标题：流程化沟通方式在提高护生临床沟通能力中的作用

      作者：屈梅香 1，2，李佳 2，何丹丹 2，周弦 2，刘怡素 2    (1.中南大学湘雅公共卫生学院，湖南 长沙 410078；2.湖南省人民医院门诊，湖南 长沙 410005)

      卷次： 2018年29卷19期

      【摘要】 目的 探讨流程化沟通方式(CICARE)在提高实习护生临床沟通能力中的作用。方法 选取 2017年 3~8月在湖南省人民医院门诊进行临床实习的 120名护生作为研究对象。建立CICARE沟通流程，有效地整合心理学知识，对实习护生进行培训，在培训前后分别采用护生临床沟通能力测评量表对实施效果进行评价。结果 在采用流程化沟通方式前、后，实习护生的临床沟通能力总分分别为(76.53±8.33)分、(85.38±10.65)分，差异有统计学意义(P<0.05)；其中建立和谐关系、敏锐倾听、确认患者问题、传递有效信息、验证感受实施前的得分分别为(15.79±1.69)分、(15.90±2.34)分、(15.15±2.55)分、(7.02±1.22)分、(13.30±2.54)分，实施后得分分别为(18.57±2.61)分、(17.76±2.32)分、(17.12±2.59)分、(7.38±1.42)分、(15.28±2.80)分，差异均有统计学意义(P<0.05)；实施前、后，共同参与的得分分别为(9.04±1.81)分、(9.27±2.44)分，差异无统计学意义(P>0.05)。结论 流程化沟通方式有助于提高实习护生的临床沟通能力。
      【关键词】 流程化沟通；护生；临床沟通能力
      【中图分类号】 R472 【文献标识码】 A 【文章编号】 1003—6350（2018）19—2804—03

Effect of CICARE on improving the clinical communication ability of nursing students.
QU mei-xiang 1,2, LI jia 2,HE Dan-dan 2, ZHOU Xian 2, LIU Yi-su 2. 1. Xiangya School of Public Health, Central South University, Changsha 410078,Hunan, CHINA; 2. Hunan Provincial People's Hospital, Changsha 410005, Hunan, CHINA
【Abstract】 Objective To explore the effect of Connect-Introduce-Communicate-Ask-Respond-Exit (CI-CARE) on improving the clinical communication ability of nursing students. Methods A total of 120 nursing studentsstudied in Outpatient Department of Hunan Provincial People's Hospital from March 2017 to August 2017 were enrolledas the study subjects. The CICARE communication process was established and the psychological knowledge was inte-grated effectively. The nursing students were trained and applied CICARE to patients. The effect of CICARE on the clini-cal communication ability of nursing students was evaluated by“the clinical communication competence scale of nurs-ing students”. Results The total score of clinical communication ability of the nursing students before and after applica-tion of CICARE were (76.53±8.33) and (85.38±10.65), which were significantly different (P<0.05). The scores of build-ing a harmonious relationship, listening attentively, confirming patient's problem, transferring effective information, andverifying feeling were (18.57 ± 2.61), (17.76 ± 2.32), (17.12 ± 2.59), (7.38 ± 1.42), (15.28 ± 2.80) after application of CI-CARE, versus (15.79±1.69), (15.90±2.34), (15.15±2.55), (7.02±1.22), (13.30±2.54) before application of CICARE (P<0.05). The scores of common participation before and after CICARE was applied were (9.04±1.81) and (9.27±2.44),which showed no statistically significant difference (P>0.05). Conclusion The CICARE communication process canimprove the clinical communication ability of nursing students.
      【Key words】 CICARE; Nursing students; Clinical communication ability·护 理·doi:10.3969/j.issn.1003-6350.2018.19.043