Fri, Oct 18, 2024
[Archive]
Volume 17, Issue 55 (2024)
JMED 2024, 17(55): 21-30 |
Back to browse issues page
Ethics code: IR.IAU.TON.REC>1399.056
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
sedaghati Kesbakhi M, Hosseini Tabaghdehi L, Arab S, Rohani C. The effect of a COMSKIL-based education program on nursing students' communication skills during the COVID-19 pandemic: A quasi-experimental study. JMED 2024; 17 (55) :21-30
URL: http://edujournal.zums.ac.ir/article-1-2062-en.html
URL: http://edujournal.zums.ac.ir/article-1-2062-en.html
PhD, Assistant Professor, Department of Nursing, School of Medical Sciences, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
Abstract: (189 Views)
Background & Objective: Therapeutic communication with patients is one of the most critical competencies for nursing students in clinical settings. In this study, we investigated the impact of an online education program based on the COMSKIL model on the communication skills of undergraduate nursing students.
Material & Methods: This quasi-experimental study involved presenting a specific education program based on the COMSKIL model to a group of undergraduate nursing students in the 4th to 8th academic semesters. The program was delivered through the online platform of the university during the COVID-19 pandemic. The data were collected at three time points: baseline (T1), immediately after education (T2), and two months after education (T3). Two instruments were used to collect data: a sociodemographic information questionnaire and a Persian version of the Quindam Communication Skills Questionnaire. The data were analyzed using independent t tests, one-way Analysis of Variance (ANOVA), and repeated measures analysis of variance.
Results: The study's hypothesis was accepted, showing that the education program had a positive impact on the communication skills of the students over time. The total mean score of students' communication skills significantly improved (p < 0.0001) from T1 (107.91 ± 7.53) to T3 (121.76 ± 4.91) two months after the education program. The effect size indicated that this increase was moderate.
Conclusion: The findings of this study have practical implications for nursing students in real-world patient care scenarios in clinical settings. The innovative and evidence-based educational model used in this study can replace outdated methods of instruction. Given that effective communication between nurses and patients is vital for providing high-quality patient care in a supportive environment, we recommend integrating this person-centered program into the curriculum planning of undergraduate nursing students.
Material & Methods: This quasi-experimental study involved presenting a specific education program based on the COMSKIL model to a group of undergraduate nursing students in the 4th to 8th academic semesters. The program was delivered through the online platform of the university during the COVID-19 pandemic. The data were collected at three time points: baseline (T1), immediately after education (T2), and two months after education (T3). Two instruments were used to collect data: a sociodemographic information questionnaire and a Persian version of the Quindam Communication Skills Questionnaire. The data were analyzed using independent t tests, one-way Analysis of Variance (ANOVA), and repeated measures analysis of variance.
Results: The study's hypothesis was accepted, showing that the education program had a positive impact on the communication skills of the students over time. The total mean score of students' communication skills significantly improved (p < 0.0001) from T1 (107.91 ± 7.53) to T3 (121.76 ± 4.91) two months after the education program. The effect size indicated that this increase was moderate.
Conclusion: The findings of this study have practical implications for nursing students in real-world patient care scenarios in clinical settings. The innovative and evidence-based educational model used in this study can replace outdated methods of instruction. Given that effective communication between nurses and patients is vital for providing high-quality patient care in a supportive environment, we recommend integrating this person-centered program into the curriculum planning of undergraduate nursing students.
Article Type : Orginal Research |
Subject:
Education
Received: 2023/10/11 | Accepted: 2024/03/16 | Published: 2024/09/10
Received: 2023/10/11 | Accepted: 2024/03/16 | Published: 2024/09/10
References
1. Uzun GÖ. A review of communication, body language and communication conflict. International Journal of Psychosocial Rehabilitation. 2020;24(9):2833-44. [DOI]
2. Drossman DA, Chang L, Deutsch JK, et al. A review of the evidence and recommendations on communication skills and the patient–provider relationship: a Rome foundation working team report. Gastroenterology. 2021;161(5):1670-88.e7. [DOI]
3. Flaherty E, Bartels SJ. Addressing the community‐based geriatric healthcare workforce shortage by leveraging the potential of interprofessional teams. Journal of the American Geriatrics Society. 2019;67(S2):S400-S8. [DOI]
4. Mahmoud S, Hassan M. Effectiveness of communication skills training program on empathetic skill and communication self efficacy of pediatric oncology nurses. IOSR Journal of Nursing and Health Science. 2018;7:75–85. [DOI]
5. Leach L, Hastings B, Schwarz G, et al. Distributed leadership in healthcare: leadership dyads and the promise of improved hospital outcomes. Leadership in Health Services. 2021;34(4):353-74. [DOI]
6. Sharkiya SH. Quality communication can improve patient-centered health outcomes among older patients: a rapid review. BMC Health Services Research. 2023;23(1):886. [DOI]
7. Tapak L, Soleymani F, Mohammadi N, Sadeghian E, Amini R. Relationship between communication skills, mental health and self-esteem among nursing students at a medical sciences university in Hamadan, Iran. Africa Journal of Nursing & Midwifery. 2022;24(2). [DOI]
8. Alquwez N, Cruz JP, Alshammari F, et al. A multi‐university assessment of patient safety competence during clinical training among baccalaureate nursing students: A cross‐sectional study. Journal of Clinical Nursing. 2019;28(9-10):1771-81. [DOI]
9. Taheri S, Farzi S, Tiznobaik A, et al. Optimism, communication skills and its related factors in midwifery students. Journal of Clinical & Diagnostic Research. 2018;12(6):10-13. [DOI]
10. Heidari H, Masoudi R, Noorian K, Jamali S. The design, implementation, and evaluation of a communication skills program for the nursing students of Shahrekord university of medical sciences (Iran). Journal of Clinical Nursing & Midwifery. 2020;8(4):553-9.
11. Mahmoodi F, Feyzollah Zadeh Z, Samadi Shahrak Z. Comparing the interpersonal skills in students of Tabriz university and Tabriz university of medical sciences. Iranian Journal of Medical Education. 2016;16:418-29. [Article]
12. Anderson T, Perlman MR. Therapeutic interpersonal skills for facilitating the working alliance. In J. Fuertes (Ed.), Working alliance skills for mental health professionals. New York, NY: Oxford University Press; 2020,43-68.
13. Moudatsou M, Stavropoulou A, Philalithis A, Koukouli S, The role of empathy in health and social care professionals. Healthcare (Basel). 2020;8(1):26. [DOI]
14. Puscas L, Kogan JR, Holmboe ES. Assessing interpersonal and communication skills. Journal of Graduate Medical Education. 2021;13(2s):91-5. [DOI]
15. Brown RF, Bylund CL. Communication skills training: describing a new conceptual model. Academic Medicine. 2008;83(1):37-44. [DOI]
16. Gebhardt C, Mehnert-Theuerkauf A, Hartung T, Zimmermann A, Glaesmer H, Götze H. COMSKIL: a communication skills training program for medical students. GMS Journal for Medical Education. 2021;38(4):83. [DOI]
17. Khalifah AM, Celenza A. Teaching and assessment of dentist‐patient communication skills: a systematic review to identify best‐evidence methods. Journal of dental education. 2019;83(1):16-31. [DOI]
18. Kerr D, Ostaszkiewicz J, Dunning T, Martin P. The effectiveness of training interventions on nurses' communication skills: a systematic review. Nurse Education Today. 2020;89:104405. [DOI]
19. Gordon M, Gupta S, Thornton D, Reid M, Mallen E, Melling A. Patient/service user involvement in medical education: a Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 58. Medical Teacher. 2020;42(1):4-16. [DOI]
20. Self-generating CONSORT Diagram. [Online]. [Accessed: Jan. 20, 2024]. Availble from [Article]
21. Queendom A. Communication Skills Test-Revised. [Online].. [Accessed: January. 20, 2024].
Available from: [Article]
22. Baniaghil A, Ghasemi S, Rezaei Aval M, Behnampour N. Effect of communication skill training based on Calgary-Cambridge observation model on midwifery students' communication skills. Journal of Research Development in Nursing and Midwifery. 2020;17(2):24-7. [DOI]
23. Nawi FAM, Tambi AMA, Samat MF, Mustapha WMW. A review on the internal consistency of a scale: the empirical example of the influence of human capital investment on Malcom Baldridge quality principles in TVET institutions. Asian People Journal (APJ). 2020;3(1):19-29. [DOI]
24. Gholamzadeh S, Khastavaneh M, Khademian Z, Ghadakpour S. The effects of empathy skills training on nursing students’ empathy and attitudes toward elderly people. BMC Medical Education. 2018;18(1):1-7. [DOI]
25. Brysbaert M. How many participants do we have to include in properly powered experiments? A tutorial of power analysis with reference tables. Journal of Cognition. 2019;2(1):1–38. [DOI]
26. Fayers PM, Machin D. Quality of life: the assessment, analysis and interpretation of patient-reported outcomes. 3rd Ed. John Wiley & Sons; 2013.
27. Bekkink MO, Farrell SE, Takayesu JK. Interprofessional communication in the emergency department: residents’ perceptions and implications for medical education. International Journal of Medical Education. 2018;9(2018):262-270. [DOI]
28. Leal-Costa C, Tirado González S, Ramos-Morcillo AJ, Ruzafa-Martínez M, Díaz Agea JL, van-der Hofstadt Román CJ. Communication skills and professional practice: Does it increase self-efficacy in nurses? Frontiers in Psychology. 2020;11:529902. [https://doi.org/10.3389/fpsyg.2020.01169]
29. Yang J, Kim S. An online communication skills training program for nursing students: A quasi-experimental study. Plos One. 2022;17(5):e0268016. [DOI]
30. Karbasi F, Khatiban M, Soltanian A. The effect of teaching nurse‒patient communication through role-play method on nursing students’ caring behaviors: A Quasi-experimental study. Iranian Journal of Medical Education. 2016;16:120-30. [DOI]
31. Razi M, Reyhani T, Asghari Nekah SM, Rajabpoor M. The effect of training on communication skills of nurses with child through small groups discussion. Future of Medical Education Journal. 2016;6(4):38-43. [DOI]
32. Ahmadi A, Ahmadi M, Elyasi F, Ahmadi A, Ahmadi N. The relationship of occupational burnout and communication skills in nurses. Journal of Mazandaran University of Medical Sciences. 2013;23(106):130-9. [DOI]
33. Larti N, Ashouri E, Aarabi A. Effect of a role-playing based training program about empathy with patient on communication skills scores of operating room students: A quasi-experimental study. Education Strategies in Medical Sciences. 2019;11(6):139-46. [DOI]
34. Karimzadeh S, Rezaee R, Bastani P. A study of communication skills in health care management students and its association with demographic characteristics. Journal of Health Management & Information Science. 2017;4(2):40-3. [DOI]
35. Zangeneh A, Lebni JY, Azar FEF, et al. A study of the communication skills in health care and the role of demographic variables (a case study of the nurses at the educational, therapeutic and research center of Imam Reza Hospital, Kermanshah, Iran in 2018). Journal of Public Health. 2021;29:361-7. [DOI]
36. Mirzaei-Alavijeh M, Motlagh M, Hosseini S, Jalilian F. Nursing students communication skills with patients in Kermanshah university of medical sciences. Research in Medical Education. 2017;9(3):54-47. [DOI]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
