Effects of Scenario-Based Learning Management on Confidence and Therapeutic Communication Skills in Nursing Students, Faculty of Nursing Suan Dusit University
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Abstract
This quasi-experimental research with one-group pretest-posttest design aimed to study the effects of scenario-based learning on confidences and therapeutic communication skill in nursing students. The sample comprised 42 fourth-year nursing students, Faculty of Nursing, Suan Dusit University who were selected by purposive sampling and participated in a three-week program. The samples were assigned to perform patient and nurse role play scenarios regarding the six-situation scenario-based learning within three weeks. These activities consisted of 1) knowledge summaries 2) videos recorded for the role play scenario and 3) sharing feedback and giving recommendations after viewing the videos. Data were collected during the first and fourth weeks, using confidence questionnaires in nursing intervention and testing nursing students’ knowledge of therapeutic communication. The instruments had the content validity of .90 and the reliability was .92. Data were analyzed using descriptive statistics, percentage, mean, standard deviation, one-samples t- test, and paired t-test.
The results showed that the mean score of confidence in nursing practice with psychiatric patients were significantly higher than before the experiment and higher than the control group (p-value < .05), ( = 4.28, S.D = .22 and
= 3.25, S.D =.32, t t-test = 22.88). Furthermore, the mean score of therapeutic communication skill was 60% greater than the standard with the statistical significance of .05 (
= 1.92, S.D = .08 and
= 1.20, S.D = .00, t-test = 114.54). The results of this study demonstrated that scenario-based learning increased confidence in caring for psychiatric patients and enhanced the therapeutic communication skill in nursing students.
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