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Showing 5 results for Communication Skill
Nurses' knowledge, Attitude, Practice about Effective Communication Skills in Patient Education
Fahimeh Kashani, Maryam Moghimian, Shahin Salarvand , Parisa Kashani,
Volume 12, Issue 2 (12-2015)
Abstract

Background and Objective: Effective communication is an essential characteristic of nursing care carried out as a necessity in education to empower patients. Therefore, this study aimed to determine  Nurses' knowledge, attitude and practice about  effective communication skills in Patient education.

Material and Methods: This cross-sectional study was conducted on 275 nurses selected via stratified random sampling in teaching and therapeutic centers of Esfahan University of medical sciences, 2013.We collected the data by a research-made questionnaire related to knowledge and attitude, and a checklist to observe nurses' communication skills. To analyze the data , Central indices were calculated.

Results: of 275 nurses , 86.7 %   made a friendly atmosphere with their patients and 72.2% showed positive feedback, while their knowledge about communication components were 79.6 % . They (67.3%) were active listeners and  they (96.7%) had close communication during patient education.

Conclusion: given that nurses' communication skills are moderate, we recommend holding communication-skills workshops especially in patient education.


An investigation of the effect of communication skills training based on Calgary- Cambridge model on interviewing skills in midwifery students of Golestan University of medical sciences, Gorgan, 2018
Asieh Sadat Baniaghil, Shohreh Ghasemi, Masumeh Rezaei Aval , Nasser Behnampour,
Volume 17, Issue 0 (4-2020)
Abstract
Background: Patient interview is the most common professional activity of clinicians. Effective interview can strengthen clinician-patient relationship and improve treatment outcomes. In some studies, such as saboori et al. (87-86) and Managheb et al. (2010), the Calgary-Cambridge model-based learning skill is effective in interviewing skills, while in other studies including Rezvani (2014), communication skills based on the Calgary-Cambridge model did not mention effective interviewing skills. This study aimed to evaluate the effects of communication skills training through the Calgary-Cambridge model on interviewing skills among midwifery students.
Methods: This two-group pretest-posttest randomized controlled field trial was conducted in 2017–2018. The number of participants was thirty including the students in the sixth and eighth semester of bachelor of midwifery conveniently recruited from Golestan University of Medical Sciences, Gorgan, Iran. Initially, their interviewing skill was assessed using Evan and colleague’s History-taking Rating Scale. Then, they were randomly allocated to a control (15) and to an intervention group (15) through stratified randomization based on their interviewing skill scores and their academic semester. Participants in the control group did not receive any communication skills training, while those in the intervention group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly (16 hours). Interviewing skills in the control and in the intervention groups was re-assessed respectively four weeks after pretest and four weeks after the intervention. Exclusion criteria were unilateral withdrawal from the study, two or more absences from communication skills training sessions, and failure to attend the communication skills assessment session. Therefore, one student in the control group and one student in the experimental group were excluded. Data were analyzed using SPSS software (v. 18.0).
Results: The pretest mean score of interviewing skills in the intervention and the control groups was 33.71±7. 342 and 33.64±6.021 respectively, with no significant between-group difference (P = 0.978). At posttest, the mean score of interviewing skills in the intervention and the control groups was 54.50±8.169 and 33.93±5.399 respectively and the between-group difference was statistically significant (P < 0.001).
Conclusions: Communication skills training through Calgary-Cambridge model is effective in significant improving midwifery students’ interviewing skills. The Calgary-Cambridge model could be used as part of the midwifery educational curriculum to improve the skills of interviewing midwifery students.

The effectiveness of Communication Skills Training on Marital Satisfaction in Wives of Men are in Drugs Withdrawal Period Referring to Drug Clinics, Gorgan, 2018
Roghayeh Haji Gholikhani, Fatemeh Seifi, Mohammad Sadegh Montazeri, Naser Behnampour,
Volume 17, Issue 0 (4-2020)
Abstract
Background: Drug addiction is one of the most significant psychosocial disorders. According to studies, considering the increasing prevalence of this problem, Education, with Creating Supportive environment to reduce Sustained injuries the family members with an Addict Is felt More than ever. Thus a study was conducted to determine the effectiveness of communication skills training on marital satisfaction in Wives of Men are in Drugs Withdrawal Period in Gorgan.
Methods: This randomized controlled field trial was performed on 40 patients. The Code of Ethics is IR.GOUMS.REC.1397.068. Samples were included in the study with a set of criteria (leaving husbands addicted men, ages 45-18, can read and write, at least one year of living together, single-wives ...). The intervention group was trained in communication skills at the nearest holistic health center of their residence, for 8 sessions (5 to 10 people). The control group received no intervention. Immediately after the end of the eighth session and one month thereafter, both groups completed the Persian Enrich Marital Satisfaction Questionnaire. The data were analyzed using SPSS 16 software and parametric t-test for two independent groups and paired t-test for comparison before and after the intervention and Mann-Whitney test.
Results: The results of this study showed that the mean and standard deviation of quantitative data (age, income, and duration of marriage…) were not significantly different between intervention and control groups (P> 0.05). Also, the results of the comparison of all qualitative data (education, ethnicity, occupation, the type of drug used before Withdrawal Period…) were homogeneous in the intervention and control groups (P> 0.05). The mean and standard deviation of marital satisfaction were significantly different in the intervention group, before (100/11 ± 25/24), immediately after (125/75 ± 12/35) and one month thereafter (114/18 ± 5/63) counseling (P <0/0007). However, the difference of mean and standard deviation of marital satisfaction were not significant in the control group, before (98/65 ± 14/41), immediately after (95/35 ±15/51) and one month thereafter (93/15 ± 16/35) counseling (P> 0.05).
Conclusions: According to the results of the study, Communication Skills Training can improved the Marital Satisfaction in Wives of Men are in Drugs Withdrawal Period in most subscales.Therefore, and further studies are suggested to increase the skills of families of addicts.who are leaving.

Effect of Communication Skill Training Based on Calgary-Cambridge Observation Model on Midwifery Students' Communication Skills
Asieh.sadat Baniaghil, Shohreh Ghasemi, Masumeh Rezaei Aval, Nasser Behnampour,
Volume 17, Issue 2 (4-2020)
Abstract
Background: Communication skills are of top priority for health care provider's professional traits and communication is an essential part of the midwifery care. Many studies of midwifery and midwifery students' communication skills are poor and average. This study aimed to evaluate the effects of communication skills training through the Calgary Cambridge model on communication skill among midwifery students.
Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software.
Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122.43±9.40 and 122.29±7.81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122±8.06 and 120±8.08 and the between-group difference was not significant (P=0.51).
Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students’ communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model.

The Effect of Group Counseling based on Communication Skills on the Quality of Life of Pregnant Women
Tayebe Ziaei , Somayeh Gholipour, Ahmad Danesh,
Volume 18, Issue 1 (5-2021)
Abstract
Background: Women experience psychological problems during pregnancy affecting their quality of life. Since weakness in life skills, including communication skills (CS), is a factor of reducing the quality of life, we conducted a study to determine the effect of group counseling based on communication skills on the quality of life in pregnant women in Gorgan.
Methods: The parallel randomized field study trial carried out in 2016 on 72 pregnant women who referred to the health centers in Gorgan, Iran. The pregnant women at the gestational age of 14-18 weeks were recruited in convenience sampling method, and then randomly assigned in to the intervention and control groups using the block randomization method. The data collection tool included the quality of life questionnaire (SF-36) that was completed by both groups before the intervention. The samples of the intervention group received 6 sessions of group counseling based on communication skills for a one-hour session per week. A week after the sessions, the questionnaires were completed again by both groups. We analyzed the data in SPSS-16 using the independent t-test, Mann-Whitney test, Wilcoxon test, Paired t-test, and Chi-square test.
Results: The mean of women's age was 28.4±4.3 years in the intervention group, and was 26.8±4.5 years in the control group, and the mean age of their husbands were 33.14±5.3 and 31.22± 4.8 in the intervention and control groups, respectively. There was statistically significant difference between the intervention (60±15.2) and control (49±13.4) groups after the intervention in  total quality of life (P=0.002). The results indicated that the mean scores of quality of life of women in the intervention group versus the control group after the intervention had statistically significant differences in all areas except for the "physical function" (65.3±17.4 vs. 61.5±20.1, P=0.4) and "role limitation due to physical problems" (50±36.8 vs. 45.1±27.3, P=0.56).
Conclusion: The health centers need to be taught about the communication skills in line with physical training during pregnancy by midwives and midwifery counselors.
 
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