Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students

Soo Jin Kim; Boyoung Kim

doi:10.4040/jkan.2018.48.6.708

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Kim and Kim: Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students

Original Article

J Korean Acad Nurs 2018;48(6):708-719.

Published online: 15 January 2018

DOI: https://doi.org/10.4040/jkan.2018.48.6.708

Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students

Soo Jin Kim¹, Boyoung Kim^2,

¹College of Nursing · Research Institute of Nursing Science, Chonnam National University, Gwangju

²College of Nursing · Institute of Health Sciences, Gyeongsang National University, Jinju, Korea

Address reprint requests to : Kim, Boyoung College of Nursing · Institute of Health Sciences, Gyeongsang National University, 816-15 Jinju-daero, Jinju 52727, Korea Tel: +82-55-772-8248 Fax: +82-55-772-8222 E-mail: dasom7812@daum.net

Received 8 August 2018 Revised 6 December 2018 Accepted 6 December 2018

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

This study was conducted to examine the effects of a communication empowerment program based on situated learning theory for nursing students.

Methods

A non-equivalent control group pretest-posttest design was used. The study participants were 61 nursing students (31 in the experimental group and 30 in the control group) from G city. Data were collected from November 3, 2015 to December 10, 2015. The experimental group received eight sessions of the program, which were scheduled twice a week, with each session lasting two hours. The data were analyzed using chi-square test, Fisher's exact test, and an independent t-test using SPSS/WIN 20.0.

Results

There were significant increases in self-efficacy for communication (t=2.62, p=.011), emotional intelligence (t=2.66, p=.010), and interpersonal communication competence (t=2.87, p=.006) in the experimental group compared to the control group.

Conclusion

Based on the findings, our study suggests a need to include content from communication curricula or clinical communication training programs for improving undergraduate nursing students’ communication skills in practice settings.

Keywords: Nursing, Students, Communication, Situation

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Figure 1.

Conceptual framework of communication empowerment program based on situated learning theory.

Figure 2.

Flow diagram of the study participants.

Table 1.

Communication Empowerment Program Based on Situated Learning Theory

Session	Theme	Contents	Activities	Strategy
1	Finding my link with you	Understanding content and meaning of program	- Lecture	Authentic contexts
		Setting up rules and a written pledge	- Small group
		Looking back people or things related to me in the past	- Individual exercise
		Drawing relationships with current people
		Introducing most important people
2	Recognizing feelings of self	Emotion recognition of oneself and others	- Lecture	Authentic activity
		Recognizing self-esteem in clinical situations and others	- Small group	Articulation
		Reflection	- Individual exercise
3	Learning about emotion regulation	Knowing how to control your own and others’ emotions	- Lecture	Authentic contexts
		Expressing self-esteem in clinical situations empathy in a clinical situation scenario		Articulation
		Reflection
4	Finding an obstacle to communication in situations	Knowing effective communication	- Lecture	Authentic contexts
		Finding an obstacle to communication in clinical situations	- Role play	Articulation
		Experience unilateral and bilateral communication in clinical situations
		Reflection
5	Training listening	Listening in clinical situations	- Faculty demonstration	Multiple perspectives
	& empathy skills	Expressing emotional and emotional understanding in clinical situations		Authentic activity
			- Role play
		Reflection
6	Delivering & self-help training	Expressing emotions in conflict situations	- Case analysis	Multiple perspectives
		Understanding of delivery, assertion training	- Role play	Expert performance
		Reflection	- Feedback
7	Applying communication skills	Finding my own changes	- Small group	Multiple perspectives
		Applying communication in the clinical field	- Individual exercise	Expert performance
		Reflection		Reflection
8	Establishing communication in life	Sharing impressions	- Group discussion	Collaboration
		Promoting communication related to clinical situations making UCC	- Feedback and sharing	Authentic activity
		Closing		Assessment

UCC=User created contents.

Table 2.

Homogeneity Test for General Characteristics and Study Variables (N=61)

Characteristics		Exp. (n=31) n (%) or M±SD	Cont. (n=30) n (%) or M±SD	χ² or t	p
Characteristics		n (%) or M±SD	n (%) or M±SD	χ² or t	p
Gender	Male	5 (16.1)	6 (20.0)	0.16	.749
	Female	26 (83.9)	24 (80.0)
Age (yr)		22.35±1.14	22.87±1.78	-1.34	.184
Academic performance	High	1 (3.2)	0 (0.0)		>.999^†
	Moderate	26 (83.9)	25 (83.3)
	Low	4 (12.9)	5 (16.7)
Stress level of college life	High	0 (0.0)	1 (3.3)		.803^†
	Moderate	2 (6.5)	2 (6.7)
	Low	29 (93.5)	27 (90.0)
Attitude of parents	Authoritarian	4 (12.9)	2 (6.7)		.399^†
	Permissive	7 (22.6)	11 (36.7)
	Authoritative	20 (64.5)	17 (56.7)
Self efficacy of communication		114.71±6.23	118.07±9.06	-1.69	.096
Emotional intelligence		57.19±6.28	58.30±4.66	-0.78	.439
Interpersonal communication competence		145.58±9.37	149.50±7.80	-1.77	.082

Exp.=Experimental group; Cont.=Control group; M=Mean; SD=Standard deviation.

^† Fisher’s exact test.

Table 3.

Effects of Communication Empowerment Program on Self Efficacy of Communication, Emotional Intelligence and Interpersonal Communication Competence between Two Groups (N=61)

Variables	Groups	Pretest	Posttest	Difference	t	p
Variables	Groups	M±SD	M±SD	M±SD	t	p
Self efficacy of communication	Exp.	114.71±6.23	118.10±8.45	3.39±8.32	2.62	.011
	Cont.	118.07±9.06	115.43±9.40	-2.63±9.64
Emotional intelligence	Exp.	57.19±6.28	62.32±6.08	5.13±8.97	2.66	.010
	Cont.	58.30±4.66	58.30±7.83	0.00±5.78
Interpersonal communication competence	Exp.	145.58±9.37	153.03±11.90	7.45±12.53	2.87	.006
	Cont.	149.50±7.80	149.67±10.56	0.17± 6.42

Exp.=Experimental group (n=31); Cont.=Control group (n=30); M=Mean; SD=Standard deviation.

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