Application Of Experiental Teaching In Teaching Of Nurse-patient Communication

With the development of economy civilization and spiritual civilization in China, people’s demand for medical and health services was increasing too. Poor communication in the process of medical service is gradually become the leading cause of medical disputes. Therefore, evaluation of medical staff communication is more and more important. The traditional communication training in nursing education was not paid enough attention. Experiential teaching is an unconventional teaching method to improve nurse-patient communication skill. Through this new teaching method, the students’ nurse-patient communication skill could be improved.Objective To evaluate the effects of experiential teaching in the teaching the nurse-patient communication course,and analyze its related factors.Methods Eighty four nursing students were randomly assigned into two groups of 42.Each group was 42 students. The control group, students were given routine lecture-base teaching, while in the experimental group, students were teaching guided by the experiential teaching, which included four stages as concrete experience, reflective observation, abstract conceptualization, and active experimentation. The teaching contents, teaching hours and the teachers are the same in both groups. Before teaching, the researchers use an “Individual situation of nursing students questionnaire”, designed to evaluate the students personal basic information, and background information. Evaluate non-professional technical ability of two groups of students using “nursing soft skills assessment scale”. A theoretical and a practical test were given to both groups at the same time, to evaluate student’s theory knowledge and practical skill in nurse-patient communication. After that student was given a self-evaluation through a “the clinical communication competence scale of nursing students”.Statistical analysis using correlation analysis to test student’s theory and practice results and also the relationship between the results and student’s background.At the end of the research, teachers and the experimental group students are interviewed to record their understanding of experiential learning and the teaching effects in improving student’s communication abilities. Research data are using SPSS17.0 software for statistical processing.Result:1. There was no statistical significant difference between 2 groups in background information.2. The theoretical test score had no significant difference between 2 groups(P =0.541).3. The experimental group and control group communication practical abilities score was 185.55±10.39 vs. 172.00±11.86,wich was statistically significant difference between 2 groups(P < 0.05). Experience teaching can significantly increase the practice abilities of nursing students in nurse--patient communication.4. Nursing students personal factors is not relevant to the theoretical knowledge learning, nursing students from the non-one-child family had stronger communication ability, and more prudent in self-assessment.5. The experimental group students is generally accepted that experience teaching can enhance the nurse-patient communication ability, but study pressure was also increased; Teachers thought the experience teaching can improve the students nurse-patient communication practice abilities, but in the teaching process must be effective constraint management, teaching organization design needed further improvement.Conclusion:1. “Experiential teaching " can improve communication ability of Nursing students, correct their communication behavior, and cultivate self-directed learning abilities.2. The personal factors of nursing students has no effects on the nurse--patient communication skills, but the nurse-patient communication practice abilities of students from the non-one-child family was stronger. And the scores of nursing soft skills assessment was higher, the experience teaching improved students practice ability was more obvious.3.The experience teaching process should be to strengthen the supervision darning the teaching process, to ensure the quality of teaching. The teacher’s appropriate guidance was important in experience teaching.