersonal communication competence, responsiveness showed the highest score before and after the program operation. Interpersonal communication competence is one of the skills that must be cultivated by nursing students, and nurses for effective achievement of nursing goal in complicated nursing situation, and interaction. This study applied a group communication activity program using communication exercise by situation, and video feedback to improve interpersonal communication competence targeting the nursing students, and aimed to identify the effects. References 1. Jung, G. H., Shin, S. H. Affecting factors of nurses communication. Journal of East-West Nursing Research, 17(2), (2011) 2. Hur, G. Construction and validation of a global interpersonal communication competence scale. Korean Journal of Journalism & Communication Studies, 47(6), (2003) 3. Park, J. W., Choi, M. S. A study on self-consciousness, communication competence, and interpersonal relation dispositions of nursing students. Journal of Korean Academy of Psychiatric Mental Health Nursing, 18(3), (2009) Table 1. Difference of Interpersonal Communication Competence Categories pre-test post-test Mea SD Mean SD t p Self-disclosure Empathy Social relaxation Assertiveness Copyright 2014 SERSC

5 Concentration Interaction management <.001 Expressiveness Supportiveness Immediacy Efficiency Social appropriateness Conversational coherence Goal detection Responsiveness Noise control Cultural tendency Interpersonal communication, total Copyright 2014 SERSC 59