title: The effects of scenario-based simulation course training on nurses' communication competence and self-efficacy: a randomized controlled trial.
abstract: Studies have shown that an underappreciation of the importance of person-centered communication and inappropriate communication training could result in unsatisfactory communication performance from nurses. There are a large number of studies about communication training for nurses, but not so many about communication training in early stages of nursing career. The purpose of this study is to compare the effect of a traditional course versus scenario-based simulation training on nurses' communication competency, communication self-efficacy, and communication performance in discharge planning Objective Structured Clinical Examination (OSCE). A randomized controlled trial was used with a pretest and two posttests. The experimental group underwent the scenario-based simulation course, whereas the control group received the traditional course. A convenience sample of 116 nurses with qualifications ranging from N0 level (novice nurses) to N2 level (competent nurses) in Taiwan's clinical nursing ladder system was recruited from a medical center in northern Taiwan. Analysis of covariance was used to determine between-subjects effects on communication competency and self-efficacy, whereas independent t test and Mann-Whitney U test were used to examine between-subjects effects on learner satisfaction and discharge planning communication performance. Paired t test was used to determine communication self-efficacy. In this study, the nurses and independent raters found scenario-based simulation training more effective than traditional communication course. However, standardized patients reported no significant difference in communication performance between the two groups of nurses. Despite that traditional classroom lectures and simulation-based communication training could both produce enhanced communication competency and self-efficacy among nurses, this study has established that the latter may be better than the former in terms of learner satisfaction and communication performance improvement. Therefore, introduction of simulation-based training to in-service nursing education could enhance nurses' communication performance in clinical practice.
authors.affiliation: Professor, Graduate Institute of Health Allied Education, National Taipei University of Nursing and Health Sciences, Taipei, ROC.. Electronic address: llhsu@ntunhs.edu.tw.
authors.forename: Li-Ling
authors.initials: LL
authors.lastname: Hsu
authors.affiliation: Head Nurse, Shin Kong Wu Ho-Su Memorial Hospital, Taipei, ROC.. Electronic address: R000457@ms.skh.org.tw.
authors.forename: Wen-Hui
authors.initials: WH
authors.lastname: Chang
authors.affiliation: Associate Professor, Chang Gung University of Science and Technology, Taoyuan, ROC.. Electronic address: ishsieh@gw.cgust.edu.tw.
authors.forename: Suh-Ing
authors.initials: SI
authors.lastname: Hsieh
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D017145:Models, Educational; D009740:Nursing Staff / Q000523:psychology*; D011361:Professional Competence; D020377:Self Efficacy; D013624:Taiwan; D055815:Young Adult
keywords: Communication competency; Communication performance; Communication self-efficacy; Objective Structured Clinical Examination (OSCE); Simulation