Archives of Psychiatric Nursing 29 (2015) 90–95

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Archives of Psychiatric Nursing journal homepage: www.elsevier.com/locate/apnu

Effects of Teaching Communication Skills Using a Video Clip on a Smart Phone on Communication Competence and Emotional Intelligence in Nursing Students Yeonja Choi b, Eunju Song a,⁎, Eunjung Oh b a b

Department of Nursing, Wonkwang University, South Korea Department of Nursing, Wonkwang Health Science University, South Korea

a b s t r a c t This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone. The study settings were the nursing departments of two universities in South Korea. This study was a quasi-experimental one using a nonequivalent control group pre–posttest design. The experimental and control groups consisted of second-year nursing students who had taken a communication course. The experimental group included 45 students, and the control group included 42 students. The experimental group improved more significantly than the control group in communication competence and emotional intelligence. Using a video clip on a smart phone is helpful for communication teaching method. © 2014 Elsevier Inc. All rights reserved.

Communication is an integral part of nursing education because it is a key issue of nursing activities and human relationships. In the nursing curriculum, psychiatric nursing emphasizes knowledge and utilization of communication skills, because this is a specialized area (Kameg, Mitchell, Clochesy, Howard, & Suresky, 2009). The specialization of the psychiatric ward can cause emotional stress on nursing students before the beginning of their psychiatric practice. To solve this problem, nursing educators need to develop an innovative communication teaching method (Zavertnik, Huff, & Munro, 2010). Nursing students desire real-world training rather than theoretical lectures for communication skills (Reising, Carr, Shea, & King, 2011). The nursing educators have tried various methods of communication education that stray from the traditional lecture method or theory-centered class. Studies have been performed to reproduce real-world settings by using simulations (Kameg, Clochesy, Mitchell, & Suresky, 2010; Reising et al., 2011) or role-play with trained standardized patients or standardized families (Zavertnik et al., 2010). In this study, students were allowed to record a video clip at a desired location using their smart phones rather than a video device installed in the laboratory. Recently, many students have access to these devices and various devices were available on the smart phones (Bomhold, 2013). Communication is complex and dynamic and even involves the individual’s cultural background (Jirwe, Gerrish, & Emami, 2010). In the lecture room for communication class, role-playing received positive

Conflict of interest: All authors have no financial or personal interest in this study. ⁎ Corresponding Author: Eunju Song, Assistant Professor, Department of Nursing, Wonkwang University, 460 Iksan-daero, Iksan city, Jeonbuk, South Korea, 570-749. E-mail address: [email protected] (E. Song). http://dx.doi.org/10.1016/j.apnu.2014.11.003 0883-9417/© 2014 Elsevier Inc. All rights reserved.

evaluations overall, but it had the disadvantage of limited experience or difficulty translating to real situations (Klug & Glick, 2006). Using smart phones to record video clips in this study is easy, portable, and not limited to any location. Thus, it can be applied to individual’s cultural background, various places, and many different situations. Accordingly, this study used smart phones to make up for the disadvantages of the limitations of role-playing. A video clip allows students to observe communicative and interactive techniques (McConville & Lane, 2006), offering students the opportunity to see themselves on the recording (Parish et al., 2006). It also helps to improve nonverbal behavior such as laughing or eye contact as well as various verbal techniques such as paraphrasing and interpretation (Klug & Glick, 2006; Yoo, Yoo, & Lee, 2010). As with the smart phone, scientific developments have allowed new systems and technology to be introduced, which lead current classes away from the traditional theoretical model. As they take advantage of these new methods, nurses should not forget that the purpose of communication is interaction with people. Communication competence is a necessary factor in establishing human relationships (Hur, 2003) and an essential ability for nurses (Mullan & Kothe, 2010). Accordingly, nursing students are tasked with communicating with patients directly, and it is a source of stress if they are not sufficiently equipped with effective communication competencies (Jones, 2007). Communication competency is an impression formed about the appropriateness of another’s communicative behavior. Competence includes self-disclosure, empathy, assertiveness, and interaction management (Rubin & Martin, 1994). Nurses in charge of communication should emphasize relationship and empathy that occurs between clients. It means that communication competence is transmission of ideas and feelings between people and the understanding and acceptance of the others (Hur, 2003; Park,

Y. Choi et al. / Archives of Psychiatric Nursing 29 (2015) 90–95

2013; Rubin, Martin, Bruning, & Power, 1991). Empathy takes place in relationships and interactions and where individuals are sharing emotion and sentiment with each other (Cunico, Sartori, Marognolli, & Meneghini, 2012). According to Goleman (1996), emotional intelligence is the ability to know one’s own emotional control and the ability to read and deal with others’ emotions in social life. Emotional intelligence is a concept established academically by Salovey and Mayer (1990), who defined it as the ability to monitor one’s own feelings and emotions, to discriminate among them, and to use this information to guide one’s ideas and actions as a sub-element of social intelligence. Goleman (1996) identified emotional intelligence as self-awareness, selfregulation, motivation, empathy, and social skill. In other words, emotional intelligence is connected with communication skill (Cherry, Fletcher, & O’Sullivan, 2013), and high emotional intelligence is proof that empathy and social skills are being improved (McQueen, 2004). Many mental health nurses experienced a great deal of ‘emotional labor’ in their health care settings (Mann & Cowburn, 2005). For these reasons, emotional intelligence has increasingly been emphasized in the nursing (Lyon et al., 2013). It is an essential factor in the process of coping with stressful environment of the psychiatric nursing (Dusseldon, Meijel, & Derksen, 2010). Furthermore, it enables nurses to control stress involved in caring for others more effectively (Montes-Berges & Augusto, 2007). Emotional intelligence plays an important role to nursing students, because it is associated with coping strategies and mental health (Montes-Berges & Augusto, 2007). Also, emotional intelligence correlates with academic achievement as well as communication; thus, it becomes a predictor of academic success for nursing students and has an effect on critical thinking, help seeking, and peer learning (Fernandaz, Salamonson, & Griffiths, 2012). A training program is required to develop emotional intelligence (Goleman, 1998), but this is not encouraged in a traditional program (McQueen, 2004). Thus, the nursing educators will try developing its innovative program. Therefore, the purpose of this study to verify the effectiveness of using video clips on enhancing communication competence and emotional intelligence to nursing students.

METHODS Design This study was a quasi-experimental study using a nonequivalent control group pre–posttest design to evaluate the effectiveness by using video clips on communication competence and emotional intelligence in comparison to the lecture method. The study design model is the same as Fig. 1.

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Hypotheses Hypothesis 1 The experimental group who took a communication course using a video clip by a smart phone will get a higher score on communication competence than the control group who took only theory lecture. Hypothesis 2 The experimental group who took a communication course using a video clip on a smart phone will get a higher score in emotional intelligence than the control group who took only theory lecture. Participant Recruitment and Procedure The experimental and control groups were recruited with the collaboration of the nursing departments located in the Jeonbuk province of South Korea. Both the experimental and control groups were secondyear students who university and city differed from each groups, however, all students took a communication course and will practice in the psychiatric ward in following subsequent semester in the same year. We described this study in detail to the experimental group during the first communication class and shared the progress schedule through a handout. We also explained that students should not take part in the questionnaire if they did not agree to participate. Forty-five out of forty-six people agreed to participate in the study. The control group had taken a communication course at the other school, which differed from the experimental group; forty-two out of forty-seven people agreed and participated in the study. This study was conducted using the G* power soft program 3.1 to determine the minimum sample size. The level of power was set at 0.8, with an α level of 0.05, effect size of .50, and the minimum sample size was determined to be 21. As a result, this study, with 45 participants in the experimental group and 42 participants in the control group, met the appropriate sample size. Ethical consideration We first obtained written consent from all participants for the purpose of this study and data collection. Before performing a survey, students participating in the class were allowed to respond to a structured questionnaire. We told participants that they could refuse or interrupt at any time during process, and we promised to maintain confidentiality and not to use their data for any purpose other than research. To increase the questionnaire recovery rate and minimize the timing errors, we distributed and recovered the questionnaires right on the spot. Measurements Teaching Communication Method Using Smart Phone Video Clips This study consists of one theme per each 8 sessions. The experimental group with two classes took this course. One class member was 22

Group

Pre-test

Intervention

Post-test

Experimental group

E1

X

E2

Control group

C1

E: Experimental group C: Control group X: Teaching communication skills using a video clip on a smart phone Fig. 1. Study Design

C2

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students and the other class member was 24 students. The experimental group was divided into several small teams. Each teams consisted of three or four members. These sessions were divided into two periods: lecture period, and presentation period. The study proceeded for four weeks with four themes and a lecture period, from the first week through the eighth. The four themes include: What is communication? What is empathy? Communication skills (listening, I-statement, self-disclosure etc.), How to role-play and video clips recording on smart phone. In every session, the questions were given to the team members. Examples include: What is communication? What is empathy? The teams had sharing time about the questions after a plenary discussion for 20 min. Four themes regarding the production of video clip were given to each team member from the fifth through the eighth week, and the presentation period. These themes consisted of three reality scenarios and one virtual scenario. The four themes were: conflict between family members (the scenario from their experience), conflict between friends or lovers (the scenario from their experience), conflict in their daily life (the scenario from their experience; free theme), conflict between patients and nurses or nursing students (the virtual scenario). The experimental group had several steps for recording the video clip. The first step was to find a scenario for video clip through the discussion of personal experiences in each team meeting. Students chose a scenario theme for recording lifestyles on their smart phone. To demonstrate this, this educator showed video clips that which this researcher produced about conflict between brother, and an episode of TV drama about disputes between mother and daughter. Then, an educator informed students that all conflict situations happening around the student could be applied. In the second step, the educator applied communication skills to the episode and let the scenario be written like that. In the final step, after participants completed the scenario, they met with an educator before recording it. After discussing with the educator, they made the video clip within ten minutes using the written scenario.

The virtual scenario for the fourth theme will improve communication competency in a real health care settings. For this session scenario, students choose a simulation in the appendix separated textbook. This appendix was designed for this class by an educator. At the beginning the semester, this educator provided the appendix book which 10 cases were included (example: communication with an anxiety patient who would be operated on breast cancer; many complaints patient who exhausted by many tests). Following the selection, students wrote the scenario with reference to fundamental nursing practice and medical dramas. Thus, this virtual scenario was allowed to depend on their imagination, because they had not experienced hospital practice yet. The students made one scenario and one video clip each week, which were submitted as assignments. At that time, the researcher gave feedback on whether or not a scenario properly reflected the communication skills or whether it was a proper role-play. The educator evaluated whether confliction situation was appropriate for class, and whether empathic communication, active listening, I-statement and self-disclosure were necessarily contained in the solution process by an evaluation method for scenarios (referring to Table 1). Students then revised, improved, and produced it. They discussed their completed video clips and played them for the class. The observing students gave feedback about communication skills and provided the students with suggestions to modify the recorded stories. After class, students re-shot the final video clip and then submitted it to an educator. The detailed class methods for the experimental and control groups are described in Table 1.

Communication Competence Hur (2003) made the Korean version of the Global Interpersonal Communication Competence Scale (GICC), which was developed by Rubin et al. (1991). This scale had a total of 15 items: with scores ranging from 15 points to 75 points. The higher the score was, the higher the level of communication competence. Cronbach’s α was .80 in Hur’s (2003) study. Cronbach’s α was .81 in this study.

Table 1 Comparison of the Experimental and Control Group in the Communication Course. Experimental Group Session

Theme

1

Lecture period

Introduction ∙ what is communication

2

What is empathy? -Emphatic communication -Lecturer demonstration with students

3

∙Communication skills training: -Active Listening -Nonverbal communication -Lecturer demonstration with students ∙Communication skills training: -Self-disclosure -I-statement -Lecturer demonstration ∙Information recording video clips on smart phone Video clips presentation: Conflict between families(based on reality scenario) Video clips presentation: Conflict between friend or lover (based on reality scenario) Video clips presentation: Conflict between their life: free theme (based on reality scenario) ∙Video clips presentation: Conflict between patients (based on virtual scenario) ∙ Summary

4

5

6

7

8

Presentation period

Control Group Method

Theme

Method

∙Lecture ∙Group discussion ∙Sharing time ∙Lecture ∙Role playing ∙Group discussion ∙Sharing time ∙Lecture ∙Role playing

Introduction Learning the communication nursing models, channels, styles Human relationships and therapeutic communication Communication in the medical and nursing situations

Lecture

Lecture

Theory 1: ∙Satir communication styles ∙Eric Berne transactional analysis

Lecture

∙Lecture ∙Role playing ∙Audiovisual education

Theory 2: ∙Carl Rogers: person-centered approach counseling ∙Comparison of empathy and sympathy

Lecture

∙Group presentation ∙Feedback and sharing ∙Group presentation ∙Feedback and sharing ∙Group presentation ∙Feedback and sharing ∙Group presentation ∙Feedback and sharing

Technique of therapeutic communication 1. ∙Therapeutic communication skills

∙Lecture ∙Role playing

Technique of therapeutic communication 2. ∙Non-therapeutic communication skills

∙Lecture ∙Role playing

∙Communication and practice setting: in the health care settings

Lecture

∙Communication in interdisciplinary teams and groups ∙ Summary

Lecture

Y. Choi et al. / Archives of Psychiatric Nursing 29 (2015) 90–95

Emotional Intelligence To measure EI, the Adult Emotional Quotient Test (AEQT) developed and validated by Moon (1997) was used in this study. Moon (1997) developed Emotional Intelligence for Korean adults based on the concept of emotional intelligence established by Salovey and Mayer (1990). This scale has a total of 45 items and consists of five branches: emotional appraisal, emotional expression, empathy, emotional utilization, and emotional regulation. This is a self-reported scale, and the higher the score, the higher the emotional intelligence. Cronbach’s α was .77 in this study. Data Collection Data were collected from September 3, 2012, through October 26, 2012. Both pre- and post-tests were applied to both the experimental and the control groups. Pre-testing was conducted in the first week, and post-testing was performed after the last class; the contents were the same for all participants. The experimental group took a course about the production of video clips for the self-exposure method and Istatement as well as a feedback-oriented class. The control group class was taught the skills of therapeutic communication just after getting a theoretical lesson about overall communication. The lesson was not done in a simulation room and was performed by role playing communication skills in the classroom. Data Analysis Data were analyzed using SPSS 19.0. 1) The general characteristics of the participants were calculated by real number and percentage. 2) A pre-homogeneity exam to determine communication competence and emotional intelligence as well as general characteristics of the experimental and the control groups was analyzed using a Chisquare test. 3) A communication competence and an emotional intelligence posthypothesis exam of the experimental and the control groups was analyzed using ANCOVA. RESULTS Homogeneity of General Characteristics According to general characteristics, it appeared that 5 men (11.1%) and 40 women (88.9%) in the experimental group and 7 men (16.7%) and 35 women (83.3%) in the control group were homogenous. Age (x 2 = 2.976, p = .226) was homogenous in both groups. Further details on sample demographics and pre-test scores are presented in Tables 2 and 3. Hypothesis Testing With respect to our first hypothesis, the pre-test communication score of the experimental group was 50.96 ± 5.13 and the post-test score was 57.98 ± 6.63. The pre-test score of the control group was

Table 2 Homogeneity Test for Characteristics of Participants (N = 87).

Characteristics

Categories

Sex

Male Female 19–20 21–25 Over 25

Age

Exp. (N = 45)

Cont. (N = 42)

n (%)

n (%)

5 (11.1) 40 (88.9) 38 (84.4) 5 (11.1) 2 (4.4)

7 (16.7) 35 (83.3) 29 (69.1) 10 (23.8) 3 (7.1)

NOTE. Exp. = Experimental group; Cont. = Control group.

x2

p

0.564

.541

2.976

.226

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Table 3 Homogeneity Test for Dependent Variables of Participants (N = 87).

Variables Communication Emotional intelligence

Exp. (N = 45)

Cont. (N = 42)

M ± SD

M ± SD

x2

p

50.96 ± 5.13 151.29 ± 8.92

49.41 ± 6.60 149.98 ± 14.82

17.62 44.120

.673 .229

NOTE. Exp. = Experimental group; Cont. = Control group.

49.41 ± 6.60, and the post-test score was 51.02 ± 7.84. Because the difference was statistically significant (F = 24.88, p b .000), the first hypothesis was supported. With respect to our second hypothesis, the pre-test emotional intelligence score of the experimental group was 151.29 ± 8.92, and the post-test score was 156.11 ± 11.61. The pre-test score of the control group was 149.98 ± 14.82, and the post-test score was 146.79 ± 13.76. Because the difference was statistically significant (F = 20.632, p b .000), this hypothesis was supported. Further details concerning the results of the two hypotheses are shown in Table 4. DISCUSSION The study of communication in the ways students, clients, or hospital staff members communicate is important, but rarely need to pay attention exchanges between educators and students that occur in communication classes. In this study, students submitted scenarios as assignments, and educators met with students outside of class to facilitate the process of modifying and improving the scenarios. Both educators and students met more than once a week and communicated with each other. Generally, it is thought that communication competence is only effective when communication training is done in the same hospital environment (McConville & Lane, 2006). When educators and students communicated with each other naturally outside of the classroom, the communication also happened in real life. In this study, individual communication exchanges between educators and students regarding scenario feedback influenced the formation of rapport and feelings of intimacy. For example, at the first meeting, students who did not meet each other’s eyes laughed naturally as time went on and eventually were not ashamed to make eye contact. The contents of the scenarios conflict or arguing with parents or lovers came from their daily lives. Students in relationships wrote scenarios about arguments with their significant others. One of them even asked the educator for love advice, applying the self-exposure and I-statement techniques. Sometimes dynamic conflict situations also occurred in group meetings; to solve these problems, students often required mediation as well. Conflict situations in group meetings made them solve these problems for themselves as long as they could. Some groups that experienced extreme conflict often solved it through group discussion with the educator. Through these activities and experiences, this study identified the fact that emotional intelligence could have an influence on efficient communication competence (Cherry et al., 2013). In Park’s (2013) study using role-play in communication training, communication competence and emotional intelligence were changed positively. Park’s (2013) research partially supports the result of this study. Park (2013) reported that when nursing students established human relationships through role-play training and home visits, emotional intelligence was improved. In other words, the more interpersonal relationships established, the more emotional intelligence may increase. The researchers recognized that a large number of individual relationships with educators and dynamic human relationships in group settings improved emotional intelligence. Feedback and discussion through video presentations also had positive effect on emotional intelligence. Students with high emotional intelligence could observe sentiments in others and match a pleasant tone and gesture to the appropriate time and place. Emotional intelligence is needed to amicably resolve

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Table 4 Comparison of Dependent Variables of Participants (N =87).

Variable

Groups

Communication

Exp. (n = 45) Cont. (n = 42) Exp. (n = 45) Cont. (n = 42)

Emotional intelligence

Pretest

Posttest

M ± SD

M ± SD

50.96 49.41 151.29 149.98

± ± ± ±

5.13 6.60 8.92 14.82

57.98 51.02 156.11 146.79

± ± ± ±

6.63 7.84 11.61 13.76

F*

p

24.88

.000

20.632

.000

NOTE. Exp. = Experimental group; Cont. = Control group. F* score is ANCOVA with pre-test scores as covariates.

interpersonal issues and can allow students to succeed in human relationships and have happy lives as individuals and in groups (Goleman, 1996). Because role-playing through a video clip or a film is helpful to understanding situations and emotions (Üstün, 2006), this study can be seen as showing positive effects on emotional intelligence. If an emotional intelligence scale is used in the research related to communication, it is thought that it will be useful in measuring detailed communication skills such as empathy and social skills. During this study, students were free to record their videos using smart phones at their convenience, rather than when their works were limited by a laboratory setting. As the clips were recorded in unlimited spaces like a simulation room or a classroom, they regarded the scenarios as communication problems occurring in everyday life and applied the communication skills such as self-exposure method and I-statement to each scenario. For instance, in a free theme session, a student who had experienced a collision in the parking lot made a video clip; applied I-statements to the problem solved it, and then brought it to the educator. This team recorded at a playground with one team member reproducing the actual situation using his car. One advantage of an I-statement is that situations can be reproduced, and without high-cost video equipment, they can determine that this is a convenient tool for recording video clips and using anywhere. Most university students have a smart phone; members of the experimental group in this study all had smart phones except for one student. Because students filmed in group, there was no difficulty in whether or not they owned a smart phone. This researcher let nursing students portray all the roles (including patients), but standard patient (SP) was not supported in this study. To make up for the disadvantages of role-playing, simulations or SP was used to improve communication competence (Kameg et al., 2010; Reising et al., 2011). However, there are some issues with applying simulation laboratories and SP to real-world settings. Simulation laboratories require a good deal of installation cost (Yoo et al., 2010), and the expense paid for SP should come from school budgets and funding. Accordingly, if an educator has difficulty obtaining the installation cost for a simulation laboratory and budget for SP, it is recommended that they use our method instead. Although the score for communication competence was not statistically significant in the case of the control group in this study, there was some change. Because this was mainly composed of a theory-oriented teaching method, there was not a big change in communication competence. The lowered emotional intelligence of the control group cannot be explained only by the communication class, but it is believed that all nursing faculty should be interested in this result. As a result of the traditional teaching method, it is difficult to regard it as lowering emotional intelligence; however, the purpose of a communication class is to improve empathy ability and to train students to understand others. Fernandaz et al. (2012) claimed that emotional intelligence training should be included in the nursing curriculum. Today’s nursing students should prepare for it, but this training is not common in nursing curriculum, and hospital practice curriculum begins from the junior year in Korea. The negative change in emotional intelligence cannot be helpful to students who will do hospital practice in the near future. Thus, we should analyze fundamental factors affecting the negative change in

emotional intelligence in future studies and suggest improvement of curriculum, counseling, and mediation. A variety of teaching methods have attempted to teach students to communicate (Kim, Han, Park, Kim, & Kim, 2010), but there is no best method yet (Zavertnik et al., 2010). Perhaps the nursing educators themselves are already aware of the most effective training methods of communication and will be able to select the best way to set up a lecture. While good teachers continue to develop their own teaching methods and combine their methods with the good teaching methods of others, they will have to look for the best teaching method for their purposes. Limitation In this study, the number of participants is small in the experimental group and the control group, so it is difficult to generalize the results because it is limited in some regions. This study could not evaluate the dynamics arising from a one-toone interview and feedback with professor, apart from regular communication class. We recommend that the following study design will have to include activities taking place outside of the regular class time. Acknowledgment This paper was supported by Wonkwang University in 2014. References Bomhold, C. R. (2013). Educational use of smart phone technology: A survey of mobile phone application use by undergraduate university students. Program: Electronic Library & Information System, 47(4), 424–436, http://dx.doi.org/10.1108/PROG-01-2013-0003. Cherry, M. G., Fletcher, I., & O’Sullivan, H. (2013). Exploring the relationships among attachment, emotional intelligence and communication. Medical Education, 47, 317–325, http://dx.doi.org/10.1111/medu.12115. Cunico, L., Sartori, R., Marognolli, O., & Meneghini, A. M. (2012). Developing empathy in nursing students: A cohort longitudinal study. Journal of Clinical Nursing, 21, 2016–2025, http://dx.doi.org/10.1111/j.1365-2702.2012.04105.x. Dusseldon, L. R. L. C., Meijel, B. K. G., & Derksen, J. J. L. (2010). Emotional intelligence of mental health nurse. Journal of Clinical Nursing, 20, 555–562, http://dx.doi.org/10. 1111/j.1365-2702.2009.03120.x. Fernandaz, R., Salamonson, Y., & Griffiths, R. (2012). Emotional intelligence as a predictor of academic performance in first year accelerated graduate entry nursing students. Journal of Clinical Nursing, 21, 3485–3492, http://dx.doi.org/10.1111/j.1365-2702.2012.04199.x. Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books. Goleman, D. (1998). Working with emotional intelligence. New York, NY: Bantam Books. Hur, G. H. (2003). Construction and validation of a global interpersonal communication competence scale. Korean Journal of Journalism & Communication Studies, 47(6), 380–408. Jirwe, M., Gerrish, K., & Emami, A. (2010). Student nurses’ experiences of communication in cross-cultural care encounters. Scandinavian Journal of Caring Sciences, 24(3), 436–444, http://dx.doi.org/10.1111/j.1471-6712.2009.00733.x. Jones, A. (2007). Putting practice into teaching: An exploratory study of nursing undergraduates’ interpersonal skills and the effects of using empirical data as a teaching and learning resource. Journal of Clinical Nursing, 16(12), 2297–2307, http://dx.doi. org/10.1111/j.1365-2702.2007.01948.x. Kameg, K., Clochesy, J., Mitchell, A. M., & Suresky, J. M. (2010). The impact of high fidelity human simulation on self-efficacy of communication skills. Issues in Mental Health Nursing, 31, 315–323, http://dx.doi.org/10.3109/01612840903420331. Kameg, K., Mitchell, A. M., Clochesy, J., Howard, V. M., & Suresky, J. (2009). Communication and human patient simulation in psychiatric nursing. Issues in Mental Health Nursing, 30, 503–508, http://dx.doi.org/10.1080/01612840802601366. Kim, S. A., Han, N. R., Park, J. H., Kim, M. J., & Kim, H. L. (2010). Application and evaluation of small group and music activity in a communication course. Journal of Korean Psychiatric Mental Health Nursing, 19(3), 307–317.

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Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students.

This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone. The study settings were the n...
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