Simulation Based Child and Family Communication Practice

Condition(s) studied

Investigational drug(s) / intervention(s)

simulation based training: Simulation practice enables the acquisition of realistic skills. Semi-structured scenarios used in the training allow nurses to demonstrate their real communication skills.

Study summary

The use of simulation-based methods in training pediatric nurses plays an important role in improving their communication skills. In this context, the aim of the research is to develop a simulation-based child and family communication training program. The study aims to evaluate the effect of this communication practice on the communication and problem-solving skills of pediatric nurses. The research is designed as a quasi-experimental study. The study sample will consist of 48 nurses working in pediatric clinics. The nurses, who will receive information about the simulation laboratory, will be divided into groups of 3, and the application will be conducted using a semi-structured scenario in the simulation laboratory. The application will be recorded on video, and feedback will be provided through debriefing sessions based on these recordings. A descriptive data form, a simulation self-assessment scale, a communication skills inventory, and an adult problem-solving scale will be used for data collection. Data will be collected before the application, and at the 1st week and 1st month after the application. As a result of the research, it is aimed to adapt the simulation-based communication skills given to pediatric nurses to the clinical environment.

Questions of the study;

Pediatric nurses before and 1 week and 1 month after simulation-based child and family practice:

Is there a difference between the mean scores of the Communication Skills Inventory? Is there a difference between the mean scores of the Problem Solving Inventory?

Pediatric nurses 1 week and 1 month after simulation-based child and family practice:

Is there a difference between the mean scores of the Simulation Self-Assessment Scale?

Eligibility

Primary outcome measure(s)

• Communication Skills Inventory — up to 1 month from the beginning of training
  The inventory used to assess an individual's own communication skills consists of 3 sub-dimensions: mental, emotional and behavioral. The first form, which was used as the "Communication Skills Assessment Scale" developed by Korkut (1996) with 70 items, was revised as the 45-item "Communication Skills Inventory" by Ersanlı and Balcı in 1998 after its validity and reliability was established. The inventory is a 5-point Likert scale. Opposite each statement, there are frequency expressions as "always (5), usually (4), sometimes (3), rarely (2), never (1)". The highest score that can be obtained from the inventory is 225 and the lowest score is 45. The total score obtained from the inventory shows the general communication skill level of the person. In addition, each sub-dimension of the inventory can be evaluated separately. A high score indicates a high level of communication skills. The cronbach alpha reliability coefficient of the scale is 0.72
• Problem Solving Inventory — up to 1 month from the beginning of the training
  The scale developed by Heppner and Peterson (1982) is a 6-point Likert-type scale consisting of 35 items that determines the stages of the problem solving process and evaluates what individuals think about their own problem solving behaviors and approaches. The inventory consists of three dimensions: "Solving Problem Confidence", 'Approach-Avoidance Style' and 'Personal Control'. The minimum score of the inventory is 32 and the maximum score is 192. Items 9, 22 and 29 of the inventory are not included in the scoring. The Turkish validity and reliability of the inventory was conducted by Şahin, Şahin, and Heppner (1993). The usability study for nurses was conducted by Erenler (2007). A high score obtained from the inventory indicates that the individual perceives himself/herself as inadequate in problem solving skills. Cronbach alpha internal consistency of the inventory was determined as 0.90.
• Self-Assessment Scale for Simulation Laboratory Applications (SES-SLP) — 1 week after the start of training
  The scale developed by Kılıcarslan Toruner et al. (2021) consists of 23 items and 2 sub-dimensions. The sub-dimensions of the scale are developmental factor (19 items) and challenging factor (4 items). The scale is 5-point Likert type. There are five options for each item in the scale: 0 = Disagree, 1 = Somewhat Agree, 2 = Undecided, 3 = Agree and 4 = Strongly Agree. Items 3, 6, 10 and 19 are reverse coded. The minimum score of the scale is 0 and the maximum score is 92. A high score indicates that the individual's perspective on professional knowledge, skills and attitudes has increased due to the practices. The cronbach alpha value of the scale is 0.94

Trial sites (1)

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