The Journal of Korean Academic Society of Nursing Education (한국간호교육학회지)

The Korean Academic Society of Nursing Education (한국간호교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of a Communication Program on Incivility, Critical Thinking, and Clinical Practice Stress Experienced by Nursing Students

간호대학생이 임상실습에서 경험하는 무례함, 비판적 사고성향, 임상실습스트레스에 의사소통 프로그램이 미치는 효과

  • 김순애 (서울여자간호대학교) ;
  • 이소영 (한양대학교 임상간호정보대학원) ;
  • 홍은희 (서울여자간호대학교)
  • Received : 2018.12.17
  • Accepted : 2019.03.12
  • Published : 2019.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

Purpose: To identify the effects of a communication program on nursing students' incivility, critical thinking, and clinical practice stress. Methods: A randomized control group pretest-posttest study was conducted. Fifty randomly selected nursing students were divided into experimental and control groups. A 160-minute communication program was applied to the experimental group and a second survey was conducted two weeks later, shortly after their clinical practice. Results: There was a statistically significant difference in the incivility experienced in the clinical practice after application of the communication program, and refusal in the sub-categories of incivility was statistically significant in this group. Conclusion: It is necessary to foster communication skills for nursing students. Communication programs reduce incivility. Therefore, nursing educators need to recognize the importance of communication during clinical practice and consider incorporating it into their regular curricula.

Keywords

Table 1. Communication Program

HGHOBN_2019_v25n2_197_t0001.png 이미지

Table 2. Homogeneity Test of General Characteristics of Participants

HGHOBN_2019_v25n2_197_t0002.png 이미지

Table 3. Homogeneity Verifications and Posttest Comparisons between Two Groups

HGHOBN_2019_v25n2_197_t0003.png 이미지

References

  1. Anthony, M., Yastik, J., MacDonald, D. A., & Marshall, K. A. (2014). Development and validation of a tool to measure incivility in clinical nursing education. Journal of Professional Nursing, 30(1), 48-55. http://dx.doi.org/10.1016/j.profnurs.2012.12.011
  2. Beck, D. L., Hackett, M. B., Srivastava, R., McKim, E., & Rockwell, B. (1997). Perceived level and sources of stress in university professional schools. Journal of Nursing Education, 36(4), 180-186. https://doi.org/10.3928/0148-4834-19970401-08
  3. Beck, D. L., & Srivastava, R. (1991). Perceived level and sources of stress in baccalaureate nursing students. Journal of Nursing Education, 30(3), 127-133. http://dx.doi.org/10.3928/0148-4834-19910301-08
  4. Brunt, B. A. (2003). Critical thinking in nursing: An integrated review. The Journal of Continuing Education in Nursing, 36(2), 60-67. http://dx.doi.org/10.3928/0022-0124-20050301-05
  5. Cynthia, M. C., Sara, M. A., & Rosemary, M. (2013). Using problem-based learning scenarios to prepare nursing students to address incivility. Clinical Simulation in Nursing, 9(3), e75-e83. http://dx.doi.org/10.1016/j.ecns.2011.10.003
  6. Hong, E., Lee, H. J., Dee, V., & Kim, Y. (2019). Relationships between incivility and stress and self-efficacy among nursing students in clinical settings. International Journal of Healthcare, 5(1), 16-22. http://dx.doi.org/10.5430/ijh.v5n1p16
  7. Hong, Y., Kim, Y., & Son, H. (2016). Effect of nurses' incivility experienced by nursing student, coping on burnout in clinical practice. Journal of Korean Academy of Nursing Administration, 22(4), 323-331. http://dx.doi.org/10.11111/jkana.2016.22.4.323
  8. Jeong, G. S., Kim, K. A., & Seong, J. A. (2013). The effect of learning style and critical thinking disposition on communication skill in nursing students. Journal of Korean Academic Society of Nursing Education, 19(3), 413-422. http://dx.doi.org/10.5977/jkasne.2013.19.3.413
  9. Jo, S. O., & Oh, J. (2016). Validity and reliability of the Korean version of a tool to measure uncivil behavior in clinical nursing education. Journal of Korean Academic Society of Nursing Education, 22(4), 537-548. http://dx.doi.org/10.5977/jkasne.2016.22.4.537
  10. Kesten, K. S. (2011). Role-paly using SBAR technique to improve observed communication skills in senior nursing students. Journal of Nursing Education, 50(2), 79-87. http://dx.doi.org/10.3928/01484834-20101230-02
  11. Kim, B. Y., & Lee, E. S. (2018). Effects of a simulation practicum using standardized patients on communication skills, critical thinking disposition and clinical competency in nursing students: Diabetic care. Journal of East-West Nursing Research, 24(2), 91-100. http://dx.doi.org/10.14370/jewnr.2018.24.2.91
  12. Kim, J. S. (2017). The relationships among incivility, coping, career identity and burnout in nursing students during clinical practice. Journal of the Korea Convergence Society, 8(12), 407-416. https://doi.org/10.15207/JKCS.2017.8.12.407
  13. Kim, M. O. (2016). Study on self-efficacy, communication competency, critical thinking disposition and clinical performance ability of nursing students. Journal of the Korea Academia-Industrial Cooperation Society, 17(6), 609-617. http://dx.doi.org/10.5762/KAIS.2016.17.6.609
  14. Kim, M. S., & Park, J. A. (2018). Effects of incivility experienced nursing student, clinical practice satisfaction, burnout on stress of clinical practice. Journal of Learner-Centered Curriculum and Instruction, 18(10), 811-828. http://dx.doi.org/10.22251/jlcci.2018.18.10.811
  15. Kim, S. L., & Lee, J. E. (2005). Relationship among stress coping strategies, and self - esteem in nursing students taking clinical experience. The Korean Academic Society of Nursing Education, 11(1), 98-106.
  16. Kim, S. Y., Park, K. O., & Kim, J. K. (2013). Nurses' experience of incivility in general hospitals. Journal of Korean Academy of Nursing, 43(4), 453-467. http://dx.doi.org/10.4040/jkan.2013.43.4.453
  17. Korea Institute for Healthcare Accreditation. (2018). Three - cycle acute phase hospital certification standard. Retrieved from http://www.koiha.kr/member/kr/board/establish/establish_BoardView.do
  18. Lee, H. S., & Kim, J. K. (2010). Relationship among communication competence, communication types, and organizational commitment in hospital nurses. Journal of Korean Academy of Nursing Administration, 16(4), 488-496. https://doi.org/10.11111/jkana.2010.16.4.488
  19. Lee, M. S., & Ha, Y. O. (2015). Critical thinking disposition, professional self-concept and satisfaction of clinical practice in nursing students. Journal of the Korea Academia-Industrial Cooperation Society, 16(12), 8738-8744. http://dx.doi.org/10.5762/KAIS.2015.16.12.8738
  20. Lee, O. S., & Kim, M. J. (2018). The relationship between emotional intelligence, critical thinking disposition and clinical competence in new graduate nurses immediately after graduation. Journal of Digital Convergence, 16(6), 307-315. https://doi.org/10.14400/JDC.2018.16.6.307
  21. McCaffrey, R., Hayes, R. M., Cassellm, A., Miller-Reyes, S., Donaldson, A., & Ferrell, C. (2011). The effect of an educational programme on attitudes of nurses and medical residents towards the benefits of positive communication and collaboration. Journal of Advanced Nursing, 68(2), 293-301. http://dx.doi.org/10.1111/j.1365-2648.2011.05736.x.
  22. Panesar, R. S., Albert, B., Messina, C., & Parker, M. (2016). The effect of an electronic SBAR communication care unit. American Journal of Medical Quality, 31(1), 64-68. http://dx.doi.org/10.1177/1062860614553263
  23. Park, K. O., & Kim, J. K. (2017). Experience of incivility to nursing students during clinical practice. Journal of Korean Academy of Nursing Administration, 23(5), 524-534. http://dx.doi.org/10.11111/jkana.2017.23.5.524
  24. Park, S., & Choi, H. (2018). The effective of Case-Based SBAR communication training program on critical thinking disposition, communication self-efficacy and communication competence of nursing students. Journal of the Korea Academia-Industrial cooperation Society, 19(11), 426-434. http://dx.doi.org/10.5762/KAIS.2018.19.11.426
  25. Riesenberg, L. A., Leitzsch, J., & Cunningham, J. M. (2010). Nursing handoffs: A systematic review of the literature. American Journal of Nursing, 110(4), 24-34. https://doi.org/10.1097/01.NAJ.0000370154.79857.09
  26. Sanner-Stiehr, E., & Ward-Smith, P. (2016). Increasing self-efficacy: Lateral violence response training for nursing students. Journal of Nursing Education and Practice, 6(2), 1-9. http://dx.doi.org/10.5430/jnep.v6n2p1
  27. Thomas, C. M., Bertram, E., & Johnson, D. (2009). The SBAR communication technique: Teaching nursing students professional communication skills. Nurse Educator, 34(4), 176-180. https://doi.org/10.1097/NNE.0b013e3181aaba54
  28. Yang, S. Y. (2016). The effect of self-esteem and communication competence on clinical practice stress of the nursing students. Journal of The Korea Contents Association, 16(9), 286-296. http://dx.doi.org/10.5392/JKCA.2016.16.09.286
  29. Yoon, J. (2004). Development of an instrument for the measurement of critical thinking disposition: In nursing (Unpublished doctoral dissertation). The Catholic University of Korea, Seoul, Korea.
  30. Yoon, J., & Lee, E. (2018). The effect of team based simulation learning using SBAR on critical thinking and communication clarity of nursing students. Journal of the Korea Academia-Industrial cooperation Society, 19(9), 42-49. http://dx.doi.org/10.5762/KAIS.2018.19.9.42