Effects of Nurse-led based educational interventional on knowledge and practice for professional communication skill between inter and intra department among internee students

Abstract

Background and Objectives: Effective communication is crucial in healthcare, yet intern students often struggle with communication skills, leading to errors and adverse events. To Assess the impact of nurse-led educational interventions on knowledge and practice of communication skills among intern students.
METHODOLOGY: A mixed-methods design was used, with a pre-post quasi-experimental study and focus groups. Intern students (n=30) received nurse-led educational interventions, including workshops and simula- tions, focusing on communication skills. Knowledge and practice were assessed using a questionnaire and observed simulations.
RESULTS: The mean difference of -8.500 shows that post-knowledge scores are, on average, 8.5 points higher than pre-knowledge scores. The confidence interval (-10.031 to -6.969) confirms that this difference is statistical- ly significant and not due to random variation. The t-value of -11.355 and the degrees of freedom (29) further support the statistical significance of the results. The p-value of 0.000 indicates a highly significant difference between pre-knowledge and post- knowledge scores.
CONCLUSION: Key findings from the research suggest that intern nursing students who participated in the nurse led educational program demonstrated marked improvements in their ability to communicate effectively, resolve conflicts, and collaborate with peers and senior staff. This has positive implications for patient care, as effective communication is critical to ensuring safe and coordinated treatment
KEYWORDS: nurse-led base educational information, inter department, inter professional communication, knowledge attitude and practice, intern student, standard deviation, statistical package for the social sciences