Nurses’ communication skills: an evaluation of the impact of solution‐focused communication training. BMC Medical Education, 10(1), 27.īowles, N., Mackintosh, C., & Torn, A. Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect. M., Nickel, M., Huwendiek, S., Jünger, J., Schultz, J. International Journal of Nursing Education Scholarship, 7(1) 1-16.īosse, H. High-fidelity nursing simulation: Impact on student self-confidence and clinical competence. BMC health services research, 8(1), 244.īlatner, A. How patients perceive the therapeutic communications skills of their general practitioners, and how that perception affects adherence: use of the TCom-skill GP scale in a specific geographical area. īaumann, M., Baumann, C., Le Bihan, E., & Chau, N. Innovative Simulation Strategies in Education. The effectiveness of the two methods was analyzed by the non-parametric test, namely the Mann Whitney test, to test 2 unpaired samples.Results: The results of this study indicate that there are differences in standardized patient methods and role play on self-confidence and therapeutic communication skills in nursing academy students who are statistically significant at 0.03 (p=0.05).Conclusion: The standardized patient method is more effective in increasing self-confidence and therapeutic communication skills in nursing academy students compared to the roleplay method. Keywords: Standardized Patient, Roleplay, Therapeutic Communication, Self-ConfidenceĪebersold, M., Tschannen, D., & Bathish, M. The measuring instrument used was an observation sheet on therapeutic communication skills and a questionnaire on confidence in therapeutic communication. The population in this study were students of the Nursing Academy of Pasuruan, and the sample was taken by simple random sampling with a sample size group of 16 standardized patients and a roleplay group of 16 people. Group A uses a Standardized Patient (SP) and, Group B uses the role play (RP) method. There are two therapeutic communication training groups. Nurses in communicating with clients must have high confidence in the effect of these communications.Objectives: The purpose of this study was to analyze the differences in the effect of standardized patient simulation methods and role play in increasing self-confidence and therapeutic communication skills of students of the Nursing Academy of Pasuruan.Methods: The design of this study is the quasi experimental study.
Background: Communication skills are critical skills that must be possessed by nurses because communication is a dynamic process that is used to collect assessment data, provide education or health information to influence clients to apply it in life, show caring, provide comfort, foster self-confidence and, value respect - client value.
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