目的:制定护理实习生共情沟通培训课程方案,并评价其实施效果。方法:便利抽取在河南省某三甲医院实习的护理本科生133名为研究对象,对其实施以共情机会–反应模式为框架的共情沟通课程培训,并评价其培训应用效果。结果:培训后,89.5%的...目的:制定护理实习生共情沟通培训课程方案,并评价其实施效果。方法:便利抽取在河南省某三甲医院实习的护理本科生133名为研究对象,对其实施以共情机会–反应模式为框架的共情沟通课程培训,并评价其培训应用效果。结果:培训后,89.5%的实习生对培训课程整体设置满意,92.5%的学生对培训效果和课程收获满意;实习生对共情相关理论培训满意度为78.9%,对情景模拟教学及标准化病人教学满意度分别为91.0%、94.7%。培训前后比较,护理实习生临床沟通能力(t = −7.804, P t = −5.744, P Objective: To develop a training program of empathic communication for nursing interns and evaluate its implementation effect. Methods: A total of 133 undergraduate nursing students were selected from a top three hospital in Henan Province, and the empathic communication course was trained with the framework of empathic opportunity-response model, and the effect of the training was evaluated. Results: After the training, 89.5% of the trainees were satisfied with the training course, and 92.5% of the students were satisfied with the training effect and the course harvest. The trainees’ satisfaction with empathy-related theoretical training was 78.9%, and the trainees’ satisfaction with situational simulation teaching and standardized patient teaching was 91.0% and 94.7%, respectively. Before and after training, there were significant differences in clinical communication ability (t = −7.804, P t = −5.744, P < 0.01). Conclusion: Empathy communication training can improve the clinical communication and empathy ability of nursing interns, and can be applied to the clinical training stage of nursing interns.展开更多
文摘目的:制定护理实习生共情沟通培训课程方案,并评价其实施效果。方法:便利抽取在河南省某三甲医院实习的护理本科生133名为研究对象,对其实施以共情机会–反应模式为框架的共情沟通课程培训,并评价其培训应用效果。结果:培训后,89.5%的实习生对培训课程整体设置满意,92.5%的学生对培训效果和课程收获满意;实习生对共情相关理论培训满意度为78.9%,对情景模拟教学及标准化病人教学满意度分别为91.0%、94.7%。培训前后比较,护理实习生临床沟通能力(t = −7.804, P t = −5.744, P Objective: To develop a training program of empathic communication for nursing interns and evaluate its implementation effect. Methods: A total of 133 undergraduate nursing students were selected from a top three hospital in Henan Province, and the empathic communication course was trained with the framework of empathic opportunity-response model, and the effect of the training was evaluated. Results: After the training, 89.5% of the trainees were satisfied with the training course, and 92.5% of the students were satisfied with the training effect and the course harvest. The trainees’ satisfaction with empathy-related theoretical training was 78.9%, and the trainees’ satisfaction with situational simulation teaching and standardized patient teaching was 91.0% and 94.7%, respectively. Before and after training, there were significant differences in clinical communication ability (t = −7.804, P t = −5.744, P < 0.01). Conclusion: Empathy communication training can improve the clinical communication and empathy ability of nursing interns, and can be applied to the clinical training stage of nursing interns.
