Araştırma Makalesi
Effect Of Creative Drama Education Provided Before Clinical Placement On Communication And Empathy Skills, Anxiety, Stress, And Motivation: A Single-Blind Randomized Controlled Study On Physiotherapy Students
Öz
Students who will provide healthcare services are expected to have good communication and empathy skills while meeting with patients. The purpose of this study is to investigate the impact of integrating communication skills training, combined with creative drama (CD), on physiotherapy students, specifically examining its effects on their communication and empathy skills with patients, as well as their perceived anxiety, stress, and motivation levels. In this study, second-year students were randomly classified into two groups: those who did not receive CD education (control group, n=20) and those who received CD education (CD group, n=20). At the beginning and after 14 weeks of the training period, all students were assessed using the interpersonal communication questionnaire (ICQ) and Jefferson Scale of Empathy-Health Professional Students (JSE-HS); the assessments of anxiety, stress, and motivation levels were conducted using the visual analog scale. Regarding the ICQ results, communication anxiety (p=0.027) and confidence score (p=0.050) were positive changes in the CD group than in the control group. With respect to the scores of the JSE-HS questionnaire, no intergroup or intragroup differences were identified between the two groups (p>0.05). Anxiety and stres levels were significantly lower in the CD group than in the control group (p=0.032, p=0.007). Physiotherapy students have participated the effective communication course with CD in healthcare demonstrated a positive change in communication anxiety and perceived anxiety and stres levels, as well as increased confidence. However, no significant difference was found in empathy skills. Nonetheless, further research is needed in this area.
Anahtar Kelimeler
Etik Beyan
Acıbadem Healthcare Institutions Medical Research Ethics Committee (reference number: ATADEK-2021/22/06
Destekleyen Kurum
yoktur
Proje Numarası
Yoktur
Teşekkür
yoktur
Kaynakça
- Alaca, N., & Kocaer, Ö. (2023). Reliability, validity, and responsiveness of the Turkish version of The Interpersonal Communication Questionnaire in physiotherapy students. Gevher Nesibe Journal Of Medical And Health Sciences, 8(3), 563-577.
- Alaca N. , S. E. E., Çağrı D. , Feyzioğlu Ö. (2020). Fizyoterapi ve rehabilitasyon eğitiminde simüle hasta kullaniminin öğrenme motivasyonu ve öğrenci geri bildirimlerine etkisi: randomize kontrollü çalişma. Türk Fizyoterapi ve Rehabilitasyon Dergisi., 31(3), 307-315.
- Barrows, H. S. (1993). An overview of the uses of standardized patients for teaching and evaluating clinical skills. Academic Medicine-Philadelphia-, 68, 443-443. Bilgel, N., & Ozcakir, A. (2017). Turkish version of the Jefferson Scale of Empathy psychometric properties. European Scientific Journal, 13(20), 101-111.
- Black, B., & Marcoux, B. C. (2002). Feasibility of using standardized patients in a physical therapist education program: a pilot study. Journal of physical therapy education, 16(2), 49.
- Cunningham, S., Foote, L., Sowder, M., & Cunningham, C. (2018). Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment. Journal of Interprofessional Care, 32(3), 395-398.
- Çınar, M. A., Dinler, E., & Yakut, Y. (2019). The effect of creative drama on empathic tendencies, communication skills and critical thinking of physiotherapy students. CBU International Conference Proceedings,
- Dalwood, N., Maloney, S., Cox, N., & Morgan, P. (2018). Preparing physiotherapy students for clinical placement: student perceptions of low-cost peer simulation. A mixed-methods study. Simulation in Healthcare, 13(3), 181-187.
- Er-Türküresin, H. (2020). The effect of using creative drama method on student achievement in the social studies course: A meta-analysis study. International Online Journal of Education and Teaching, 7(4), 1881-1896.
- Gabard, D. L., Lowe, D. L., Deusinger, S. S., Stelzner, D. M., & Crandall, S. J. (2013). Analysis of Empathy in doctor of physical therapy students a multi-site study. Journal of allied health, 42(1), 10-16.
- Gallasch, D., Conlon-Leard, A., Hardy, M., Phillips, A., Van Kessel, G., & Stiller, K. (2022). Variable levels of stress and anxiety reported by physiotherapy students during clinical placements: a cohort study. Physiotherapy, 114, 38-46.
- Health, & Council, C. P. (2013). Standards of proficiency: physiotherapists. HCPC.
- Hojat, M. (2016). Empathy in health professions education and patient care.
- Hojat, M., Erdmann, J. B., & Gonnella, J. S. (2013). Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79. Medical teacher, 35(7), e1267-e1301.
- Jacob, T., & Einstein, O. (2017). Academic achievement, perceived stress, admission data, and Sociodemographic background among therapy students in Israel. Journal of allied health, 46(2), 72-78.
- Jefferies, D., Glew, P., Karhani, Z., McNally, S., & Ramjan, L. M. (2021). The educational benefits of drama in nursing education: A critical literature review. Nurse Education Today, 98, 104669.
- Jeong, S. J., & Kim, K. H. (2017). Empathy ability, communication ability, and nursing performance of registered nurses and nursing assistants in long-term care hospitals. Journal of Korean Academy of Nursing Administration, 23(3), 249-258.
- Jiang, Y., Shi, L., Cao, J., Zhu, L., Sha, Y., Li, T., Ning, X., Hong, X., Dai, X., & Wei, J. (2020). Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills. BMC medical education, 20(1), 1-8.
- Jones, A. (2019). Assessing effective communication skills in students during clinical education. Hong Kong Physiotherapy Journal, 39(1), i.
- Judd, B. K., Alison, J. A., Waters, D., & Gordon, C. J. (2016). Comparison of psychophysiological stress in physiotherapy students undertaking simulation and hospital-based clinical education. Simulation in Healthcare, 11(4), 271-277.
- Kong, L., Chen, Y., Wang, L., Wang, K., Liu, C., & Gan, Y. (2023). Effect of perspective-taking on trust between doctors and patients: A randomized controlled trial. Journal of Clinical Psychology in Medical Settings, 1-8.
- Ladyshewsky, R. K. (2002). A quasi-experimental study of the differences in performance and clinical reasoning using individual learning versus reciprocal peer coaching. Physiotherapy Theory and Practice, 18(1), 17-31.
- Levett-Jones, T., Cant, R., & Lapkin, S. (2019). A systematic review of the effectiveness of empathy education for undergraduate nursing students. Nurse Education Today, 75, 80-94.
- Lewandowski, R., Goncharuk, A. G., & Cirella, G. T. (2023). Assessing trust with injected health information in Poland’s healthcare system: Lay people versus healthcare workers. Journal of Trust Research, 13(1), 67-86.
- Lewis, M., Bell, J., & Asghar, A. (2008). Use of simulated patients in development of physiotherapy students' interpersonal skills. International Journal of Therapy and Rehabilitation, 15(5), 221-229.
- Lim, B. T., Moriarty, H., & Huthwaite, M. (2011). “Being-in-role”: A teaching innovation to enhance empathic communication skills in medical students. Medical teacher, 33(12), e663-e669.
- Macauley, K., Plummer, L., Bemis, C., Brock, G., Larson, C., & Spangler, J. (2018). Prevalence and predictors of anxiety in healthcare professions students. Health Professions Education, 4(3), 176-185.
- Nestel, D., & Tierney, T. (2007). Role-play for medical students learning about communication: guidelines for maximising benefits. BMC medical education, 7, 1-9.
- Pilnick, A., Trusson, D., Beeke, S., O’Brien, R., Goldberg, S., & Harwood, R. H. (2018). Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review. BMC medical education, 18(1), 1-10.
- Plant, S. E., Tyson, S. F., Kirk, S., & Parsons, J. (2016). What are the barriers and facilitators to goal-setting during rehabilitation for stroke and other acquired brain injuries? A systematic review and meta-synthesis. Clinical rehabilitation, 30(9), 921-930.
- Roberts, F., & Cooper, K. (2019). Effectiveness of high fidelity simulation versus low fidelity simulation on practical/clinical skill development in pre-registration physiotherapy students: A systematic review. JBI Evidence Synthesis, 17(6), 1229-1255.
- Silberman, N., LaFay, V., Hansen, R. L., & Fay, P. (2018). Physical therapist student difficulty in clinical education settings: Incidence and outcomes. Journal of physical therapy education, 32(2), 175-182.
- Sugavanam, T., Mead, G., Bulley, C., Donaghy, M., & Van Wijck, F. (2013). The effects and experiences of goal setting in stroke rehabilitation–a systematic review. Disability and rehabilitation, 35(3), 177-190.
- Sulzer, S. H., Feinstein, N. W., & Wendland, C. L. (2016). Assessing empathy development in medical education: a systematic review. Medical Education, 50(3), 300-310.
- Yanık, A., & Saygılı, S. (2014). Validity and reliability of the turkish version of Jefferson Scale of Empathy for nursing students. Turkiye Klinikleri Journal of Medical Sciences.
- Yucel, H., & Acar, G. (2016). Levels of empathy among undergraduate physiotherapy students: A cross-sectional study at two universities in Istanbul. Pakistan Journal of Medical Sciences, 32(1), 85.
KLİNİK UYGULAMA ÖNCESİNDE UYGULANAN YARATICI DRAMA EĞİTİMİNİN İLETİŞİM İLE EMPATİ BECERİLERİNE, ANKSİYETE, STRES İLE MOTİVASYON DUYGUSUNA ETKİSİ: FİZYOTERAPİ ÖĞRENCİLERİNDE TEK KÖR RANDOMİZE KONTROLLÜ ÇALIŞMA
Öz
Giriş: Geleceğin sağlık hizmetlerini verecek öğrencilerin, hasta ile karşılaştıkları zaman iletişim ile empati yeteneklerinin yüksek olması beklenir. Mevcut çalışmada, Fizyoterapi ve Rehabilitasyon Bölümü öğrencilerinde yaratıcı drama (YD) ile bütünleştirilmiş iletişim becerileri eğitiminin, öğrencilerin hasta ile kuracakları iletişime ve empati becerisine, algılanan anksiyete, stres ile motivasyon seviyesine olan etkisini araştırmak amaçlanmaktadır.
Yöntem: Bu çalışmada ikinci sınıftaki öğrenciler randomize olarak; YD eğitimini almayan (Kontrol Grubu, n=20) ve eğitimi alan (YD Grubu, n=20) olarak iki gruba ayrıldı. Eğitim döneminin başında ve 14 haftalık eğitim döneminin sonunda tüm öğrencilere kişilerarası iletişim anketi (KİA), Jefferson empati ölçeği-sağlık meslekleri öğrencileri (JE-SMÖ) ve görsel analog skala yardımı ile anksiyete, stres ve motivasyon seviyeleri değerlendirmeleri yapıldı.
Sonuçlar: YD grubu KİA sonuçlarında iletişim anksiyetesi (p=0,027) ve kendine güven puanı (p=0,050) kontrol grubuna gore daha iyi sonuçlar gösterdi. JE-SMÖ’de grup içi ve gruplar arasında fark görülmedi (p>0,05). Eğitim grubunda, kontrol grubuna göre anksiyete ve stres seviyeleri anlamlı şekilde düşük olarak saptandı (p=0,032 ve p=0,007).
Tartışma: Sağlıkta yaratıcı drama ile etkili iletişim dersini alan Fizyoterapi ve Rehabilitasyon Bölümü öğrencilerin dersi aldıktan sonra iletişim anksiyetesi ve özyeterliliklerinde, algılanan anksiyete ile stres seviyelerinde olumlu yönde değişim bulunurken, empati becerilerinde bir fark bulunamamıştır. Yine de bu konuda yapılacak daha fazla çalışmaya ihtiyaç bulunmaktadır.
Anahtar Kelimeler
Etik Beyan
Acıbadem Healthcare Institutions Medical Research Ethics Committee (reference number: ATADEK-2021/22/06
Proje Numarası
Yoktur
Kaynakça
- Alaca, N., & Kocaer, Ö. (2023). Reliability, validity, and responsiveness of the Turkish version of The Interpersonal Communication Questionnaire in physiotherapy students. Gevher Nesibe Journal Of Medical And Health Sciences, 8(3), 563-577.
- Alaca N. , S. E. E., Çağrı D. , Feyzioğlu Ö. (2020). Fizyoterapi ve rehabilitasyon eğitiminde simüle hasta kullaniminin öğrenme motivasyonu ve öğrenci geri bildirimlerine etkisi: randomize kontrollü çalişma. Türk Fizyoterapi ve Rehabilitasyon Dergisi., 31(3), 307-315.
- Barrows, H. S. (1993). An overview of the uses of standardized patients for teaching and evaluating clinical skills. Academic Medicine-Philadelphia-, 68, 443-443. Bilgel, N., & Ozcakir, A. (2017). Turkish version of the Jefferson Scale of Empathy psychometric properties. European Scientific Journal, 13(20), 101-111.
- Black, B., & Marcoux, B. C. (2002). Feasibility of using standardized patients in a physical therapist education program: a pilot study. Journal of physical therapy education, 16(2), 49.
- Cunningham, S., Foote, L., Sowder, M., & Cunningham, C. (2018). Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment. Journal of Interprofessional Care, 32(3), 395-398.
- Çınar, M. A., Dinler, E., & Yakut, Y. (2019). The effect of creative drama on empathic tendencies, communication skills and critical thinking of physiotherapy students. CBU International Conference Proceedings,
- Dalwood, N., Maloney, S., Cox, N., & Morgan, P. (2018). Preparing physiotherapy students for clinical placement: student perceptions of low-cost peer simulation. A mixed-methods study. Simulation in Healthcare, 13(3), 181-187.
- Er-Türküresin, H. (2020). The effect of using creative drama method on student achievement in the social studies course: A meta-analysis study. International Online Journal of Education and Teaching, 7(4), 1881-1896.
- Gabard, D. L., Lowe, D. L., Deusinger, S. S., Stelzner, D. M., & Crandall, S. J. (2013). Analysis of Empathy in doctor of physical therapy students a multi-site study. Journal of allied health, 42(1), 10-16.
- Gallasch, D., Conlon-Leard, A., Hardy, M., Phillips, A., Van Kessel, G., & Stiller, K. (2022). Variable levels of stress and anxiety reported by physiotherapy students during clinical placements: a cohort study. Physiotherapy, 114, 38-46.
- Health, & Council, C. P. (2013). Standards of proficiency: physiotherapists. HCPC.
- Hojat, M. (2016). Empathy in health professions education and patient care.
- Hojat, M., Erdmann, J. B., & Gonnella, J. S. (2013). Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79. Medical teacher, 35(7), e1267-e1301.
- Jacob, T., & Einstein, O. (2017). Academic achievement, perceived stress, admission data, and Sociodemographic background among therapy students in Israel. Journal of allied health, 46(2), 72-78.
- Jefferies, D., Glew, P., Karhani, Z., McNally, S., & Ramjan, L. M. (2021). The educational benefits of drama in nursing education: A critical literature review. Nurse Education Today, 98, 104669.
- Jeong, S. J., & Kim, K. H. (2017). Empathy ability, communication ability, and nursing performance of registered nurses and nursing assistants in long-term care hospitals. Journal of Korean Academy of Nursing Administration, 23(3), 249-258.
- Jiang, Y., Shi, L., Cao, J., Zhu, L., Sha, Y., Li, T., Ning, X., Hong, X., Dai, X., & Wei, J. (2020). Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills. BMC medical education, 20(1), 1-8.
- Jones, A. (2019). Assessing effective communication skills in students during clinical education. Hong Kong Physiotherapy Journal, 39(1), i.
- Judd, B. K., Alison, J. A., Waters, D., & Gordon, C. J. (2016). Comparison of psychophysiological stress in physiotherapy students undertaking simulation and hospital-based clinical education. Simulation in Healthcare, 11(4), 271-277.
- Kong, L., Chen, Y., Wang, L., Wang, K., Liu, C., & Gan, Y. (2023). Effect of perspective-taking on trust between doctors and patients: A randomized controlled trial. Journal of Clinical Psychology in Medical Settings, 1-8.
- Ladyshewsky, R. K. (2002). A quasi-experimental study of the differences in performance and clinical reasoning using individual learning versus reciprocal peer coaching. Physiotherapy Theory and Practice, 18(1), 17-31.
- Levett-Jones, T., Cant, R., & Lapkin, S. (2019). A systematic review of the effectiveness of empathy education for undergraduate nursing students. Nurse Education Today, 75, 80-94.
- Lewandowski, R., Goncharuk, A. G., & Cirella, G. T. (2023). Assessing trust with injected health information in Poland’s healthcare system: Lay people versus healthcare workers. Journal of Trust Research, 13(1), 67-86.
- Lewis, M., Bell, J., & Asghar, A. (2008). Use of simulated patients in development of physiotherapy students' interpersonal skills. International Journal of Therapy and Rehabilitation, 15(5), 221-229.
- Lim, B. T., Moriarty, H., & Huthwaite, M. (2011). “Being-in-role”: A teaching innovation to enhance empathic communication skills in medical students. Medical teacher, 33(12), e663-e669.
- Macauley, K., Plummer, L., Bemis, C., Brock, G., Larson, C., & Spangler, J. (2018). Prevalence and predictors of anxiety in healthcare professions students. Health Professions Education, 4(3), 176-185.
- Nestel, D., & Tierney, T. (2007). Role-play for medical students learning about communication: guidelines for maximising benefits. BMC medical education, 7, 1-9.
- Pilnick, A., Trusson, D., Beeke, S., O’Brien, R., Goldberg, S., & Harwood, R. H. (2018). Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review. BMC medical education, 18(1), 1-10.
- Plant, S. E., Tyson, S. F., Kirk, S., & Parsons, J. (2016). What are the barriers and facilitators to goal-setting during rehabilitation for stroke and other acquired brain injuries? A systematic review and meta-synthesis. Clinical rehabilitation, 30(9), 921-930.
- Roberts, F., & Cooper, K. (2019). Effectiveness of high fidelity simulation versus low fidelity simulation on practical/clinical skill development in pre-registration physiotherapy students: A systematic review. JBI Evidence Synthesis, 17(6), 1229-1255.
- Silberman, N., LaFay, V., Hansen, R. L., & Fay, P. (2018). Physical therapist student difficulty in clinical education settings: Incidence and outcomes. Journal of physical therapy education, 32(2), 175-182.
- Sugavanam, T., Mead, G., Bulley, C., Donaghy, M., & Van Wijck, F. (2013). The effects and experiences of goal setting in stroke rehabilitation–a systematic review. Disability and rehabilitation, 35(3), 177-190.
- Sulzer, S. H., Feinstein, N. W., & Wendland, C. L. (2016). Assessing empathy development in medical education: a systematic review. Medical Education, 50(3), 300-310.
- Yanık, A., & Saygılı, S. (2014). Validity and reliability of the turkish version of Jefferson Scale of Empathy for nursing students. Turkiye Klinikleri Journal of Medical Sciences.
- Yucel, H., & Acar, G. (2016). Levels of empathy among undergraduate physiotherapy students: A cross-sectional study at two universities in Istanbul. Pakistan Journal of Medical Sciences, 32(1), 85.
Toplam 35 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Hizmetleri ve Sistemleri (Diğer) |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | Yoktur |
| Erken Görünüm Tarihi | 27 Aralık 2023 |
| Yayımlanma Tarihi | 27 Aralık 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 6 Sayı: 1 |
