| Summary: | 碩士 === 慈濟大學 === 護理學系碩士班 === 105 === The aim of this study was to investigate the effectiveness of communication guidance ability (CGA) and the self-confidence of communication guidance (SCCG) among preceptors after the intervention for simulation training of situational communication (STSC). This experimental study was enrolled 84 preceptors and randomly assigned to the experimental and control groups from a medical center. All participants received classroom teaching on communication skills, and the experimental group need to participate STSC intervention. A structured questionnaire of communication guidance effectiveness inventory (CGEI) was used to collect data before and after the classroom teaching, followed by one month (first evaluation) and two months (second evaluation) after STSC. Data were analyzed by descriptive and inferential statistics (SPSS 22.0 for Windows). CGEI were computed in frequency distribution, percentage, mean and standard deviation, chi-square test, Pearson’s correlation, independent t test, paired-samples t test and ANOVA. Statistically significance is defined as p<0.05.
There were 80 preceptors participated in this study, 42 were in the control group and 38 were in the experimental group. All baseline demographic variables, and the CGA and SCCG after classroom teaching showed no significant differences (p>0.05). In the control group, the professional competence, communication skills, and SCCG before and after classroom teaching was reached the significant difference (p<0.05); the experimental group showed significant difference in communication skills after classroom teaching (p<0.05). Although there was no significant difference (p>0.05) in the effectiveness of the CGA and SCCG, however, the average scores were increased in the experimental group. By comparing after the classroom teaching and the second evaluation after simulation training, the control group showed significant difference in SCCG (p＜0.05) and the experimental group showed increased scores in professional competence, communication attitude, communication skills, and SCCG (p＜0.05).
The study results showed that the CGEI scores of the control group was higher than the experimental group after classroom teaching. However, the average scores of the CGEI continued to increase in experimental group after the intervention of simulation training and were higher than control group. This result showed the effect of delayed memory of simulation intervention in experimental group. We suggest that communication training need to apply with STSC to enhance preceptors’ ability and self-confidence of communication.
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