PDF(Pubmed)
Abstract：
UNASSIGNED: We aimed to investigate the effects of a nonviolent and nonverbal communication and self-acceptance training program among Korean nursing students.
UNASSIGNED: We enrolled students in nursing departments at three universities in Busan Metropolitan City, South Korea. The students were randomly allocated to the experimental (n = 38) and control groups (n = 36); subsequently, they completed questionnaires before and after training. Data were collected on March 2023. The experimental group was enrolled in a program comprising 390 minutes of lecture, practice, role play, discussion, and reflection in 8-h daily sessions, with a total of eight sessions. The training sought to allow students to understand and practice nonviolent and nonverbal communication. Data were analyzed using descriptive statistics, chi-square tests, and a paired t-test.
UNASSIGNED: Compared with the control group, the experimental group showed a significant post-intervention improvement in the nonviolent communication scores (t = -2.442, P= 0.020); however, there were no significant between-group differences in the post-intervention nonverbal communication or self-acceptance scores.
UNASSIGNED: Customized communication training programs are required to address communication competencies among medical personnel, including nursing students. Moreover, it is crucial to set standards for communication competency. Specifically, from a long-term perspective, a continuous educational strategy is required to effectively improve the communication capabilities of nursing students in Korea. It is possible to develop training programs that can systematically improve communication competency among nursing students.
UNASSIGNED: We enrolled students in nursing departments at three universities in Busan Metropolitan City, South Korea. The students were randomly allocated to the experimental (n = 38) and control groups (n = 36); subsequently, they completed questionnaires before and after training. Data were collected on March 2023. The experimental group was enrolled in a program comprising 390 minutes of lecture, practice, role play, discussion, and reflection in 8-h daily sessions, with a total of eight sessions. The training sought to allow students to understand and practice nonviolent and nonverbal communication. Data were analyzed using descriptive statistics, chi-square tests, and a paired t-test.
UNASSIGNED: Compared with the control group, the experimental group showed a significant post-intervention improvement in the nonviolent communication scores (t = -2.442, P= 0.020); however, there were no significant between-group differences in the post-intervention nonverbal communication or self-acceptance scores.
UNASSIGNED: Customized communication training programs are required to address communication competencies among medical personnel, including nursing students. Moreover, it is crucial to set standards for communication competency. Specifically, from a long-term perspective, a continuous educational strategy is required to effectively improve the communication capabilities of nursing students in Korea. It is possible to develop training programs that can systematically improve communication competency among nursing students.
摘要：
■我们旨在调查韩国护理学生的非暴力和非语言交流以及自我接纳培训计划的影响。
■我们在釜山城市的三所大学的护理部招收了学生，韩国。学生被随机分配到实验组(n=38)和对照组(n=36);随后,他们在培训前后填写了问卷。数据收集于2023年3月。实验组参加了一个包含390分钟演讲的项目，实践,角色扮演,讨论,在每天8小时的会议中反思，共八次会议。培训旨在让学生理解和练习非暴力和非语言交流。数据采用描述性统计分析，卡方检验,和配对t检验。
■与对照组相比，实验组干预后非暴力沟通得分显著改善(t=-2.442,P=0.020);干预后的非语言沟通或自我接受评分无显著组间差异.
■需要定制的沟通培训计划，以解决医务人员之间的沟通能力，包括护理专业的学生。此外，制定沟通能力标准至关重要。具体来说,从长远来看,需要持续的教育策略来有效提高韩国护理专业学生的沟通能力。有可能制定培训计划，以系统地提高护理学生之间的沟通能力。
■我们在釜山城市的三所大学的护理部招收了学生，韩国。学生被随机分配到实验组(n=38)和对照组(n=36);随后,他们在培训前后填写了问卷。数据收集于2023年3月。实验组参加了一个包含390分钟演讲的项目，实践,角色扮演,讨论,在每天8小时的会议中反思，共八次会议。培训旨在让学生理解和练习非暴力和非语言交流。数据采用描述性统计分析，卡方检验,和配对t检验。
■与对照组相比，实验组干预后非暴力沟通得分显著改善(t=-2.442,P=0.020);干预后的非语言沟通或自我接受评分无显著组间差异.
■需要定制的沟通培训计划，以解决医务人员之间的沟通能力，包括护理专业的学生。此外，制定沟通能力标准至关重要。具体来说,从长远来看,需要持续的教育策略来有效提高韩国护理专业学生的沟通能力。有可能制定培训计划，以系统地提高护理学生之间的沟通能力。
