A Study on Improving Listening Efficacy of Instructions for Nursing Students Towards the Accurate Information Transfer

Abstract

Aim: Focusing on the listening efficacy of instructions as skills for medical safety, we devised a social skills training (SST) of instructions-received skills for nursing students. For that reason, this study aims to examine the relationship between the improvement of the skills after SST and the experience of the students. Methods: The participants were second-year nursing students in a three-year nursing program (N = 89, Mean age = 20.3, SD = 2.2). The SST intervention was performed in January 2015 after a 90-minute lecture on transmitting and taking instructions. Pre- and post-SST self-assessment instruments were applied to assess the acquisition of skills for taking directions and transmitting directions, and freely description. Date were analyzed using KH Coder (Ver.2.x 2013) developed by Higuchi (2011), in which hierarchical cluster analysis and correspondence analysis are conducted. Results and discussion: Skills for taking directions were 44.7 ' 5.1 points with 49.1 ' 5.5 points after the SST. The text data of 1257 phrases that consist of 3218 words were extracted and analyzed. Phrases that appeared ten or more times in frequency were classified into five clusters. They were "learning towards the training", "opportunity to think about the instructions received"," anxiety to listening to the nurse", "their actions will lead to incidents", and "it is confirmed the question is important for patient safety". The effectiveness of the SST intervention is suggested for improving skills for transmitting and taking instructions. As a result, nursing students, through SST intervention, learned about the importance of accurate information transfer.



Author Information
Emiko Yamamoto,Graduate School of Humanities and Social Sciences Okayama University, Japan
Tomoko Tanaka, Graduate School of Humanities and Social Sciences Okayama University, Japan
Yoshimi Hyodo, Graduate School of Health Sciences Okayama University, Japan
Kaori Hatanaka, Doshisha Women's College of Liberal Arts, Japan

Paper Information
Conference: ACP2016
Stream: Psychology and Education

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