Abstract
Background: Effective Communication is a fundamental skill for practice across health care settings and is a component of undergraduate nursing programs around the world. Resource materials appropriate for the teaching of communication in an Asiancontext are lacking.
Aim: The aim of this study was to evaluate the usefulness of a self-developed video using role play in facilitating teaching and learning associated with therapeutic communication.
Methods: Videos were produced which demonstrated the fundamental communication skills of listening, understanding, exploring and comforting/supporting, using role play. These were shown to Year 1 nursing students in tutorials over four weeks. Their usefulness was evaluated using a self-developed questionnaire. Among 74 questionnaires distributed at the end of the fourth tutorial, 72 were returned, with a 97% response rate.
Results: Most students agreed that the video clips provided useful examples for role-playing the communication skills (89%), helped trigger them to perform role-playing (74%), were useful to improve understanding of different communication skills (93%) and helped them learn from other students’ role-playing performance (87%). Overall impression of using the videos in the
tutorial teaching was very useful (27%) and useful (68%).
Conclusions: Most students valued the videos developed purposely for teaching therapeutic communication and recommended
that the videos be used in the future. Using video role plays facilitated the teaching and learning process and enhanced
undergraduate nursing students’ understanding and application of communication skills. More video clips will be developed in
the future, with improved quality and with a broader range of health care communication scenarios demonstrated in order to be
used more widely.
Aim: The aim of this study was to evaluate the usefulness of a self-developed video using role play in facilitating teaching and learning associated with therapeutic communication.
Methods: Videos were produced which demonstrated the fundamental communication skills of listening, understanding, exploring and comforting/supporting, using role play. These were shown to Year 1 nursing students in tutorials over four weeks. Their usefulness was evaluated using a self-developed questionnaire. Among 74 questionnaires distributed at the end of the fourth tutorial, 72 were returned, with a 97% response rate.
Results: Most students agreed that the video clips provided useful examples for role-playing the communication skills (89%), helped trigger them to perform role-playing (74%), were useful to improve understanding of different communication skills (93%) and helped them learn from other students’ role-playing performance (87%). Overall impression of using the videos in the
tutorial teaching was very useful (27%) and useful (68%).
Conclusions: Most students valued the videos developed purposely for teaching therapeutic communication and recommended
that the videos be used in the future. Using video role plays facilitated the teaching and learning process and enhanced
undergraduate nursing students’ understanding and application of communication skills. More video clips will be developed in
the future, with improved quality and with a broader range of health care communication scenarios demonstrated in order to be
used more widely.
| Original language | English |
|---|---|
| Pages (from-to) | 154-161 |
| Number of pages | 8 |
| Journal | International Journal of Caring Sciences |
| Volume | 4 |
| Issue number | 3 |
| Publication status | Published - 2011 |