Communication Practices to Develop the Health Literacy Competencies in Nursing Students

NCT06490406 | Completed

• 1 other identifier: sol-201900138441-tra
• Study Type: interventional
• Target: 82
• Locations: 1 country
• Sites: 1

Brief Summary

Communication is a key health literacy educational competency in the professional training of health providers. However, students often have difficulty in applying theoretical communication models to the reality of clinical practice. Multimodal interventions based on simulation models emerge as an essential element to overcome this gap. During the simulation training, students must be aware of their communication errors and the needs that patients share in a clinical interaction. The aim is to evaluate the effectiveness of multimodal training, which incorporates a systematic feedback guide about the student's clinical interview simulation performance, as a training complement to classical education to improve health literacy competencies and clear communication practices in health sciences students. A randomized controlled trial will be conducted on 82 second-year nursing students recruited from the University of Cadiz. The experimental and control groups will receive the same communication multimodal training except for the inclusion of feedback on key aspects of communication for health literacy, which the experimental groups only used. Students will be assessed through clinical interview simulations by external observers. Bivariate and inferential statistical analyses will be carried out.

Conditions

Health Literacy; Competence; Nursing Students

Keywords

Health Communication; Formative feedback; Health Literacy; Randomized Controlled Trial; Simulation

Outcome Measures

Primary Outcomes (1)

• Clinical relationship during the healthcare process

  Clinical relationship developed between a healthcare professional and a patient was measured through CICAA scale (pre-test, post-test 1, and post-test 2). The CICAA scale is a measure instrument designed to assess the clinical relationship (CR) developed between a health professional and a patient. It can be used to evaluate global or partial aspects of CR, is based on an external evaluation through observation of the interaction and can be used for teaching purposes. For all 29 items (scored 0, 1, 2), the minimum score is 0, and the maximum score is 58. The higher the score, the better the communication skills in the consultation.

  5 months

Study Arms (2)

Experimental Group 1 (EG1)

EXPERIMENTAL

In addition to the usual training in communication skills, a systematic and digitalized guide will be used that included the "health literacy practices" qualified by Coleman et al. \[10\] as a training complement and self-assessment of its performance. They will also receive feedback from independent observers (according to the systematic guide).

Behavioral: Multimodal intervention (communication and education simulations) for EG1

Control Group / Experimental Group 2 (CG / EG2)

NO INTERVENTION

The CG will receive the usual training (consisting of two weekly meetings of two hours each with seven sessions whose main topics were social skills for clinical interviews: opening and closing of the clinical interviews, non-verbal communication, active listening, empathy, helping relationship, giving information about the nature of the disease and rationality of the therapeutic measures, health education, and negotiation). Furthermore, throughout the course, they will self-assess their performance using the opening video recording without systematic guidance and they will receive feedback about their communication practices during this first performance. Thus, CG will receive the full intervention after being evaluated (post-test 1 assessment), becoming the delayed Experimental Group 2 (EG2)

Interventions

Multimodal intervention (communication and education simulations) for EG1 BEHAVIORAL

In summary, students in EG1 received the following multimodal intervention flow: 1) Health communication training, 2) Structured educational simulation using standardized patients (SPs), and 3) simulation feedback and self-assessment using a systematic guide that included the "health literacy practices".

Experimental Group 1 (EG1)

Eligibility Criteria

• Age: 18 Years - 67 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Second-year nursing students at the University of Cadiz enrolled in the Interpersonal Communication Skills subject.

You may not qualify if:

• Absence in training.
• Does not consent to participate in the study.

Sponsors & Collaborators

• University of Cadiz: lead

Study Sites (1)

Faculty of Nursing, University of Cadiz

Algeciras, Cadiz, 11207, Spain

Location

Related Publications (13)

• Cusatis R, Holt JM, Williams J, Nukuna S, Asan O, Flynn KE, Neuner J, Moore J, Makoul G, Crotty BH. The impact of patient-generated contextual data on communication in clinical practice: A qualitative assessment of patient and clinician perspectives. Patient Educ Couns. 2020 Apr;103(4):734-740. doi: 10.1016/j.pec.2019.10.020. Epub 2019 Oct 30.

  PMID: 31744702 BACKGROUND

• Abdolrahimi M, Ghiyasvandian S, Zakerimoghadam M, Ebadi A. Antecedents and Consequences of Therapeutic Communication in Iranian Nursing Students: A Qualitative Research. Nurs Res Pract. 2017;2017:4823723. doi: 10.1155/2017/4823723. Epub 2017 Dec 13.

  PMID: 29387487 BACKGROUND

• Sorensen K, Van den Broucke S, Fullam J, Doyle G, Pelikan J, Slonska Z, Brand H; (HLS-EU) Consortium Health Literacy Project European. Health literacy and public health: a systematic review and integration of definitions and models. BMC Public Health. 2012 Jan 25;12:80. doi: 10.1186/1471-2458-12-80.

  PMID: 22276600 BACKGROUND

• Berkman ND, Sheridan SL, Donahue KE, Halpern DJ, Crotty K. Low health literacy and health outcomes: an updated systematic review. Ann Intern Med. 2011 Jul 19;155(2):97-107. doi: 10.7326/0003-4819-155-2-201107190-00005.

  PMID: 21768583 BACKGROUND

• Coleman CA, Hudson S, Maine LL. Health literacy practices and educational competencies for health professionals: a consensus study. J Health Commun. 2013;18 Suppl 1(Suppl 1):82-102. doi: 10.1080/10810730.2013.829538.

  PMID: 24093348 BACKGROUND

• Coleman C, Hudson S, Pederson B. Prioritized Health Literacy and Clear Communication Practices For Health Care Professionals. Health Lit Res Pract. 2017 Jul 10;1(3):e91-e99. doi: 10.3928/24748307-20170503-01. eCollection 2017 Jul.

  PMID: 31294254 BACKGROUND

• Karuranga S, Sorensen K, Coleman C, Mahmud AJ. Health Literacy Competencies for European Health Care Personnel. Health Lit Res Pract. 2017 Dec 11;1(4):e247-e256. doi: 10.3928/24748307-20171005-01. eCollection 2017 Oct.

  PMID: 31294270 BACKGROUND

• Helitzer DL, Lanoue M, Wilson B, de Hernandez BU, Warner T, Roter D. A randomized controlled trial of communication training with primary care providers to improve patient-centeredness and health risk communication. Patient Educ Couns. 2011 Jan;82(1):21-9. doi: 10.1016/j.pec.2010.01.021. Epub 2010 Mar 12.

  PMID: 20219315 BACKGROUND

• Toronto CE. Health Literacy Competencies for Registered Nurses: An e-Delphi Study. J Contin Educ Nurs. 2016 Dec 1;47(12):558-565. doi: 10.3928/00220124-20161115-09.

  PMID: 27893919 BACKGROUND

• Yin HS, Jay M, Maness L, Zabar S, Kalet A. Health Literacy: An Educationally Sensitive Patient Outcome. J Gen Intern Med. 2015 Sep;30(9):1363-8. doi: 10.1007/s11606-015-3329-z.

  PMID: 26173523 BACKGROUND

• MacLean S, Kelly M, Geddes F, Della P. Use of simulated patients to develop communication skills in nursing education: An integrative review. Nurse Educ Today. 2017 Jan;48:90-98. doi: 10.1016/j.nedt.2016.09.018. Epub 2016 Sep 28.

  PMID: 27741440 BACKGROUND

• Zhang H, Yoong SQ, Dong YH, Goh SH, Lim S, Chan YS, Wang W, Wu XV. Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment. Nurse Educ. 2023 Jan-Feb 01;48(1):E11-E16. doi: 10.1097/NNE.0000000000001294. Epub 2022 Sep 21.

  PMID: 36137289 BACKGROUND

• Toronto CE, Weatherford B. Health Literacy Education in Health Professions Schools: An Integrative Review. J Nurs Educ. 2015 Dec;54(12):669-76. doi: 10.3928/01484834-20151110-02.

  PMID: 26652801 BACKGROUND

Study Officials

• Pilar Bas-Sarmiento, Ph.D.

  University of Cadiz

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: Participants and the data analyst will be masked.
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: This study is a parallel group-randomized controlled trial.

Study Record Dates

• First Submitted: June 13, 2024
• First Posted: July 8, 2024
• Study Start: January 1, 2020
• Primary Completion: June 30, 2020
• Study Completion: June 30, 2020
• Last Updated: July 8, 2024

Record last verified: 2024-06

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, ICF, CSR
• Time Frame: Data will become available when the results of the study will be published.
• Access Criteria: Data will be published in supplementary material or they will available upon reasonable request to the corresponding author.

Locations

ES (1)