Teaching communication skills: Using Gagne's model as an illustration

A reusable learning object for assessment cardiovascular and respiratory responses

OBJECTIVES

Produce and determine the validity of a reusable learning object for assessment cardiovascular and respiratory responses from the taxonomy of the North American Association of Nursing Diagnosis Domain 4. Activity/Rest, Class 4. Cardiovascular/Pulmonary Responses.

METHODS

A descriptive methodological study was developed that included three phases (1) construction of the reusable learning object incorporating Gagné's nine instructional events, (2) content validation was carried out with 24 nurses who served as experts, and (3) and Usability was evaluated by 22 nursing students from a Public University in Colombia.

RESULTS

The reusable learning object was organized into three modules: introduction, assessment of cardiovascular responses, and assessment of pulmonary responses. The learning object obtained a content validation index of 0.86; the usability indicators had proportions of agreement greater than 85%.

CONCLUSIONS

The reusable learning object is valid and can be used for teaching the assessment of cardiovascular and respiratory responses in nursing students.

A case study: a continuous improvement project of lecturing skills for clinical teachers in Chinese residency standardized training

BACKGROUND

Aiming at the poor quality of small lectures due to the lack of lecturing skills of the clinical teachers in residency standardized training, the Teaching and Training Department of Shanghai East Hospital set up a continuous improvement project of lecturing skills for the clinical teachers to search for effective ways to improve lecture quality, then the effect was evaluated.

METHODS

Based on the ADDIE model of training design, the department conducted the project in accordance with a process of analysis, design, development, implementation and evaluation. A special course "Clinical Teacher Presentation Training" (CTPT) was developed to convey and train the 5 key behaviors in presentation to improving lecture quality of the clinical teachers. Ninety-nine clinical teachers who give lectures to the residents were recruited as subjects for the project. Adopted the model of "intensive training + practice transference" to strengthen lecturing skills, and applied the Kirkpatrick Four Levels to evaluate the effect of the project from multi-role and multi-stage.

RESULTS

The training satisfaction of the CTPT course from the subjects reaches 100%. The subjects have a high degree of knowledge acquisition through CTPT and the knowledge of the 5 key behaviors has been actually used in their lectures at the stage of practice transference. Comparing the data before training and after transference, it is found that the average increasing of the subjects' 5 key behavior scores made by teaching secretaries is 14.12 points (14.12%) and that of the subjects' self-efficacy scores is 9.31 points (9.31%); the performance values were modeling based on the scores from different types of evaluators and increased by an average of 12.61 points (12.61%); and the star ratings of the overall performance increased by an average of 1.17 points (23.4%). The results showed statistically difference (P < 0.001).

CONCLUSIONS

The project effectively promoted the improvement of the clinical teachers' lecturing skills and the quality of small lectures.

Spanish linguistic validation of the Self-efficacy questionnaire in communication skills

Background Self-efficacy is a critical element of social cognitive theory and refers to a person's estimation of their ability to complete a specific task. Self-efficacy scales evaluate the effectiveness of communication skills training programs. There were not validated scales in Spanish. Aims: to cross-culturally adapt the Self-efficacy questionnaire-12 scale in communication skills in Spanish, evaluate its psychometric properties, and analyse the sample's descriptive characteristics. Design: we conducted an instrumental study to develop evaluation scales. Methods: nursing students were invited to participate (N = 387). The inclusion criteria were: (1) enrolment in first or fourth academic course year; (2) not having received specific training in communication skills; and (3) understanding written and spoken Spanish fluently. A total of 334 undergraduates participated (86.3% response rate); their mean age was 21.9 years (SD = 5.8), 83.2% were female. Results: data showed high internal consistency (0.94) and a good fit to the model. The overall instrument score correlated with the attitude towards communication skills (r = 0.20; p < 0.001). Moderate communication self-efficacy scores were observed in these nursing students. Impact statement: Evaluating communication skills through self-efficacy scales allows teachers to know each student's perceived proficiency to handle communication with users safely and to understand users' needs, giving information about aspects to improve and to establish effective institutional strategies as one of the inherent characteristics of the concept of skills-based evaluation. Conclusions: The Spanish version of the Self-efficacy questionnaire-12 in communication skills was a valid and reliable instrument, essential for evaluating the perceived self-efficacy towards communication in nursing.

The effect of multi-stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers

BACKGROUND

One of the most important ways to acquire knowledge in the present age is education based on new technologies, including mobile learning. The purpose of this study was to investigate the effect of a multi-stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers.

MATERIALS AND METHODS

In this interventional study, 112 health volunteers a Health Centre in Mashhad during 2019-2020 were enrolled. The participants were randomly divided into two groups: mobile education based on Gagne model (n = 56) and conventional lecture (n = 56). A researcher-made questionnaire was completed by the eligible subjects before, after, and 2 months after the intervention to assess their learning, retention and satisfaction in educational methods. Face validity, content validity, and reliability of the data collection tool and model fitness indices were confirmed. Content validity of data collection tools verified by experts and its reliability was calculated to be 0.78. The collected data were analyzed in SPSS-25, using descriptive (mean and standard deviation [SD]) and analytical statistical tests (independent t-test).

RESULTS

The results showed that 2 days and 2 months after the intervention, learning, and retention rate was significantly higher in the mobile learning based on Gagne model group in comparison to conventional lecture group (P < 0.001). Furthermore, the intervention group was generally satisfied with the mobile training method.

CONCLUSION

Mobile learning based on Gagne model is recommended for improving learning, retention among health-care workers.