Volume 17, Issue 2 (4-2020)
J Res Dev Nurs Midw 2020, 17(2): 24-27 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Baniaghil A, Ghasemi S, Rezaei Aval M, Behnampour N. Effect of Communication Skill Training Based on Calgary-Cambridge Observation Model on Midwifery Students' Communication Skills. J Res Dev Nurs Midw 2020; 17 (2) :24-27
URL: http://nmj.goums.ac.ir/article-1-1152-en.html
URL: http://nmj.goums.ac.ir/article-1-1152-en.html
1- Counseling and Reproductive Health Research Center, School of Nursing and Midwifery, Golestan University of Medical Sciences, Gorgan, Iran
2- School of Nursing and Midwifery, Golestan University of Medical Sciences, Gorgan, Iran ,shohreh.ghasemi@goums.ac.ir
3- Master of Clinical Psychology, Judicatory, Gorgan, Iran
4- Biostatistics & Epidemiology Department, Faculty of Health, Golestan University of Medical Sciences, Gorgan, Iran
2- School of Nursing and Midwifery, Golestan University of Medical Sciences, Gorgan, Iran ,
3- Master of Clinical Psychology, Judicatory, Gorgan, Iran
4- Biostatistics & Epidemiology Department, Faculty of Health, Golestan University of Medical Sciences, Gorgan, Iran
Abstract: (5960 Views)
Background: Communication skills are of top priority for health care provider's professional traits and communication is an essential part of the midwifery care. Many studies of midwifery and midwifery students' communication skills are poor and average. This study aimed to evaluate the effects of communication skills training through the Calgary Cambridge model on communication skill among midwifery students.
Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software.
Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122.43±9.40 and 122.29±7.81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122±8.06 and 120±8.08 and the between-group difference was not significant (P=0.51).
Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students’ communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model.
Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software.
Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122.43±9.40 and 122.29±7.81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122±8.06 and 120±8.08 and the between-group difference was not significant (P=0.51).
Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students’ communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model.
perspective: Original Article |
Subject:
Midwifery
References
1. Sari MI, Prabandari YS, Claramita M. Physicians' professionalism at primary care facilities from patients' perspective: The importance of doctors' communication skills. Journal of Family Medicine and Primary Care. 2016;5(1):56-60. [View at paplisher] [DOI] [Google Scholar]
2. Khadivzadeh T, Katebi MS, Sepehri Shamloo Z, Esmaily H. Assessment of Midwives' Communication Skills at the Maternity Wards of Teaching Hospitals in Mashhad in 2014. Journal of Midwifery and Reproductive Health. 2015;3(3):394-400. [View at paplisher] [Google Scholar]
3. Andrissi L, Petraglia F, Giuliani A, Severi FM, Angioni S, Valensise H, et al. The influence of doctor-patient and midwife-patient relationship in quality care perception of Italian pregnant women: an exploratory study. Plos One. 2015;10(4):e0124353. [View at paplisher] [DOI] [Google Scholar]
4. Novak, brek. Berek & Novak's gynecology: Lippincott Williams & Wilkins; 2012. [View at paplisher]
5. Maguire P, Pitceathly C. Key communication skills and how to acquire them. British Medical Journal. 2002;325(7366):697. [View at paplisher] [DOI] [Google Scholar]
6. Hosseinchari M, Fadakar M. Investigating the effects of higher education on communication skills based on comparison of college and high school students. 2006;12(15):21-32. [Persian]. [View at paplisher] [Google Scholar]
7. Simbar M, Alizadeh Dibazari Z, Abed Saeidi J, Alavi Majd H. Assessment of quality of care in postpartum wards of Shaheed Beheshti Medical Science University hospitals, 2004. International Journal of Health Care Quality Assurance. 2005;18(5):333-42. [View at paplisher] [DOI] [Google Scholar]
8. Diane F, Cooper M. Myles textbook for midwives. NewYork: Churchill Livingstone; 2003. [View at paplisher]
9. Brook C. The New Midwifery: Science and Sensitivity in Practice. Journal of the Motherhood Initiative for Research and Community Involvement. 2003;5(2). [View at paplisher] [Google Scholar]
10. Taghizadeh Z, Rezaiepour A, Mehran A, Alimoradi Z. Usage of communication skills by midwives and its relation to clients' satisfaction. Hayat. 2007;12(4):47-55. [Persian] [View at paplisher] [Google Scholar]
11. Ahmadi M, Azimi N, Kiani M, Alavi Majd H. Investigating the relationship between medical students and patients in the labor ward of selected hospitals in Tehran. Medical Ethics Journal. 2012;5(17):77-88.[Persian] [View at paplisher] [Google Scholar]
12. Katebi MS, Khadivzadeh T, Sepehri Shamloo Z, Esmaily H. Evaluating Midwives Communication Skills from the Perspective of Parturient Women Attending to Hospitals for Delivery. Journal of Midwifery and Reproductive Health. 2017;5(2):882-9. [View at paplisher] [Google Scholar]
13. Salimi M, Peyman H, Sadeghifar J, Toloui Rakhshan S, Alizadeh M, Yamani N. Assessment of Interpersonal Communication Skills and Associated Factors among Students of Allied Medicine School in Tehran University of Medical Sciences.Iranian Journal of Medical Education.2013;12(12):895-902.[Persian] [View at paplisher] [Google Scholar]
14. Özdemir G, Kaya H. Midwifery and nursing students' communication skills and life orientation: Correlation with stress coping approaches. Nursing And Midwifery Studies. 2013;2(2):198. [View at paplisher] [DOI] [Google Scholar]
15. Brown R, Bylund CL. Theoretical models of communication skills training. Handbook of Communication in Oncology and Palliative Care. 2011:27-40. [View at paplisher] [DOI] [Google Scholar]
16. Managheb E. Effective Communication with Patients: for Medical Students and Doctors. Shiraz: Irsa. 2010. 136 p. [persian]
17. Kurtz SM, Silverman JD. The Calgary-Cambridge Referenced Observation Guides: an aid to defining the curriculum and organizing the teaching in communication training programmes. Med Educ. 1996;30(2):83-9. [View at paplisher] [DOI] [Google Scholar]
18. Kurtz S, Silverman J, Benson J, Draper J. Marrying content and process in clinical method teaching: enhancing the Calgary-Cambridge guides. Academic Medicine. 2003;78(8):802-9. [View at paplisher] [DOI] [Google Scholar]
19. Jensen BF, Gulbrandsen P, Dahl FA, Krupat E, Frankel RM, Finset A. Effectiveness of a short course in clinical communication skills for hospital doctors: results of a crossover randomized controlled trial. Patient Educ Couns. 2011;84(2):163-9. [View at paplisher] [DOI] [Google Scholar]
20. Berkhof M, van Rijssen HJ, Schellart AJ, Anema JR, van der Beek AJ. Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews. Patient Educ Couns. 2011;84(2):152-62. [View at paplisher] [DOI] [Google Scholar]
21. Stein T, Frankel RM, Krupat E. Enhancing clinician communication skills in a large healthcare organization: a longitudinal case study. Patient Educ Couns. 2005;58(1):4-12. [View at paplisher] [DOI] [Google Scholar]
22. Maguire P, Booth K, Elliott C, Jones B. Helping health professionals involved in cancer care acquire key interviewing skills-the impact of workshops. Eur J Cancer. 1996;32(9):1486-9. [View at paplisher] [DOI] [Google Scholar]
23. Shakerinia I. Physician-patient relationship and patient's satisfaction. Iranian Journal of Medical Ethics and History of Medicine. 2009;2(3):9-16. [Persian]. [View at paplisher] [Google Scholar]
24. Khodadadi E, Ebrahimi H, Moghaddasian S, Babapour J. The effect of communication skills training on quality of care, self-efficacy, job satisfaction and communication skills rate of nurses in hospitals of tabriz, iran. JCS. 2013;2(1):27-37. [View at paplisher] [Google Scholar]
25. Zamani A, Shams B, Moazzam E. Communication Skills Training for Physicians as a Strategy for Enhancing Patients' Satisfaction: A Model for Continuing Education. Iranian Journal of Medical Education. 2004;4(1):15-22. [View at paplisher] [Google Scholar]
26. Banidavoodi S, Hoseinzade M, Maraghi E. Assessment of physicians' communication with patients in Ahvaz Hospitals from Patient and observer 'Perspectives. Educ Develop Jundishapur. 2013;4(4):65-71.[persian] [View at paplisher] [Google Scholar]
27. Ferris HA. The Use of Small Group Tutorials as an Educational Strategy in Medical Education. IJHE. 2015;4(2):225. [View at paplisher] [DOI] [Google Scholar]
28. Silverman J, Kurtz S, Draper J. Skills for communicating with patients: CRC Press; 2016. [View at paplisher] [DOI] [Google Scholar]
29. Choudhary A, Gupta V. Teaching communications skills to medical students: Introducing the fine art of medical practice. Int J Appl Basic Med Res. 2015;5(Suppl 1):S41. [View at paplisher] [DOI] [Google Scholar]
30. Baezat F, Rahimi S. The effectiveness of communication skills training on medical students' self-efficiency and social well-being based on the Calgary- Cambridge model. Bi-quarterly Journal of Educational Studies NAMA . 2015:12-9. [Persian] [View at paplisher] [Google Scholar]
31. Yousefi F. The relationship between emotional Intelligence and communication Skills in university students. Journal of Iranian Psychologists. 2006;3(9):21-6.[Persian]. [View at paplisher] [Google Scholar]
32. Rhezaii S, Hossaini AM, Falahi M. Evaluating Impact Of Communication Skills Training On Level Of Job Stress Among Nursing Personnel Working At Rehabilitation Centers In Cities&58; Ray-Tehran-Shemiranat. Tehran University Medical Journal. 2006;64(1):21-6. [Persian]] [View at paplisher] [Google Scholar]
33. Baniaghil AS, Ghasemi S, Rezaei M, Behnampour N. Investigation of communication skills training effect based on Calgary- Cambridge model on interviewing skill in midwifery students of Golestan University of Medical Sciences, Gorgan,2018. Gorgan: Golestan University of Medical Sciences; 2018. [Persian] [View at paplisher] [Google Scholar]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
