The effect of training in communication skills on medical doctors' and nurses' self-efficacy. A randomized controlled trial

OBJECTIVE: To investigate the effect of communication skills training on doctors' and nurses' self-efficacy, to explore how training courses influence the initial experience of self-efficacy and to identify determinants of health professionals' self-efficacy. METHODS: The study was conducted as a randomized trial. Clinicians in the intervention group received a 5 day communication course and the control group received no intervention. The impact of the intervention was evaluated by means of questionnaires measuring the effect of communication courses on changes in doctors' and nurses' self-efficacy. RESULTS: Clinicians who participated in the communication course improved their self-efficacy for specific communication tasks with up to 37%. The improvements remained constant for the following 6 months. The training course did not influence the initial experience of self-efficacy. CONCLUSION: Communication skills training can improve clinicians' evaluation of his or her ability to perform a specific communication task - measured as self-efficacy. PRACTICE IMPLICATIONS: Communication courses can be used to improve doctors' and nurses' ability to perform some of the essential communicative demands they are facing in daily praxis.     

不同延续护理方式对2型糖尿病患者自我效能及治疗效果的影响

目的探究不同延续护理模式对2型糖尿病患者自我效能及治疗效果的影响。方法选取2017年10月-2018年3月我院收治的在院期间血糖控制达标的2型糖尿病患者142例为研究对象,采用随机数字表法将其分为一体化组(72例)和常规组(70例),常规组采用传统延续护理模式,一体化组采用信息技术支持下医院-社区-家庭一体化延续护理模式。随访6个月后,比较2组患者血糖控制情况、自我管理效能及生活质量。结果一体化组患者空腹血糖、餐后2h血糖、糖化血红蛋白水平及体质指数均较常规组降低(P<0.05);一体化组患者在饮食、运动、血糖监测和足部护理方面的自我管理效能均优于常规组(P<0.05),用药行为方面,2组得分差异无统计学意义(P>0.05);2组患者DSQL生活质量评分在时间及组间方面比较,差异有统计学意义(P<0.05)。结论基于信息化技术的医院-社区-家庭一体化延续护理模式可提高T2DM患者自我管理能力,改善患者血糖控制情况和生活质量。     

Are person-related and socio-structural factors associated with nurses’ self-management support behavior? A correlational study

Objective

To explore nurses’ self-perceived behavior of supporting patients’ self-management, and its association with person-related and socio-structural factors.

Effect of the dedicated education unit on nursing student self-efficacy: A quasi-experimental research study

Although the Dedicated Education Unit (DEU) has shown initial promise related to satisfaction with the teaching/learning environment, few studies have examined student outcomes related to the use of the DEU as a clinical education model beyond student satisfaction. The purpose of this quantitative, quasi-experimental study was to compare student outcomes from the traditional clinical education (TCE) model with those from the DEU model. Participants were students enrolled in a four-year baccalaureate program in nursing (n = 193) who had clinical education activities in one of three clinical agencies. Participants were assigned to either the DEU or a TCE model. Pre-clinical and post-clinical self-efficacy scores were measured for each group using an adapted Generalized Self-Efficacy Scale (Schwarzer and Jerusalem, 1995). Both groups experienced a significant increase in self-efficacy scores post clinical education. The increase in self-efficacy for the DEU students was significantly greater than the increase in self-efficacy for the traditional students. Self-efficacy is considered an important outcome of nursing education because high self-efficacy has been linked to making an easier transition from student to nursing professional. This study supports the quality of the DEU as a clinical education model by examining student self-efficacy outcomes.     

Building psychosocial assets and wellbeing among adolescent girls: A randomized controlled trial

We conducted a randomized controlled trial of a 5-month resilience-based program (Girls First Resilience Curriculum or RC) among 2308 rural adolescent girls at 57 government schools in Bihar, India. Local women with at least a 10th grade education served as group facilitators. Girls receiving RC improved more (vs. controls) on emotional resilience, self-efficacy, social-emotional assets, psychological wellbeing, and social wellbeing. Effects were not detected on depression. There was a small, statistically significant negative effect on anxiety (though not likely clinically significant). Results suggest psychosocial assets and wellbeing can be improved for girls in high-poverty, rural schools through a brief school-day program. To our knowledge, this is one of the largest developing country trials of a resilience-based school-day curriculum for adolescents.     

Aromatherapy Hand Massage for Test Anxiety and Self-Efficacy in Nursing Students: A Pilot Study

The purpose of this study was to determine if aromatherapy hand massage (HM) could improve test anxiety and self-efficacy in nursing students. Participants were randomized to receive aromatherapy hand massage (AHM), unscented HM, or no intervention (C) 60 minutes before an examination. No significant differences were found, but analysis of the percentage change from the means demonstrated the largest decrease in test anxiety in the AHM group (AHM = ?12.4%, HM = ?8.63%, C = ?1.76%). Self-efficacy trends followed a similar pattern (AHM = 5.93%, HM = ?3.03%, C = 0.52%). The trends in the percentage change from the means indicate that a larger sample may show improvements in test anxiety and self-efficacy with the use of AHM, which could improve nursing students’ academic performance and decrease attrition rates.     

支持教育对乳腺癌患者化疗期间焦虑、抑郁和自我效能感的影响

目的：探讨支持教育对乳腺癌患者化疗期间焦虑、抑郁和自我效能感的影响。方法选取80例2013年1-10月完成术后第1化疗疗程,焦虑自评量表（ SAS）和抑郁自评量表（ SAS）标准分50～59分的乳腺癌患者,按入选顺序随机分为研究组和对照组各40例,再进行一般自我效能感量表（GSES）测评,对照组患者给予肿瘤化疗常规护理和心理护理,研究组患者在对照组的基础上给予Orem自理模式支持教育系统干预,所有病例于第2和第3疗程结束的次日再次进行SDS、SAS、GSES测评,将所得数据进行统计学分析。结果干预后,第2疗程对照组与研究组SDS评分分别为（50．20±2．26）,（47．70±3．96）分;SAS评分分别为（51．55±2．81）,（48．60±4．56）分;GSES评分分别为（1．76±0．31）,（2．06±0．41）分,两组比较差异有统计学意义（t值分别为8．797,10．223,14．585;P＜0．01）：第3疗程对照组和研究组SDS评分分别为（47．50±2．32）,（43．65±4．44）分;SAS 评分分别为（47．55±3．39）,（43．05±5．62）：GSES评分分别为（1．85±0．34）,（2．27±0．41）,两组比较差异有统计学意义（t值分别为10．466,11．473,28．283;P＜0．01）。结论支持教育护理模式提高患者的一般自我效能感,明显改善患者焦虑、抑郁状态,值得在临床护理推广。     

Vaccine-related standard of care and willingness to respond to public health emergencies: A cross-sectional survey of California vaccine providers

Introduction

Responding to a vaccine-related public health emergency involves a broad spectrum of provider types, some of whom may not routinely administer vaccines including obstetricians, pharmacists and other specialists. These providers may have less experience administering vaccines and thus less confidence or self-efficacy in doing so. Self-efficacy is known to have a significant impact on provider willingness to respond in emergency situations.

Methods

We conducted a survey of 800 California vaccine providers to investigate standard of care, willingness to respond, and how vaccine-related standard of care impacts willingness to respond among these providers. We used linear regression to examine how willingness to respond was impacted by vaccine-related standard of care.

Results

Forty percent of respondents indicated that they had participated in emergency preparedness training, actual disaster response, or surge capacity initiatives with significant differences among provider types for all measures (p = 0.007). When asked to identify barriers to responding to a public health emergency, respondents indicated that staff size or capacity, training and resources were the top concerns. Respondents in practices with a higher vaccine-related standard of care had a higher willing to respond index (β = 0.190, p = 0.001). Respondents who had participated in emergency training or actual emergency response had a higher willing to respond index (β = 1.323, p < 0.0001).

Conclusion

Our study suggests that concerns about staff size and surge capacity need to be more explicitly addressed in current emergency preparedness training efforts. In the context of boosting response willingness, larger practice environments stand to benefit from self-efficacy focused training and exercise efforts that also incorporate standard of care.     

健康教育对手术治疗重症胆管炎患者自我效能感影响的研究

目的：探讨健康教育对手术治疗重症胆管炎患者自我效能感的影响。方法选取住院需手术治疗的重症胆管炎患者200例,对患者实施行为干预、社会支持、疾病知识宣教,比较健康教育前后患者自我效能感的差异。结果健康教育后重症胆管炎患者的日常生活、健康行为、药物治疗及遵医行为得分均较健康教育前明显提高（均P＜0.05）;患者对护理服务的满意度较健康教育前明显改善（ P＜0.05）。结论健康教育可增强手术治疗的重症胆管炎患者的自我效能感,是提高患者治疗依从性,延缓疾病发展,建立健康行为方式的有效方法之一。     

糖尿病患者自我效能与自觉健康控制的相关性研究

目的：探讨糖尿病患者自我效能与自觉健康控制的关系,旨在促使糖尿病患者健康意识及自我效能的提高。方法选取2011年10月-2013年10月收治的108例糖尿病患者作为研究对象,对患者的一般资料以及自我效能、自觉健康控制等方面进行调查分析。结果患者的健康行为自我效能的总得分为（61．76±8．39）分,条目平均分（2．37±0．93）分,总得分以及各维度得分多数居于中等水平;在糖尿病患者自觉健康控制评分中,外部权威人士控制的得分为（25．47±5．39）分,得分相对较高;外部命运控制的得分为（20．13±5．82）分,位居第二;内部控制的得分为（19．92±7．14）分,相对最低;糖尿病患者的健康行为自我效能与患者的内部控制以及外部权威人士控制呈正相关（ r值分别为0．517,0．262;P＜0．05）,与外部命运控制呈负相关（r＝-0．378,P＜0．05）。结论在护理工作中,应当加强健康教育以及心理干预,对糖尿病患者的健康行为进行有效的引导和科学的指导,促使患者相信健康取决于内部控制以及外部权威人士的控制,提高健康行为自我效能,养成良好的生活习惯,提高临床治疗效果。