Methods: Literature review and analysis of critical incident narratives generated the initial items which were subjected to content validation and refinement. Undergraduate and graduate faculty (N= 578) from 246 CCNE accredited schools of nursing participated in the survey, representing a 26% return rate. Faculty rated the effectiveness of a “typical” student’s communication behavior at the beginning BSN, graduating BSN, beginning MSN and graduating MSN levels. Items were rated on a behavioral frequency scale ranging from 1 (seldom) to 4 (usually or always).

Results: Exploratory factor analysis resulted in a 3-factor solution labeled advocacy, therapeutic use of self and validation, accounting for 60% of the variance. The Cronbach’s alpha for the revised scale was .95. Construct validity was further assessed by using the known group approach. The ICAS differentiated between entering and graduating students at both the undergraduate and graduate level (F – 49.5, p<.001).

Implications and Recommendations: The ICAS can be used as a formative tool to provide student feedback following each clinical rotation. As a summative tool, it can be used to compare entering versus graduating student scores. Further research is recommended with actual nursing students in a variety of nursing programs (associate degree, degree completion as well as BSN and MSN programs). The ICAS can be used in research to determine the effectiveness of communication teaching methods and to determine predictors of effective communication.

Back to Nursing Education II
Back to 15th International Nursing Research Congress
Sigma Theta Tau International
July 22-24, 2004