Araştırma Makalesi
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Öğrenci Hemşire Gözünden İletişim Becerileri Dersinin Değişime Katkısı

Yıl 2023, Cilt: 4 Sayı: 2, 1 - 12, 21.08.2023

Öz

Amaç: Bu çalışmada, Kendini Tanıma ve İletişim Becerileri Dersi’nin hemşirelik öğrencilerinin iletişim becerilerinde meydana getirdiği değişimlerin belirlenmesi amaçlanmıştır.
Yöntem: Araştırmada nicel ve nitel araştırma tasarımlarının bir arada kullanılmıştır. Araştırmanın evrenini, 2019-2020 eğitim-öğretim yılında bir devlet üniversitesinin sağlık bilimleri fakültesi hemşirelik bölümünde eğitim görmekte olup Kendini Tanıma ve İletişim Becerileri Dersi’ni alan 144 birinci sınıf öğrencisi oluşturmuştur. Araştırmanın nicel bölümü için örneklem seçimine gidilmemiş araştırmaya katılmayı gönüllü olarak kabul eden öğrencilerin tamamı nicel bölümün (n=144) örneklemini oluşturmuştur. Araştırmanın nitel bölümüne amaçlı örnekleme yöntemiyle belirlenen 30 öğrenci alınmıştır. Araştırma verileri sosyo-demografik bilgi formu ve yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Nicel veriler bilgisayar ortamına aktarılarak sayı ve yüzdelikler olarak, nitel veriler ise betimleyici analiz yöntemiyle değerlendirilmiştir.
Bulgular: Kendini Tanıma ve İletişim Becerileri Dersi hemşirelik öğrencilerinin kendini tanıma, iletişim ve empati becerisi gibi bireysel kazımlar; farklı hasta grupları ile iletişim ve mesleki iletişimin öneminin kavranması gibi mesleki kazanımlar elde etmesini sağlamıştır. Sonuç: Kendini Tanıma ve İletişim Becerileri Dersi hemşirelik öğrencilerinin iletişim becerisi, empati becerisi, kendini tanıma, farklı hasta grupları ile iletişim kurma ve mesleki iletişimin önemini fark etme konularında yarar sağlamaktadır.

Kaynakça

  • 1. Neese B. Effective communication in nursing: Theory and best practices. 2015. Accessed from http://online.seu.edu/effective-communication-in-nursing/ #sthash.PeMQXqJU.dpuf. Accessed Date 15.09.2022.
  • 2. Jointcommision.org Joint commission center for transforming healthcare releases targeted solutions tool for hand-off communications. 2012. http://www. jointcommission.org/assets/1/6/TST_HOC_Persp_08_12.pdf. Accessed Date 10.08.2022.
  • 3. Blake T, Blake T. Improving therapeutic communication in nursing through simulation exercise. Teaching and Learning in Nursing. 2019; 14(4): 260-264.
  • 4. Starmer A, Spector N, Srivastava R, West DC., Rosenbluth G, Allen AD, et al. Changes in medical errors after implementation of a handoff program. New England Journal of Medicine. 2014; 371: 1803e1812. 1405556.
  • 5. Korkut F. Yetı̇şkı̇nlere yönelı̇k ı̇letı̇şı̇m becerı̇lerı̇ eğı̇tı̇mı̇. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2005; 28: 143-14.
  • 6. Stimpfel AW, Sloane DM, McHugh MD, Aiken L.H. Hospitals known for nursing excellence associated with better hospital experience for patients. Health Services Research. 2016; 51(3): 1120e1134. https://doi.org/10.1111/1475-6773.12357
  • 7. Tutuk A, Al D, Doğan S. Hemşirelik öğrencilerinin iletişim becerisi ve empati düzeylerinin belirlenmesi. C. Ü. Hemşirelik Yüksek Okulu Dergisi. 2002; 6(2): 36-41.
  • 8. Feder SL, Britton MC, Chaudhry SI. “They need to have an understanding of why they’re coming here and what the outcomes might be.” Clinician perspectives on goals of care for patients discharged from hospitals to skilled nursing facilities. J. Pain Symptom Manag. 2018; 55(3): 930–937.
  • 9. Colón-Emeric CS, Ammarell N, Bailey D, Corazzini K, Lekan-Rutledge D, Piven ML, et al. Patterns of medical and nursing staff communication in nursing homes: implications and insights from complexity science. Qual. Health Res. 2006; 16(2): 173–188.
  • 10. De Leeuw J, Prins JB, Uitterhoeve R, Merkx MA, Marres HA, van Achterberg T. Nurse-patient communication in follow-up consultations after head and neck cancer treatment. Cancer Nurs. 2014; 37(2): E1–E9.
  • 11. Huang SH, Tang FI, Liu CY, Chen MB, Liang TH, Sheu SJ. Truth-telling to patients' terminal illness: what makes oncology nurses act individually? European Journal Of Oncology Nursing: The Official Journal Of European Oncology Nursing Society. 2014; 18(5): 492–498.
  • 12. Moore A, Higgins A, Sharek D. Barriers and facilitators for oncology nurses discussing sexual issues with men diagnosed with testicular cancer. Eur. J. Oncol. Nurs. 2013; 17(4): 416–422.
  • 13. Karhila P, Kettunen T, Poskiparta M, Liimatainen L. Negotiation in type 2 diabetes counseling: from problem recognition to mutual acceptance during lifestyle counseling. Qual. Health Res. 2003; 13(9): 1205–1224.
  • 14. Oliver DP, Washington K, Demiris G, Wallace A, Propst MR, Uraizee AM. et al. Shared decision making in home hospice nursing visits: a qualitative study. J. Pain Symptom Manag. 2018; 55(3): 922–929.
  • 15. Kourkouta L, Papathanasiou I. Communication in nursing practice. Materia sociomedica. Journal of Academy of Medical Sciences of Bosnia and Herzegovina. 2014; 26(1): 65e67.
  • 16. Grant MS, Jenkins LS. Communication education for pre-licensure nursing students: Literature review 2002–2013. Nurse Educ Today. 2014; 34: 1375–1381.
  • 17. Lau Y, Wang W. Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students. Nurse EducToday. 2013; 33(12): 1617–1623.
  • 18. Temel M, Şisman FN. İletişim becerileri eğitiminin hemşirelik öğrencilerinin sanal ve kişilerarası ilişkilerine etkisi. Sağlık Bilimleri ve Meslekleri Dergisi. 2017; 4(3): 171-179.
  • 19. Oflaz F, Meriç M, Yuksel Ç, Yuksel C, Ozcan CT. Psychodrama: an innovative way of improving self-awareness of nurses. J Psychiatr Ment Health Nurs. 2011; 18: 569–75.
  • 20. Raeissi P, Zandian H, Mirzarahimy T, Delavari S, Moghadam TZ, Rahimi G. Relationship between communication skills and emotional intelligence among nurses. Nursing Management. 2019; 29(4). doi: 10.7748/nm.2019.e1820
  • 21. Yalçın N, Aştı T. Hemşire-hasta etkileşimi. İ.Ü.F.N. Hem. Dergisi. 2011; 19(1): 54-59.
  • 22. Akgün Çıtak E, Avcı S, Basmacı Ö, Durukan İ. Bir üniversite hastanesinde hemşirelerin “zor hasta” olarak tanımladıkları hastalarla iletişim davranışlarının incelenmesi. Hemşirelikte Araştırma Geliştirme Dergisi. 2011; 1: 35-44.
  • 23. Eckroth-Bucher M. Self-awareness: Areview and analysis of a basic nursing concept. ANS Adv Nurs Sci. 2010; 33: 297–309.
  • 24. Taylor SS, Taylor RA. Making power visible: Doing theatre-based status work with nursing students. Nurse Educ Pract 2017; 26: 1–5.
  • 25. Levett-Jones T, Cant R, Lapkin S. A systematic review of the effectiveness of empathy education for undergraduate nursing students, Nurse Education Today. 2019; 75: 80–94. https://doi.org/10.1016/j.nedt.2019.01.006
  • 26. Bilge Y, Bilge Y. Empati eğitim programının empatik eğilim düzeyi üzerindeki etkisinin incelenmesi: sağlık meslek lisesi örneği. Uluslararası Sosyal Araştırmalar Dergisi. 2017; 10(52): 607-614.
  • 27. Kaya F, Özcan A, Yılmaz M. Comparing communication and empathic ability levels of nurses with patients’ perception of nursing care, Peak Journal of Public Health and Management. 2013; 1(1): 1-8.
  • 28. Ak M, Cinar O, Sutcigil L, Congologlu ED, Haciomeroglu B, Canbaz H, et al. Communication skills training for emergency nurses. International journal of medical sciences. 2011; 8(5): 397.
  • 29. Albal E, Sahin-Bayindir G, Alanli O, Buzlu S. The effects of psychodrama on the emotional awareness and communication skills of psychiatric nurses: A randomized controlled trial. The Arts in Psychotherapy. 2021; 75: 101826.
  • 30. Üstün B. Çünkü İletişim Çokşeyi Değiştirir!. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi. 2005; 8(2): 88-9

The Contribution of Communication Skills Course to Change from the Student Nurse's Perspective

Yıl 2023, Cilt: 4 Sayı: 2, 1 - 12, 21.08.2023

Öz

Aim: In this study, it was aimed to determine the changes that the Self-Knowledge and Communication Skills Course brought about in the communication skills of nursing students. Method: Quantitative and qualitative research designs were used together in the study. The population of the research consisted of 144 first-year students studying in the nursing department of the faculty of health sciences of a state university in the 2019-2020 academic year and taking Self-Knowledge and Communication Skills Course sample selection was not made for the quantitative part of the study, and all of the students who voluntarily accepted to participate in the study formed the sample of the quantitative part (n=144). 30 students determined by purposive sampling method were included in the qualitative part of the study. Research data were collected using a socio-demographic information form and a semi-structured interview form. Quantitative data were transferred to the computer environment and evaluated as numbers and percentages, and qualitative data were evaluated by descriptive analysis method.
Result: Individual gains such as self-knowledge, communication and empathy skills of nursing students in the course of self-knowledge and communication skills; It has enabled him to gain professional gains such as communication with different patient groups and understanding the importance of professional communication.
Conclusion: Self-Knowledge and Communication Skills Course provides benefits in nursing students' communication skills, empathy skills, self-knowledge, communicating with different patient groups and realizing the importance of professional communication.

Kaynakça

  • 1. Neese B. Effective communication in nursing: Theory and best practices. 2015. Accessed from http://online.seu.edu/effective-communication-in-nursing/ #sthash.PeMQXqJU.dpuf. Accessed Date 15.09.2022.
  • 2. Jointcommision.org Joint commission center for transforming healthcare releases targeted solutions tool for hand-off communications. 2012. http://www. jointcommission.org/assets/1/6/TST_HOC_Persp_08_12.pdf. Accessed Date 10.08.2022.
  • 3. Blake T, Blake T. Improving therapeutic communication in nursing through simulation exercise. Teaching and Learning in Nursing. 2019; 14(4): 260-264.
  • 4. Starmer A, Spector N, Srivastava R, West DC., Rosenbluth G, Allen AD, et al. Changes in medical errors after implementation of a handoff program. New England Journal of Medicine. 2014; 371: 1803e1812. 1405556.
  • 5. Korkut F. Yetı̇şkı̇nlere yönelı̇k ı̇letı̇şı̇m becerı̇lerı̇ eğı̇tı̇mı̇. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2005; 28: 143-14.
  • 6. Stimpfel AW, Sloane DM, McHugh MD, Aiken L.H. Hospitals known for nursing excellence associated with better hospital experience for patients. Health Services Research. 2016; 51(3): 1120e1134. https://doi.org/10.1111/1475-6773.12357
  • 7. Tutuk A, Al D, Doğan S. Hemşirelik öğrencilerinin iletişim becerisi ve empati düzeylerinin belirlenmesi. C. Ü. Hemşirelik Yüksek Okulu Dergisi. 2002; 6(2): 36-41.
  • 8. Feder SL, Britton MC, Chaudhry SI. “They need to have an understanding of why they’re coming here and what the outcomes might be.” Clinician perspectives on goals of care for patients discharged from hospitals to skilled nursing facilities. J. Pain Symptom Manag. 2018; 55(3): 930–937.
  • 9. Colón-Emeric CS, Ammarell N, Bailey D, Corazzini K, Lekan-Rutledge D, Piven ML, et al. Patterns of medical and nursing staff communication in nursing homes: implications and insights from complexity science. Qual. Health Res. 2006; 16(2): 173–188.
  • 10. De Leeuw J, Prins JB, Uitterhoeve R, Merkx MA, Marres HA, van Achterberg T. Nurse-patient communication in follow-up consultations after head and neck cancer treatment. Cancer Nurs. 2014; 37(2): E1–E9.
  • 11. Huang SH, Tang FI, Liu CY, Chen MB, Liang TH, Sheu SJ. Truth-telling to patients' terminal illness: what makes oncology nurses act individually? European Journal Of Oncology Nursing: The Official Journal Of European Oncology Nursing Society. 2014; 18(5): 492–498.
  • 12. Moore A, Higgins A, Sharek D. Barriers and facilitators for oncology nurses discussing sexual issues with men diagnosed with testicular cancer. Eur. J. Oncol. Nurs. 2013; 17(4): 416–422.
  • 13. Karhila P, Kettunen T, Poskiparta M, Liimatainen L. Negotiation in type 2 diabetes counseling: from problem recognition to mutual acceptance during lifestyle counseling. Qual. Health Res. 2003; 13(9): 1205–1224.
  • 14. Oliver DP, Washington K, Demiris G, Wallace A, Propst MR, Uraizee AM. et al. Shared decision making in home hospice nursing visits: a qualitative study. J. Pain Symptom Manag. 2018; 55(3): 922–929.
  • 15. Kourkouta L, Papathanasiou I. Communication in nursing practice. Materia sociomedica. Journal of Academy of Medical Sciences of Bosnia and Herzegovina. 2014; 26(1): 65e67.
  • 16. Grant MS, Jenkins LS. Communication education for pre-licensure nursing students: Literature review 2002–2013. Nurse Educ Today. 2014; 34: 1375–1381.
  • 17. Lau Y, Wang W. Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students. Nurse EducToday. 2013; 33(12): 1617–1623.
  • 18. Temel M, Şisman FN. İletişim becerileri eğitiminin hemşirelik öğrencilerinin sanal ve kişilerarası ilişkilerine etkisi. Sağlık Bilimleri ve Meslekleri Dergisi. 2017; 4(3): 171-179.
  • 19. Oflaz F, Meriç M, Yuksel Ç, Yuksel C, Ozcan CT. Psychodrama: an innovative way of improving self-awareness of nurses. J Psychiatr Ment Health Nurs. 2011; 18: 569–75.
  • 20. Raeissi P, Zandian H, Mirzarahimy T, Delavari S, Moghadam TZ, Rahimi G. Relationship between communication skills and emotional intelligence among nurses. Nursing Management. 2019; 29(4). doi: 10.7748/nm.2019.e1820
  • 21. Yalçın N, Aştı T. Hemşire-hasta etkileşimi. İ.Ü.F.N. Hem. Dergisi. 2011; 19(1): 54-59.
  • 22. Akgün Çıtak E, Avcı S, Basmacı Ö, Durukan İ. Bir üniversite hastanesinde hemşirelerin “zor hasta” olarak tanımladıkları hastalarla iletişim davranışlarının incelenmesi. Hemşirelikte Araştırma Geliştirme Dergisi. 2011; 1: 35-44.
  • 23. Eckroth-Bucher M. Self-awareness: Areview and analysis of a basic nursing concept. ANS Adv Nurs Sci. 2010; 33: 297–309.
  • 24. Taylor SS, Taylor RA. Making power visible: Doing theatre-based status work with nursing students. Nurse Educ Pract 2017; 26: 1–5.
  • 25. Levett-Jones T, Cant R, Lapkin S. A systematic review of the effectiveness of empathy education for undergraduate nursing students, Nurse Education Today. 2019; 75: 80–94. https://doi.org/10.1016/j.nedt.2019.01.006
  • 26. Bilge Y, Bilge Y. Empati eğitim programının empatik eğilim düzeyi üzerindeki etkisinin incelenmesi: sağlık meslek lisesi örneği. Uluslararası Sosyal Araştırmalar Dergisi. 2017; 10(52): 607-614.
  • 27. Kaya F, Özcan A, Yılmaz M. Comparing communication and empathic ability levels of nurses with patients’ perception of nursing care, Peak Journal of Public Health and Management. 2013; 1(1): 1-8.
  • 28. Ak M, Cinar O, Sutcigil L, Congologlu ED, Haciomeroglu B, Canbaz H, et al. Communication skills training for emergency nurses. International journal of medical sciences. 2011; 8(5): 397.
  • 29. Albal E, Sahin-Bayindir G, Alanli O, Buzlu S. The effects of psychodrama on the emotional awareness and communication skills of psychiatric nurses: A randomized controlled trial. The Arts in Psychotherapy. 2021; 75: 101826.
  • 30. Üstün B. Çünkü İletişim Çokşeyi Değiştirir!. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi. 2005; 8(2): 88-9
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Candan Terzioğlu 0000-0002-0693-4096

Fatma Ayhan 0000-0001-9717-1727

Yayımlanma Tarihi 21 Ağustos 2023
Gönderilme Tarihi 3 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 2

Kaynak Göster

Vancouver Terzioğlu C, Ayhan F. Öğrenci Hemşire Gözünden İletişim Becerileri Dersinin Değişime Katkısı. TSAD. 2023;4(2):1-12.