流程化沟通方式在提高护生临床沟通能力中的作用  

Effect of CICARE on improving the clinical communication ability of nursing students

作　　者：屈梅香 李佳[2] 何丹丹[2] 周弦 刘怡素[2] QU mei-xiang;LI jia;HE Dan-dan;ZHOU Xian;LIU Yi-su(Xiangya School of Public Health,Central South University,Changsha 410078,Hunan,CHINA;Hunan Provincial People＇s Hospital,Changsha 410005,Hunan,CHINA)

机构地区：[1]中南大学湘雅公共卫生学院,湖南长沙410078 [2]湖南省人民医院门诊,湖南长沙410005

出　　处：《海南医学》2018年第19期2804-2806,共3页Hainan Medical Journal

摘　　要：目的探讨流程化沟通方式(CICARE)在提高实习护生临床沟通能力中的作用。方法选取2017年3～8月在湖南省人民医院门诊进行临床实习的120名护生作为研究对象。建立CICARE沟通流程,有效地整合心理学知识,对实习护生进行培训,在培训前后分别采用护生临床沟通能力测评量表对实施效果进行评价。结果在采用流程化沟通方式前、后,实习护生的临床沟通能力总分分别为(76.53±8.33)分、(85.38±10.65)分,差异有统计学意义(P<0.05);其中建立和谐关系、敏锐倾听、确认患者问题、传递有效信息、验证感受实施前的得分分别为(15.79±1.69)分、(15.90±2.34)分、(15.15±2.55)分、(7.02±1.22)分、(13.30±2.54)分,实施后得分分别为(18.57±2.61)分、(17.76±2.32)分、(17.12±2.59)分、(7.38±1.42)分、(15.28±2.80)分,差异均有统计学意义(P<0.05);实施前、后,共同参与的得分分别为(9.04±1.81)分、(9.27±2.44)分,差异无统计学意义(P>0.05)。结论流程化沟通方式有助于提高实习护生的临床沟通能力。Objective To explore the effect of Connect-Introduce-Communicate-Ask-Respond-Exit（CICARE） on improving the clinical communication ability of nursing students. Methods A total of 120 nursing students studied in Outpatient Department of Hunan Provincial People＇s Hospital from March 2017 to August 2017 were enrolled as the study subjects. The CICARE communication process was established and the psychological knowledge was integrated effectively. The nursing students were trained and applied CICARE to patients. The effect of CICARE on the clinical communication ability of nursing students was evaluated by＂the clinical communication competence scale of nursing students＂. Results The total score of clinical communication ability of the nursing students before and after application of CICARE were（76.53±8.33） and（85.38±10.65）, which were significantly different（P〈0.05）. The scores of building a harmonious relationship, listening attentively, confirming patient＇s problem, transferring effective information, and verifying feeling were（18.57 ± 2.61）,（17.76 ± 2.32）,（17.12 ± 2.59）,（7.38 ± 1.42）,（15.28 ± 2.80） after application of CICARE, versus（15.79±1.69）,（15.90±2.34）,（15.15±2.55）,（7.02±1.22）,（13.30±2.54） before application of CICARE（P〉0.05）. The scores of common participation before and after CICARE was applied were（9.04 ± 1.81） and（9.27 ± 2.44）,which showed no statistically significant difference（P0.05）. Conclusion The CICARE communication process can improve the clinical communication ability of nursing students.

关 键 词：流程化沟通 护生 临床沟通能力 

分 类 号：R472[医药卫生—护理学]