Technology-based interactive communication simulation addressing challenging communication situations for nursing students.

Background: Simulation-based interventions for nursing students addressing challenging communication situations involving geriatric patients and end-of-life care are limited.

Purpose: This study evaluated the effects of technology-based interactive communication simulations on nursing students' communication knowledge, self-efficacy, skills, compassion, and program satisfaction.

Method: A randomized controlled repeated-measures design was used with third- and fourth-year nursing students enrolled in five nursing colleges located in five regions in Korea as participants.

Technology-based interactive communication simulation for Korean nurses: A randomized controlled repeated-measures design.

Background: Effective and standardized technology-based communication simulations addressing diverse clinical situations for novice nurses are limited.

Objectives: This study evaluated the efficacy of the Technology-based Interactive Communication Simulation for Nurses on communication competency (knowledge, self-efficacy, skills, and clarity), compassion, and assertiveness among novice nurses.

Design: We used a randomized controlled repeated-measures design.

Nursing Students' Experiences with Computer Simulation-Based Communication Education.

Simulation-based communication education has improved nursing students' communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students' responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students' responses to challenging clinical situations.

Efficacy of the computer simulation-based, interactive communication education program for nursing students.

Background: Simulation-based education using standardized patients or high fidelity patient simulators is resource-intensive and can be limited in its consistency and repeatability. Standardized, interactive, and effective computer simulation-based education programs that improve communication skills among nursing students are greatly needed.

Objectives: This study aimed to (1) compare the efficacy of a computer simulation-based, interactive communication education (ComEd) program and an attention control (AC) program on communication knowledge, learning self-efficacy, and communication efficacy at baseline and twice after the intervention (immediately after and two weeks after); and (2) assess the acceptability and satisfaction of the ComEd reported by the participants.