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Educational Interventions for Nursing Students to Develop Communication Skills with Patients: A Systematic Review

Author

Listed:
  • Lorena Gutiérrez-Puertas

    (Department of Nursing, Physiotherapy and Medicine, Research Group for Health Sciences CTS-451, Universidad de Almeria, 04120 Almeria, Spain)

  • Verónica V. Márquez-Hernández

    (Department of Nursing, Physiotherapy and Medicine, Research Group for Health Sciences CTS-451, Universidad de Almeria, 04120 Almeria, Spain)

  • Vanesa Gutiérrez-Puertas

    (Department of Nursing, Physiotherapy and Medicine, Research Group for Health Sciences CTS-451, Universidad de Almeria, 04120 Almeria, Spain)

  • Genoveva Granados-Gámez

    (Department of Nursing, Physiotherapy and Medicine, Research Group for Health Sciences CTS-451, Universidad de Almeria, 04120 Almeria, Spain)

  • Gabriel Aguilera-Manrique

    (Department of Nursing, Physiotherapy and Medicine, Research Group for Health Sciences CTS-451, Universidad de Almeria, 04120 Almeria, Spain)

Abstract

Introduction: Nursing students establish therapeutic relationships with their patients and as future nursing professionals, they should be trained to be effective communicators. The objective of this systematic review was to know the impact of educational interventions on nursing students to develop their communication skills with patients. Methods: A systematic review of literature was carried out. The following databases were consulted: CINAHL, PubMed (Ovid Medline), SCOPUS and Web of Science. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided this review. As for inclusion criteria, published articles in English from 2000 to 2020 were included. The methodological rigor of the included articles was evaluated with the JBI Critical Appraisal Checklist for Randomized Controlled Trial or Quasi-Experimental Studies. Changes in communication skills with the patient after the implementation of an intervention were analyzed. Results: Of the included studies in this systematic review (N = 19), two studies were randomized controlled trials, others were single group quasi-experimental studies (N = 11) and two group quasi-experimental studies (n = 6). The majority of the studies were carried out in the USA (n = 7). The most frequent educational intervention was simulation (n = 11). As for the improvement of communication skills, 13 of the 19 articles found statistically significant differences in patient-centered communication skills of nursing students. Conclusions: This systematic review provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.

Suggested Citation

  • Lorena Gutiérrez-Puertas & Verónica V. Márquez-Hernández & Vanesa Gutiérrez-Puertas & Genoveva Granados-Gámez & Gabriel Aguilera-Manrique, 2020. "Educational Interventions for Nursing Students to Develop Communication Skills with Patients: A Systematic Review," IJERPH, MDPI, vol. 17(7), pages 1-21, March.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:7:p:2241-:d:337438
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    References listed on IDEAS

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    1. Moon‐Sook Yoo & Hyung‐Ran Park, 2015. "Effects of case‐based learning on communication skills, problem‐solving ability, and learning motivation in nursing students," Nursing & Health Sciences, John Wiley & Sons, vol. 17(2), pages 166-172, June.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    3. Fatemeh Kiani & Abbas Balouchi & Alireza Shahsavani, 2016. "Investigation of Nursing Students’ Verbal Communication Quality during Patients’ Education in Zahedan Hospitals: Southeast of Iran," Global Journal of Health Science, Canadian Center of Science and Education, vol. 8(9), pages 331-331, September.
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    1. Hao Chen & Chao Liu & Fang Zhou & Xin-Yi Cao & Kan Wu & Yi-Lang Chen & Chia-Yih Liu & Ding-Hau Huang & Wen-Ko Chiou, 2022. "Focused-Attention Meditation Improves Flow, Communication Skills, and Safety Attitudes of Surgeons," IJERPH, MDPI, vol. 19(9), pages 1-15, April.

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