The Effect of Education Intervention on Communication, Interpersonal Relationships, and Caring Behaviors Among Clinical Nurses

Introduction: Nurses are the front line of medical care, who is the most frequent contact with patients. The current communication education is limited to new nursing staffs and grassroots leaders, and it is not implemented comprehensively. Well-designed communication education can promote communication effectively and interpersonal caring behaviors on caregivers and patients.

Purpose: To evaluate the effects of the situational simulation education on communication, interpersonal relationships, and caring behaviors among clinical nurses.

Methods: This study evaluated the effects of the situational simulation education on communication, interpersonal relationships, and caring behaviors among clinical nurses. A quasi-experimental design was used and longitudinal data collected. Participants recruited from the south medical center of Taiwan, and had been clinically working over three months. The exclusion criteria were those who worked in emergency departments, intensive care units, or didn't directly care patients. In the experimental group recruited from their own wills and received the education program of 2 hours a week for 4 weeks. The education program based on SPIKES protocol (setting, perception, invitation, knowledge) conducted by clinical situation using group discussion, reflections, and role play strategies. The control group was matched for working levels and years of the experimental group nurses by randomly, but did not involve in the education program. Data were collected at before the education program, end of the education, one month and three months after the education.

Results: A total of 73 nurses were enrolled in this study. 11 nurses in the experimental group did not complete the education program. Only sixty-two nursing staffs were included in the analysis, thirty-one in each group. The communication ability significantly increased over time in the experimental group (F=32.76, p<.001) and the control group (F=6.24, p=.001). Interpersonal relationships (F=12.74, p<.001) and caring behaviors (F=15.92, p<.001) in the experimental group increased significantly after educational interventions. After the education intervention, the improvement scores on communication ability (F=4.19, p=.031), interpersonal relationship (F=4.58, p=.036), and caring behavior (F=4.48, p=.038) in the experimental group were significantly higher, compared with those who were in the control group.

Conclusion: The education, two hours in duration for 4 times, is effective, and can enhance communication abilities, interpersonal relationship, and caring behaviors for clinical nurses. The effect can be extended for three months after education interventions. The further research needs to strength the adherence rates for continuing nursing education on clinical nurses.