Journal List > J Korean Acad Nurs > v.48(6) > 1111065

J Korean Acad Nurs. 2018 Dec;48(6):708-719. Korean.
Published online Dec 31, 2018.  https://doi.org/10.4040/jkan.2018.48.6.708
© 2018 Korean Society of Nursing Science
Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students
Soo Jin Kim,1 and Boyoung Kim2
1College of Nursing · Research Institute of Nursing Science, Chonnam National University, Gwangju, Korea.
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, Email: dasom7812@daum.net
Received Aug 08, 2018; Revised Dec 06, 2018; Accepted Dec 06, 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

Figures


Figure 1
Conceptual framework of communication empowerment program based on situated learning theory.
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Figure 2
Flow diagram of the study participants.
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Tables


Table 1
Communication Empowerment Program Based on Situated Learning Theory
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Table 2
Homogeneity Test for General Characteristics and Study Variables (N=61)
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Table 3
Effects of Communication Empowerment Program on Self Efficacy of Communication, Emotional Intelligence and Interpersonal Communication Competence between Two Groups (N=61)
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Notes

This research was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Education (2015R1D1A1A01061311).

CONFLICTS OF INTEREST:The authors declared no conflict of interest.

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