文献类型：期刊文献

中文题名：基于Calgary—Cambridge沟通指南的情境模拟教学对护生沟通能力的影响

英文题名：Effect of a scenario - based simulation communication education based on Calgary - Cambridge Guide on communication competence of undergraduate nursing students

作者：余洪江[1];孙一勤[1];陈三妹[1];徐水琴[1];徐凤娇[1];李晖[1]

机构：[1]绍兴文理学院医学院护理系,312000

年份：2015

卷号：31

期号：10

起止页码：711

中文期刊名：中国实用护理杂志

外文期刊名：Chinese Journal of Practical Nursing

收录：CSTPCD

基金：浙江省新世纪高等教育教学改革项目（ZC09060）;绍兴文理学院教改项目（201311）

语种：中文

中文关键词：教学;学生;护理;沟通;情境模拟

外文关键词：Teaching; Students, nursing; Communication; Scenario-based simulation

中文摘要：目的探讨Calgary-Cambridge沟通指南引导的护生沟通情境模拟教学对本科护生沟通能力的影响。方法应用方便取样的方法，选取在校二年级护生87名作为研究对象，将护生按班级分为实验组44名和对照组43名。实验组接受基于Calgary-Cambridge沟通指南的护生沟通情境模拟教学；对照组接受相同的理论教学内容，以案例讨论为主要教学手段，以反思学习来完成整个教学活动，不接受Calgary-Cambridge沟通指南理论框架引导的情境模拟教学。以护生临床沟通能力测评量表和护生沟通观察表对相应指标进行评价，并对2组护生的测评结果进行比较。结果培训后，实验组与自身培训前比较，在临床沟通能力6个维度和总分上均有显著提高，差异有统计学意义；培训后，在建立和谐关系、确认患者问题、传递有效信息、验证感受和沟通能力总分方面，实验组较对照组有显著提高，二者比较，t值分别为2．64、2．32、2．19、2．20和4．36，P值均〈0．05，差异有统计学意义。综合案例考核中，实验组护生的案例设计、信息收集、解释行为、关系发展、冲突协调和服务行为6个方面的评分均高于对照组，t值分别为2．15、2．10．3．26、2．84、2A4和2．61，P值均〈0．05，差异有统计学意义。结论以Calgary-Cambridge沟通指南为理论框架的沟通情境模拟教学对护生沟通能力有积极的促进作用。

外文摘要：Objective To explore the effect of the clinical scenario-based simulation communication education based on Calgary-Cambridge Guide for undergraduate nursing students. Methods Totally 87 undergraduate nursing students were enrolled and divided into the experimental group （n=44） and the control group （n=43）. The experimental group received clinical scenario-based simulation communication education based on Calgary- Cambridge Guide for communication. The control group received traditional class-based education for communication. The clinical communication skills questionnaire and Communication Observing Questionnaire were administered before and after the training. The testing results of both groups were compared. Results After participating in the education project, six dimensions of clinical communication competence and the total score were significantly improved after training compared with those before training in the experimental group. After training, the experimental group was better than the control group in establishment of harmonious relationship, confirming patients＇ problems, efficient information transfer, validation experience and communication competence, t values were 2.64, 2.32, 2.19, 2.20 and 4.36, P〈 0.05. In testing of integrated cases, scores of six aspects such as case design, information collection, explaining behavior, relationship development, conflict coordination and service behavior in the experimental group were significantly higher than those of the control group, t values were 2.15, 2.10, 3.26, 2.84, 2.14 and 2.61, P〈0.05. Conclusions The clinical scenario- based simulation education based on the Calgary- Cambridge Guide can improve communication competence of nursing students.