Teaching communication skills: effects of two methods of instruction and selected learner characteristics.
Teaching communication skills: effects of two methods of instruction and selected learner characteristics.
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教学沟通技巧：两种教学方法和所选学习者特征的影响。
DOI：
10.3928/0148-4834-19860301-05
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发表时间：
1986
期刊：
影响因子：
--
通讯作者：
J. Norris
中科院分区：
文献类型：
--
作者：
J. Norris
表现结果进行了比较组的学生（N = 147）随机分配到角色扮演或讲座教学学习基本的沟通技巧。这些学生在学习风格和传统-非传统身份的属性上也存在差异。在析因设计中，以年龄作为协变量进行方差分析，以比较各个亚组在两个时间间隔的客观测试和教师对学生在实际护患互动过程记录中的四个沟通维度上的技能的评价。显著（p =小于0.05）差异证明如下：场独立型学习风格组的客观测验平均成绩高于场依赖型学习风格组，（年龄较大，有先前的学术学位和生活经验）在最初的客观测试和教师评定的过程记录中，具体性和同情心比传统的BSN学生组的样本。学生的教学方法，这是显着的评价等级的差异（chi 2 p =小于.05）包括：角色扮演的学生表示更大的兴趣，积极参与和偏好的方法，和讲座的学生表示更大的信心，该方法达到了目标，他们理解的材料，虽然没有差异的整体平均表现表现。互动效应和研究结果的影响进行了讨论。
Performance outcomes were compared for groups of students (N = 147) randomly assigned to role play or lecture instruction for learning basic communication skills. These students also differed on the attributes of learning style and traditional-nontraditional status. Analysis of variance with age as a covariant was used in a factorial design to compare performance of the various subgroups on objective tests at two time intervals and on instructor ratings of students' skills on four dimensions of communication in process recordings of actual nurse-patient interactions. Significant (p = less than .05) differences were demonstrated as follows: the field-independent learning style group had higher mean scores on objective tests than did the field-dependent group, and the nontraditional group (older with prior academic degrees and life experience) had higher mean scores on the initial objective test and on instructor rated process recordings for the dimensions of caring, concreteness and empathy than did the traditional BSN student group in the sample. Differences in student evaluation ratings of the instructional method which were significant (chi 2 p = less than .05) included: role-play students indicated greater interest, active involvement and preference for the method, and lecture students indicated greater confidence that the method met the objectives and that they understood the material although no differences in overall mean performances were demonstrated. Interactive effects and the implications of the study findings are discussed.