TY - JOUR
T1 - Development of the Health Communication Assessment Tool: Enhancing Relationships, Empowerment, and Power-Sharing Skills
AU - Campbell, Suzanne H.
AU - Pagano, Michael P
AU - O'Shea, Eileen R
AU - Connery, Carol
AU - Caron, Colby
PY - 2013/1/1
Y1 - 2013/1/1
N2 - Background: Health professional education includes interpersonal communication and skill development, however, the assessment of student learning and skill acquisition is inconsistent. This pilot project developed an instrument examining student nurses’ health communication. Method: Responses on a 24 item check-list during simulations by third /fourth year pre-licensure nursing students in a baccalaureate program in Northeastern North America were randomly chosen and examined. Results: Fair inter-rater reliability was established. The principle components analysis resulted in six factors. Constructs of relationship building (rapport, empathy, avoiding miscommunication), education/empowerment, and power-sharing loaded most significantly. Conclusion: The HCAT demonstrated internal consistency and was useful in evaluating communication behaviors. Health communication assessment did not detract from the analysis of students’ clinical skills performance in simulation scenarios.
AB - Background: Health professional education includes interpersonal communication and skill development, however, the assessment of student learning and skill acquisition is inconsistent. This pilot project developed an instrument examining student nurses’ health communication. Method: Responses on a 24 item check-list during simulations by third /fourth year pre-licensure nursing students in a baccalaureate program in Northeastern North America were randomly chosen and examined. Results: Fair inter-rater reliability was established. The principle components analysis resulted in six factors. Constructs of relationship building (rapport, empathy, avoiding miscommunication), education/empowerment, and power-sharing loaded most significantly. Conclusion: The HCAT demonstrated internal consistency and was useful in evaluating communication behaviors. Health communication assessment did not detract from the analysis of students’ clinical skills performance in simulation scenarios.
KW - simulation
KW - health communication
KW - assessment
KW - principle component analysis
UR - https://digitalcommons.fairfield.edu/communications-facultypubs/45
UR - https://libraryapps.fairfield.edu/openurl?sid=google&auinit=SH&aulast=Campbell&atitle=Development+of+the+Health+Communication+Assessment+Tool:+Enhancing+Relationships,+Empowerment,+and+Power-Sharing+Skills&id=doi:10.1016/j.ecns.2013.04.016&title=Clinical+simulation+in+nursing&volume=9&issue=11&date=2013&spage=e543&issn=1876-1399&newUI=false&SS_PostParamDict=disableOneClick
U2 - 10.1016/j.ecns.2013.04.016
DO - 10.1016/j.ecns.2013.04.016
M3 - Article
VL - 9
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
ER -