Communication Skills and Anger Management Training for Nurses

NCT06827067 | Completed DMC

• 1 other identifier: Dated 11/9/2016 and no. 15/10
• Study Type: interventional
• Target: 56
• Locations: 1 country
• Sites: 1

Brief Summary

Objective: The aim of this study was to determine the effect of training given to nurses on communication and anger management skills in the presence of standardized patients. Method: The study was conducted using a convergent parallel design, which is a mixed-method design. The experimental and control groups of the study were conducted with a total of 56 nurses. Data were collected using a socio-demographic data collection form, Communication Skills Inventory and State-Trait Anger and Anger Expression Scale. The intervention group participated in the simulation, and qualitative data were collected during the debriefing session of the simulation. The scales were administered to the groups 3 times in total: before the training, after the training and 6 weeks after the end of the training.

Conditions

Nurse-Patient Relations

Keywords

Difficult patient; Anger management; Communication; Simulation

Outcome Measures

Primary Outcomes (2)

• State-Trait Anger and Anger Expression Scale

  State-Trait Anger and Anger Expression Scale is a self-assessment scale that measures the feeling and expression of anger. The State-Trait Anger and Anger Expression Scale , developed by Spielberger (1983) and whose Turkish validity and reliability were determined by Özer (1994), consists of 4 sub-dimensions and 34 items, namely anger-in, anger-out, anger control, and trait anger. Participants were asked to respond using a 4-point Likert-type scale (1 "Does not describe at all," 2 "Somewhat describe," 3 "Fairly describe," and 4 "Completely describe"). High scores on the trait anger dimension indicate that the level of anger is high, high scores on the anger control dimension indicate that anger can be controlled, high scores on the anger-out dimension indicate that anger is easily expressed, and high scores on the anger-in dimension indicate that anger is suppressed.

  Measurements taken just before the training begins.

• Communication Skills Inventory

  Inventory developed by Balcı and Ersanlı (1998) to measure the level of communication skills among university students. The scale consists of three sub-dimensions including behavioral, cognitive and emotional. The scale consists of a total of 10 items. There are 15 items that measure each dimension. The scale has been developed in the 5-point Likert type. The highest score that can be achieved from the scale is 225, and the lowest score is 45. Correlation between the total score from Communication Skills Inventory and total scores of each dimension was found to be 0.85 for intellectual sub-dimension, as 0.73 for emotional sub-dimension and 0.82 for behavior sub-dimension. Regarding the validity study of the inventory; its correlation with Communication Skills Assessment Scale developed by Korkut (1996) was examined. In the validity study carried out, correlation coefficient between two scales was found as 0.70. This value is thought to be enough for the validity of the scale.

  Measurements taken just before the training begins.

Secondary Outcomes (2)

• State-Trait Anger and Anger Expression Scale

  Immediately after the trainings

• Communication Skills Inventory

  Immediately after the trainings

Other Outcomes (2)

• State-Trait Anger and Anger Expression Scale

  Six weeks after the trainings are completed

• Communication Skills Inventory

  Six weeks after the trainings are completed

Study Arms (2)

Control group

OTHER

Theoretical training consisting of a total of 7 sessions of 40-45 minutes each was given to 30 nurses in the control group.

Behavioral: Theoretical training

Experimental group

EXPERIMENTAL

Immediately after the theoretical trainings of 30 nurses in the experimental group were completed, simulation trainings conducted with a standard patient were given. A half-day training was given to the standard patient (SH) about the scenario content before the application. Before the encounter with the SH, a preliminary interview was held with the nurses in the briefing room, where the content and purpose of the application were explained to the nurses, and the story of the SH was told to the nurses in line with the prepared scenario. Three nurses were interviewed for each scenario. The nurses communicated with the SH for 10-15 minutes and each interview was conducted using video recordings. Those who finished the interview with the SH watched the scenario of the other group as observers and at the end of each 3 scenarios, the debriefing phase lasting an average of 60-90 minutes was carried out.

Behavioral: Simulation application with standard patient; Behavioral: Theoretical training

Interventions

Simulation application with standard patient BEHAVIORAL

Before the encounter with the standard patient (SH), a preliminary interview was held with the nurses in the briefing room, where the content and purpose of the application were explained to the nurses, and the story of the SH was told to the nurses in line with the prepared scenario. Three nurses were interviewed for each scenario. The nurses communicated with the SH for 10-15 minutes and each interview was conducted using video recordings. Those who finished the interview with the SH watched the scenario of the other group as observers, and at the end of each 3 scenarios, the debriefing phase was carried out for an average of 60-90 minutes.

Experimental group

Theoretical training BEHAVIORAL

The trainings, each of which lasted 40-45 minutes on average, were conducted in a total of 7 sessions.

Control group; Experimental group

Eligibility Criteria

• Age: 18 Years+
• Sex: female
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Volunteering to participate in the research
• Working as a nurse in any of the surgical or internal medicine clinics of the hospital
• According to the results of the pre-test application, anger control scores were lower than the other nurses participating in the study.

You may not qualify if:

• Not volunteering to participate in the study
• Not having participated in simulation training in the experimental group

Sponsors & Collaborators

• Yuksek Ihtisas University: lead

Study Sites (1)

Yuksek Ihtisas University

Ankara, Çankaya, 06520, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Communication

Condition Hierarchy (Ancestors)

Behavior

Study Officials

• Arzu AYDOĞAN

  Yuksek Ihtisas University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: A convergent parallel mixed-methods study design was used to address the questions comprehensively. In this study, randomized controlled trials were used quantitatively and a guided content analysis approach based on notes from debriefing sessions was used qualitatively. Quantitative data were evaluated with pre-test and post-tests.

Study Record Dates

• First Submitted: January 29, 2025
• First Posted: February 14, 2025
• Study Start: March 1, 2017
• Primary Completion: December 1, 2017
• Study Completion: February 13, 2018
• Last Updated: February 14, 2025

Record last verified: 2025-02

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)