Despite the implementation of several communication programs for nurses working in hospitals, no evidence-based systematic review has yet been conducted on their efficacy.

In this systematic review of communication programs for nurses, we searched for literature published between 2011 and 2020 in four foreign databases and one domestic database (PubMed, Embase, CINAHL, PsycINFO, and RISS). The papers identified were evaluated on their quality using Version 2 of the Cochrane risk-of-bias tool for randomized trials (RoB 2). The main search terms included “nurse”, “communication”, “program”, and “intervention.” Thirteen articles were included in the final analysis.

The communication programs utilized various teaching methods – such as simulation, reflection, and debriefing – with a majority of these programs significantly improving participants’ communication skills and performance. However, the overall quality of the studies was low concerning the randomization process and measurement; relatively few studies made use of online education methods. All variables assessed using self-reported measures were significant, but not all showed significant results when using objective measures as assessed by the evaluators.

The study’s findings suggest a need for programs dealing with nurses’ communication with health care providers in diverse clinical settings and online-based simulation programs. Moreover, high-quality literature applying the randomization process and measurement is required. Additionally, it is necessary to use both subjective and objective measures to evaluate the overall communication capacities of nurses and reflect the contextual characteristics of various clinical settings.

This study aimed to develop a simulated educational program on conflict management communication skills and to evaluate the effects of the simulated program on nursing students.

The research design was qualitative and made use of surveys to gather data. Study participants included four professors from different nursing colleges, six registered nurses from different university hospitals, and five 4th year students from a nursing college.

A simulated conflict management program scenario was developed to improve communication skills by presenting four consecutive situations involving a patient, doctor, insurance review staff, and head nurse. The appropriateness of the scenario content, flow, level of the scenario, educational objectives, learner activities, and evaluation tools were verified through expert opinion surveys and pilot tests. This simulated communication program enhanced students’ knowledge and confidence, cultivated communication skills, and provided educational satisfaction by creating an opportunity for them to integrate and apply their knowledge about communication through experiencing communication conflict situations that occur frequently in clinical practice.

The results of the simulated conflict management education program can contribute to nursing students’ communication skills and self-efficacy in terms of inter-professional communication.

Horizontal violence or lateral violence among nurses is a critical social issue given its global prevalence and frequency. In this study, we examined the effects of lateral violence on nurses’ burnout and empathy with patients by examining the moderating effect of communication in each relationship.

This was a secondary analysis of data from a cross-sectional descriptive study, including a total of 211 registered nurses who had worked for more than six months at a medical institution in Seoul, South Korea. The data were collected between March 20, 2019 and June 1, 2019 using self-administered online surveys. Descriptive statistics and Pearson’s correlation coefficient were calculated, and hierarchical multiple regression analyses were performed. To test the moderating effect of communication, an interaction term was added to each model.

Communication negatively moderated the relationship between lateral violence and burnout. On the other hand, there was no significant moderating effect of communication on the relationship between lateral violence and empathy with patients.

From these findings, we revealed the effect of communications between lateral violence and burnout. The higher the communication ability, the less the effect of lateral violence on burnout. Our findings highlight the importance of communication when developing interventions to reduce burnout in the presence of lateral violence.

The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students.

This study use a quasi-experimental design with pre and post-test to evaluate a 4–hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis.

Nursing students showed increasing use of reflection (4.10∼5.67, p<.001), decreasing use of closed-ended question (2.00∼0.73, p<.001), road blocks (2.94∼0.64, p<.001), and improve in depth of reflection (12.79∼20.86 p<.001). But they did not show significant changes in open-ended question (2.01∼2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback.

This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students’ confidence in open-ended questions and reflection.