Supported Communication Video Training for the Nursing Department in an Inpatient Rehabilitation Hospital

Abstract

Purpose 

The aim of this study was to develop a valid educational intervention to improve knowledge and confidence using communication strategies when interacting with a person with aphasia.

Design 

A quantitative, nonrandomized pretest/posttest research study was performed.

Methods 

Pre- and postcourse assessments were completed with learning participants. This educational intervention was developed using the underlying theoretical concepts of the integrated behavioral model.

Results 

Forty-nine new employees from the nursing department participated in this study, with 61% reporting less than 1 year of experience. Pre- to posttraining assessments on the Test of Knowledge of Aphasia improved from 3.7 to 5.8 (p ≤ .0001) for direct knowledge, from 5.5 to 8.2 (p ≤ .0001) for confidence self-efficacy, and from 5.3 to 7.6 (p ≤ .0001) for knowledge self-efficacy.

Conclusion 

Results indicated this theory-driven educational training was effective in training employees from the nursing department working in an inpatient rehabilitation environment.

Clinical Relevancy 

Improving communication effectiveness is critical for overall quality of care and patient safety.