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Volume 18, Issue 2 (2025)
JMED 2025, 18(2): 36-45 |
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Ethics code: IR.BUMS.REC.1402.478
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Farahi F, Amouzeshi Z, Nazari H, Oudi D. The effect of blended role-playing and reflective training on nursing students’ communication skills with depressed patients. JMED 2025; 18 (2) :36-45
URL: http://edujournal.zums.ac.ir/article-1-2276-en.html
URL: http://edujournal.zums.ac.ir/article-1-2276-en.html
1- Department of Nursing, School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
Abstract: (156 Views)
Background & Objective: Communicating with depressed patients is a crucial professional skill for nursing students, which they must learn during their studies. This study aimed to assess the effectiveness of blended training—incorporating both role-playing and reflective practice—on nursing students' communication skills in their interactions with depressed patients.
Materials & Methods: The present semi-experimental study was conducted in 2023 with a before and after two-group design. All sixth-semester nursing students at Torbat Jam Faculty of Medical Sciences were randomly selected and divided into two groups: an experimental group and a control group. The intervention included therapeutic communication skill training sessions with the role-playing and reflection blended method. The control group received the standard training method. Therapeutic communication skills in dealing with depressed patients before and after the intervention were evaluated by a communication skills questionnaire. Data were analyzed using the statistical software SPSS version 20, descriptive statistical tests and inferential tests (t-test, analysis of variance, and paired-t) at a significance level 0.05.
Results: The average communication skills scores before the intervention showed no statistically significant difference between the intervention and control groups (p > 0.05). However, the mean score of communication skills after the intervention was significantly different in the two groups (p < 0.05). The results also indicated that the mean communication skill score after the intervention significantly improved in the experimental group compared to before the intervention (p < 0.05). However, there was no statistically significant change in the mean communication skill score in the control group before and after the intervention (p > 0.05).
Conclusion: Educational system managers and planners are suggested to use a blend of these two methods to train nursing students' communication skills, especially in the psychiatric department and when dealing with depressed patients.
Materials & Methods: The present semi-experimental study was conducted in 2023 with a before and after two-group design. All sixth-semester nursing students at Torbat Jam Faculty of Medical Sciences were randomly selected and divided into two groups: an experimental group and a control group. The intervention included therapeutic communication skill training sessions with the role-playing and reflection blended method. The control group received the standard training method. Therapeutic communication skills in dealing with depressed patients before and after the intervention were evaluated by a communication skills questionnaire. Data were analyzed using the statistical software SPSS version 20, descriptive statistical tests and inferential tests (t-test, analysis of variance, and paired-t) at a significance level 0.05.
Results: The average communication skills scores before the intervention showed no statistically significant difference between the intervention and control groups (p > 0.05). However, the mean score of communication skills after the intervention was significantly different in the two groups (p < 0.05). The results also indicated that the mean communication skill score after the intervention significantly improved in the experimental group compared to before the intervention (p < 0.05). However, there was no statistically significant change in the mean communication skill score in the control group before and after the intervention (p > 0.05).
Conclusion: Educational system managers and planners are suggested to use a blend of these two methods to train nursing students' communication skills, especially in the psychiatric department and when dealing with depressed patients.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/09/16 | Accepted: 2025/05/21 | Published: 2025/07/13
Received: 2024/09/16 | Accepted: 2025/05/21 | Published: 2025/07/13
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