Objective: To understand the current situation of negative experiences of nursing communication among nursing interns and analyze the influencing factors. Methods: For convenience sampling, 194 nursing interns were surveyed by questionnaires. Results: Negative experience of nursing-patient communication among nursing interns is very common, and it is influenced by many factors such as nursing interns’ communication ability, age, gender, educational background, and whether they voluntarily choose a nursing major. Conclusion: Schools and hospitals should strengthen the training of communication ability of nursing interns, and improve the ability of nursing interns to deal with negative experiences.
References
[1]
Farzi, S., Taleghani, F., Yazdannik, A. and Esfahani, M.S. (2021) Communication Culture in Cancer Nursing Care: An Ethnographic Study. SupportiveCareinCancer, 30, 615-623. https://doi.org/10.1007/s00520-021-06388-2
[2]
The National Health and Family Planning Commission (2015) Notice on Further Deepening Quality Care and Improving the Quality of Nursing Care Services.
[3]
Teaching Steering Committee of Colleges and Universities of the Ministry of Education (2022) National Standard for Undergraduate Professional Teaching Quality in Regular Institutions of Higher Learning. 3rd Edition, Higher Education Press, 812.
[4]
Zhang, Y.P. and Shi, R.F. (2013) Investigation on Negative Experiences of Nursing and Patient Communication. JournalofNursing, 28, 44-46.
[5]
Peplau, H.E. (1952) Interpersonal Relations in Nursing: A Conceptual Frame of Reference for Psychodynamic Nursing. G.P. Putnam’s Sons.
[6]
Yuan, Y.Q. (2019) Qualitative Analysis of Clinical Communication Events of Nursing Students in Internship. ScienceRegimen, 22, 214-215.
[7]
Zu, T.T., Cheng, M., Sun, X., et al. (2023) Analysis of the Current Situation and Influencing Factors of Clinical Adaptability of Trainee Nursing Interns. HigherMedicalEducationinChina, No. 7, 58-59.
[8]
Kim, J., Park, J.H. and Shin, S. (2020) Effectiveness of Simulation-Based Nursing Education Depending on Fidelity: A Meta-Analysis. NurseEducationToday, 87, Article ID: 104359.
[9]
Chow, K.M., Tang, W.K.F., Chan, W.H.C., Sit, W.H.J., Choi, K.C. and Chan, S. (2018) Resilience and Well-Being of University Nursing Students in Hong Kong: A Cross-Sectional Study. BMCMedicalEducation, 18, Article No. 13. https://doi.org/10.1186/s12909-018-1119-0
[10]
Cao, X.R. and Xie, L.L. (2018) A Qualitative Study on the Psychological Experiences of Nursing Students Encountering Nurse-Patient Communication Barriers. JournalofModernMedicine&Health, 34, 448-450.
[11]
Loving, A. (2018) Attachment, Trauma and Parenting in Social Work Practice. Royal Holloway, University of London.
[12]
Wu, X.H., Lan, X.E., Yao, M.R., et al. (2013) A Survey on Mental Health Status and Coping Strategies of Nursing Students in the Late Internship Period. NursingPracticeandResearch, 10, 137-139.
[13]
Tang, M.L., Tan, J., Zhang, Y.L., et al. (2023) Correlation Study of Nurses Clinical Communication Ability and Conflict Handling Patterns. JournalofNursing, 38, 10-14.
[14]
Edwards, D., Hawker, C., Carrier, J. and Rees, C. (2015) A Systematic Review of the Effectiveness of Strategies and Interventions to Improve the Transition from Student to Newly Qualified Nurse. InternationalJournalofNursingStudies, 52, 1254-1268. https://doi.org/10.1016/j.ijnurstu.2015.03.007
[15]
Benner, P. (1982) From Novice to Expert: Excellence and Power in Clinical Nursing Practice. AmericanJournalofNursing, 82, 402-407. https://doi.org/10.1097/00000446-198282030-00004
[16]
Festinger, L. (1957) A Theory of Cognitive Dissonance. Stanford University Press.
[17]
Si, L.J., Shi, H.M., Ma, H.J., et al. (2022) Investigation and Analysis of the Core Competence Status of 340 Practice Nurses. HigherMedicalEducationinChina, No. 1, 48-49.
[18]
Duchscher, J.E.B. (2009) Transition Shock: The Initial Stage of Role Adaptation for Newly Graduated Registered Nurses. JournalofNursingManagement, 17, 878-887.
