Objective To explore an optimal training model of clinical communication competence for nursing students. Methods The training model including 24 items was established regarding training principle, educational idea, theme, content and procedure. With a self-designed questionnaire, 61 experts were investigated for the feasibility of the model through field investigation and e-mail consulting. Results The mean authority coefficient, positive coefficient, variation coefficient were 0.80, 0.90, 0.03~0.32 respectively. The average score of each item was 4.43~4.97 (five for full mark). Experts evaluation varied greatly in only four items (P<0,05). Conclusion The model in general remains its initial proposal with some minor revisions based on experts' suggestions and eventually it is identified as a systematic training model of clinical communication competence for nursing students.%目的 探讨实习护生临床沟通能力培训模式的设置方案,为相关培训提供指导.方法 按照教学设计的基本要求,从培训原则、教育理念、教学主题、教学内容和教学过程5个方面确定实习护生临床沟通能力培训初步方案,具体内容共24个条目.依此方案自设调查问卷,以高校教师13名、临床护理专家16名和带教老师32名为对象,采用现场调查与电子邮件函询2种方式,对上述方案进行专家咨询与评价.结果 专家平均权威系数0.80,积极系数0.90,变异系数0.03～0.32,各条目均分4.43～4.97分(5分制),满分频率为60%～97%.进阶性原则、以问题为中心的教学模式、某临床情景下专业知识与技能、患者心理状态与应对4个条目不同专家群的评价出现分歧(P＜0.05).给药护患沟通、出院患者沟通与某一临床情景下沟通的主要信息内容3个条目P值介于0.05～0.20之间,说明这些项目的 评分差异不具有统计学意义,但无法判断其一致性.其余17个条目P≥0.20,说明不同专业的专家群对这17个条目的 评价一致性较好.结论 培训模式基本保留初步设计方案,根据专家咨询结果适当调整,最终确定为"实习护生临床沟通能力系统化专项培训模式".
展开▼
