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Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students
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Soo Jin Kim, Boyoung Kim
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J Korean Acad Nurs 2018;48(6):708-719. Published online January 15, 2018
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DOI: https://doi.org/10.4040/jkan.2018.48.6.708
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 Abstract
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- 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.
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Citations
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Frontiers in Psychology.2020;[Epub] CrossRef
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