Exploration of training paths for doctor-patient communication skills in clinical nursing teaching
临床护理教学中医患沟通技能训练路径探索

摘要

目的 探索科学有效的临床护理教学中医患沟通技能训练路径，提升护理专业学生的医患沟通能力，促进和谐护患关系的构建。方法 在2024年1月至2025年1月期间，精心选取40名护理专业学生作为研究对象，随机分为对照组和实验组，每组20名。对照组采用传统的医患沟通教学方法，实验组采用优化后的训练路径，包括案例教学、情景模拟、角色扮演以及线上线下结合的反馈机制等。运用医患沟通能力量表和患者满意度量表作为观察指标，借助SPSS 22.0软件进行数据分析。结果 实验组学生在医患沟通能力量表得分平均为（86.5±4.3）分，显著高于对照组的（71.2±5.1）分，t检验显示P<0.05；实验组所护理患者的满意度达到90%（18/20），明显高于对照组的65%（13/20），χ²检验显示P<0.05。结论 优化后的医患沟通技能训练路径能够有效提高护理专业学生的医患沟通能力，提升患者满意度，对临床护理教学具有重要的实践指导价值。

Abstract

Objective To explore scientifically effective clinical nursing teaching methods for training patient-nurse communication skills, enhance the communication abilities of nursing students, and promote the establishment of harmonious nurse-patient relationships.
Methods From January 2024 to January 2025,40 nursing students were carefully selected as research subjects and randomly divided into a control group and an experimental group, with 20 students in each group. The control group used traditional methods for teaching patient-nurse communication, while the experimental group adopted an optimized training path, including case studies, scenario simulations, role-playing, and online-offline feedback mechanisms. The Patient-Nurse Communication Ability Scale and Patient Satisfaction Scale were used as observation indicators, and data analysis was conducted using SPSS 22.0 software.
Results The average score of the experimental group on the Patient-Nurse Communication Ability Scale was(86.5±4.3), significantly higher than the control group's(71.2±5.1), with t-tests showing P<0.05; the satisfaction rate of patients cared for by the experimental group reached 90%(18/20), significantly higher than the control group's 65%(13/20), with χ²-tests showing P<0.05.
Conclusion   The optimized training path for patient-nurse communication skills can effectively improve the communication abilities of nursing students, enhance patient satisfaction, and has significant practical guiding value for clinical nursing education.