J Korean Acad Nurs.  2018 Dec;48(6):708-719. 10.4040/jkan.2018.48.6.708.

Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students

• Kim SJ
• Kim B

• KMID: 2430597
• DOI: http://doi.org/10.4040/jkan.2018.48.6.708

Abstract

PURPOSE
This study was conducted to examine the effects of a communication empowerment program based on situated learning theory for nursing students.
METHODS
A non-equivalent control group pretest-posttest design was used. The study participants were 61 nursing students (31 in the experimental group and 30 in the control group) from G city. Data were collected from November 3, 2015 to December 10, 2015. The experimental group received eight sessions of the program, which were scheduled twice a week, with each session lasting two hours. The data were analyzed using chi-square test, Fisher's exact test, and an independent t-test using SPSS/WIN 20.0.
RESULTS
There were significant increases in self-efficacy for communication (t=2.62, p=.011), emotional intelligence (t=2.66, p=.010), and interpersonal communication competence (t=2.87, p=.006) in the experimental group compared to the control group.
CONCLUSION
Based on the findings, our study suggests a need to include content from communication curricula or clinical communication training programs for improving undergraduate nursing students' communication skills in practice settings.

Keyword

Nursing; Students; Communication; Situation

MeSH Terms

Curriculum
Education
Emotional Intelligence
Humans
Learning*
Mental Competency
Nursing*
Power (Psychology)*
Students, Nursing*

Figure

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  Figure 1. Conceptual framework of communication empowerment program based on situated learning theory.

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  Figure 2. Flow diagram of the study participants.

Reference

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