Communication Practices to Develop the Health Literacy Competencies in Nursing Students
NCT ID: NCT06490406
Last Updated: 2024-07-08
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.
COMPLETED
NA
82 participants
INTERVENTIONAL
2020-01-01
2020-06-30
Brief Summary
Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.
The aim is to evaluate the effectiveness of multimodal training, which incorporates a systematic feedback guide about the student's clinical interview simulation performance, as a training complement to classical education to improve health literacy competencies and clear communication practices in health sciences students.
A randomized controlled trial will be conducted on 82 second-year nursing students recruited from the University of Cadiz. The experimental and control groups will receive the same communication multimodal training except for the inclusion of feedback on key aspects of communication for health literacy, which the experimental groups only used. Students will be assessed through clinical interview simulations by external observers. Bivariate and inferential statistical analyses will be carried out.
Related Clinical Trials
Explore similar clinical trials based on study characteristics and research focus.
Debriefing Styles and Clinical Judgment in Nursing Students
NCT07262424
Evaluation of a Communication Skills Training for Nurses
NCT05700929
Mobilization of Emotions and Empathy During Communication Training in Nursing Students
NCT07340086
Effects on Nurses' Quality of Working Life of an Educational Intervention to Strengthen Their Humanistic Practice
NCT03283891
Blended Learning to Enhance Elderly Communication Skills in Nursing Students and New Nurses
NCT07026136
Detailed Description
Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.
Conditions
See the medical conditions and disease areas that this research is targeting or investigating.
Study Design
Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.
RANDOMIZED
PARALLEL
BASIC_SCIENCE
DOUBLE
Study Groups
Review each arm or cohort in the study, along with the interventions and objectives associated with them.
Experimental Group 1 (EG1)
In addition to the usual training in communication skills, a systematic and digitalized guide will be used that included the "health literacy practices" qualified by Coleman et al. \[10\] as a training complement and self-assessment of its performance. They will also receive feedback from independent observers (according to the systematic guide).
Multimodal intervention (communication and education simulations) for EG1
In summary, students in EG1 received the following multimodal intervention flow: 1) Health communication training, 2) Structured educational simulation using standardized patients (SPs), and 3) simulation feedback and self-assessment using a systematic guide that included the "health literacy practices".
Control Group / Experimental Group 2 (CG / EG2)
The CG will receive the usual training (consisting of two weekly meetings of two hours each with seven sessions whose main topics were social skills for clinical interviews: opening and closing of the clinical interviews, non-verbal communication, active listening, empathy, helping relationship, giving information about the nature of the disease and rationality of the therapeutic measures, health education, and negotiation). Furthermore, throughout the course, they will self-assess their performance using the opening video recording without systematic guidance and they will receive feedback about their communication practices during this first performance.
Thus, CG will receive the full intervention after being evaluated (post-test 1 assessment), becoming the delayed Experimental Group 2 (EG2)
No interventions assigned to this group
Interventions
Learn about the drugs, procedures, or behavioral strategies being tested and how they are applied within this trial.
Multimodal intervention (communication and education simulations) for EG1
In summary, students in EG1 received the following multimodal intervention flow: 1) Health communication training, 2) Structured educational simulation using standardized patients (SPs), and 3) simulation feedback and self-assessment using a systematic guide that included the "health literacy practices".
Eligibility Criteria
Check the participation requirements, including inclusion and exclusion rules, age limits, and whether healthy volunteers are accepted.
Inclusion Criteria
Exclusion Criteria
* Does not consent to participate in the study.
18 Years
67 Years
ALL
Yes
Sponsors
Meet the organizations funding or collaborating on the study and learn about their roles.
University of Cadiz
OTHER
Responsible Party
Identify the individual or organization who holds primary responsibility for the study information submitted to regulators.
Principal Investigators
Learn about the lead researchers overseeing the trial and their institutional affiliations.
Pilar Bas-Sarmiento, Ph.D.
Role: PRINCIPAL_INVESTIGATOR
University of Cadiz
Locations
Explore where the study is taking place and check the recruitment status at each participating site.
Faculty of Nursing, University of Cadiz
Algeciras, Cadiz, Spain
Countries
Review the countries where the study has at least one active or historical site.
References
Explore related publications, articles, or registry entries linked to this study.
Toronto CE. Health Literacy Competencies for Registered Nurses: An e-Delphi Study. J Contin Educ Nurs. 2016 Dec 1;47(12):558-565. doi: 10.3928/00220124-20161115-09.
Yin HS, Jay M, Maness L, Zabar S, Kalet A. Health Literacy: An Educationally Sensitive Patient Outcome. J Gen Intern Med. 2015 Sep;30(9):1363-8. doi: 10.1007/s11606-015-3329-z.
MacLean S, Kelly M, Geddes F, Della P. Use of simulated patients to develop communication skills in nursing education: An integrative review. Nurse Educ Today. 2017 Jan;48:90-98. doi: 10.1016/j.nedt.2016.09.018. Epub 2016 Sep 28.
Zhang H, Yoong SQ, Dong YH, Goh SH, Lim S, Chan YS, Wang W, Wu XV. Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment. Nurse Educ. 2023 Jan-Feb 01;48(1):E11-E16. doi: 10.1097/NNE.0000000000001294. Epub 2022 Sep 21.
Toronto CE, Weatherford B. Health Literacy Education in Health Professions Schools: An Integrative Review. J Nurs Educ. 2015 Dec;54(12):669-76. doi: 10.3928/01484834-20151110-02.
Cusatis R, Holt JM, Williams J, Nukuna S, Asan O, Flynn KE, Neuner J, Moore J, Makoul G, Crotty BH. The impact of patient-generated contextual data on communication in clinical practice: A qualitative assessment of patient and clinician perspectives. Patient Educ Couns. 2020 Apr;103(4):734-740. doi: 10.1016/j.pec.2019.10.020. Epub 2019 Oct 30.
Abdolrahimi M, Ghiyasvandian S, Zakerimoghadam M, Ebadi A. Antecedents and Consequences of Therapeutic Communication in Iranian Nursing Students: A Qualitative Research. Nurs Res Pract. 2017;2017:4823723. doi: 10.1155/2017/4823723. Epub 2017 Dec 13.
Sorensen K, Van den Broucke S, Fullam J, Doyle G, Pelikan J, Slonska Z, Brand H; (HLS-EU) Consortium Health Literacy Project European. Health literacy and public health: a systematic review and integration of definitions and models. BMC Public Health. 2012 Jan 25;12:80. doi: 10.1186/1471-2458-12-80.
Berkman ND, Sheridan SL, Donahue KE, Halpern DJ, Crotty K. Low health literacy and health outcomes: an updated systematic review. Ann Intern Med. 2011 Jul 19;155(2):97-107. doi: 10.7326/0003-4819-155-2-201107190-00005.
Coleman CA, Hudson S, Maine LL. Health literacy practices and educational competencies for health professionals: a consensus study. J Health Commun. 2013;18 Suppl 1(Suppl 1):82-102. doi: 10.1080/10810730.2013.829538.
Coleman C, Hudson S, Pederson B. Prioritized Health Literacy and Clear Communication Practices For Health Care Professionals. Health Lit Res Pract. 2017 Jul 10;1(3):e91-e99. doi: 10.3928/24748307-20170503-01. eCollection 2017 Jul.
Karuranga S, Sorensen K, Coleman C, Mahmud AJ. Health Literacy Competencies for European Health Care Personnel. Health Lit Res Pract. 2017 Dec 11;1(4):e247-e256. doi: 10.3928/24748307-20171005-01. eCollection 2017 Oct.
Helitzer DL, Lanoue M, Wilson B, de Hernandez BU, Warner T, Roter D. A randomized controlled trial of communication training with primary care providers to improve patient-centeredness and health risk communication. Patient Educ Couns. 2011 Jan;82(1):21-9. doi: 10.1016/j.pec.2010.01.021. Epub 2010 Mar 12.
Other Identifiers
Review additional registry numbers or institutional identifiers associated with this trial.
sol-201900138441-tra
Identifier Type: -
Identifier Source: org_study_id
More Related Trials
Additional clinical trials that may be relevant based on similarity analysis.