nursing, nursing students, teaching, communication, peer mentorship
The literature on techniques for improving student competency in therapeutic communication and interpersonal skills is limited. A simulation approach to enhance the learning of communication skills was developed to address these issues. Second-semester and senior nursing students participated in videorecorded standardized patient simulations, with senior students portraying the patient. Following simulated interactions, senior students provided feedback to junior students on their use of communication skills and other therapeutic factors. To integrate the learning experience, junior students completed a written assignment, in which they identified effective and noneffective communication; personal strengths and weaknesses; and use of genuineness, empathy, and positive regard. A videorecording of each student interaction gave faculty the opportunity to provide formative feedback to students. Student evaluations have been positive. Themes identified in student evaluations include the impact of seeing oneself, significance of practicing, getting below the surface in communication, and moving from insight to goal setting.
Original Publication Citation
Miles, L., Mabey, L., Leggett, S.,* & Stansfield, K.* (2014). [Invited].Teaching communication and therapeutic communication skills to baccalaureate nursing students: A peer mentorship simulation approach. Journal of Psychosocial Nursing and Mental Health Services, 52, 34-41. doi: 10.3928/02793695-20140829-01
BYU ScholarsArchive Citation
Miles, Leslie; Mabey, Linda; Leggett, Sarah; and Stansfield, Katie, "Teaching communication and therapeutic relationship skills to baccalaureate nursing students: a peer mentorship simulation approach" (2014). Faculty Publications. 6887.
Journal of Psychosocial Nursing and Mental Health Services
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