The simulation method in learning interpersonal communication competence--experiences of masters' degree students of health sciences.

Background: This article describes the experiences of master students of nursing science in learning interpersonal communication competence through the simulation method. The exercises reflected challenging interactive situations in the field of health care. Few studies have been published on using the simulation method in the communication education of teachers, managers, and experts in this field.

Objectives: The aim of this study is to produce information which can be utilised in developing the simulation method to promote the interpersonal communication competence of master-level students of health sciences.

Design: This study used the qualitative, descriptive research method.

Settings: At the Department of Nursing Science, the University of Eastern Finland, students major in nursing science specialise in nursing leadership and management, preventive nursing science, or nurse teacher education.

Participants: Students from all three specialties taking the Challenging Situations in Speech Communication course participated (n=47).

Methods: Essays on meaningful learning experiences collected using the critical incident technique, underwent content analysis.

Results: Planning of teaching, carrying out different stages of the simulation exercise, participant roles, and students' personal factors were central to learning interpersonal communication competence.

Conclusion: Simulation is a valuable method in developing the interpersonal communication competence of students of health sciences at the masters' level. The methods used in the simulation teaching of emergency care are not necessarily applicable as such to communication education. The role of teacher is essential to supervising students' learning in simulation exercises. In the future, it is important to construct questions that help students to reflect specifically on communication.