Main Article Content
Effective therapeutic communication is the important tool for providing care to psychiatric patients. This quasi-experimental research examined the effects of simulation-based learning on self-confidence in therapeutic communication practice. Sample were 62 junior baccalaureate nursing students in the 2018 academic year at Boromarajonani College of Nursing, Bangkok. The subjects were randomly assigned to 2 groups (32 students to intervention group, and 30 to control group). The intervention group engaged in a simulation-based learning meanwhile the control group engaged in traditional classroom lecture. Research instruments consisted of: (a) the manual of simulation-based learning for therapeutic communication practice (scenario, communication observation checklist, and reflection questions); and (b) the self-confidence assessment scale on therapeutic communication practice. Content validity index of the self-confidence assessment scale was .92; and Cronbach’s alpha coefficient was .95. Data were analyzed using descriptive statistics and t-test.
Results are as follows: 1) in the intervention group, post-test mean score of self-confidence in therapeutic communication practice was significantly higher than pre-test (p<.001); and 2) the intervention group reported significantly higher mean score of self-confidence in therapeutic communication practice than the control group (p<.01). Results of this study provide useful information to support the effective
of using simulation-based learning on skill preparation for therapeutic communication among nursing
students before clinical practicum.
Article published Is the copyright of the Journal of Health and Nursing Research (Boromarajonani College of Nursing, Bangkok) Cannot be republished in other journals
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