Professional Documents
Culture Documents
Nurse Education Today: Zenobia C.Y. Chan
Nurse Education Today: Zenobia C.Y. Chan
Ke ywor ds: Background: When caring for a family as a unit, it is as crucial to communicate with the family members of a
C omm u ni c ati o n patient as it is with the patient. However, there is a lack of research on the views of nursing students on
Nu rs i ng st ud en ts communicating with the family members of patients, and little has been mentioned in the nursing curriculum on
Fam i l y-c en tred c ar e
Qu al i tat iv e s tud y this topic.
Aim: The aim of this study was to explore nursing students' experiences of communicating with the family
members of patients.
Design: A qualitative descriptive study.
Methods: A total of 42 nursing students (21 undergraduate year-two students and 21 were master's year-one
students) from one school of nursing in Hong Kong participated in in-depth individual interviews. Content
analysis was adopted. The trustworthiness of this study was ensured by enhancing its credibility, con rmability,
and dependability.
Results: Two main themes were discerned. The rst, “inspirations gained from nursing student-family commu-
nication”, included the following sub-themes: (a) responding to enquiries clearly, (b) avoiding sensitive topics,
(c) listening to the patient's family, and (d) sharing one's own experiences. The second, “emotions aroused from
nursing student-family communication”, had the following sub-themes:(a) happiness, (b) anger, (c) sadness, and
(d) anxiety.
Conclusions: More studies on the perspectives of nursing students on communicating with family members
should be conducted, to strengthen the contents and learning outcomes of nursing student-family communica-
tion in the existing nursing curriculum.
E -m ai l a ddr es s: z en ob i a. c ha n@ p ol yu . ed u. h k.
(Wittenberg et al., 2017). From the perspective of patients and their 2.3. Trustworthiness
family members, it enhances the relationship of trust that can be built
with nurses (Hemming, 2017). Such trust arising from e ective com-
The trustworthiness of this study was ensured by enhancing its
munication has been shown to facilitate decision-making for residents
with dementia during end-of-life care (Rosemond et al., 2017). credibility, con rmability, and dependability. With regard to cred-
ibility, the interview questions were designed to collect descriptive data
that re ected real experiences. The interviewer would then paraphrase
Insu cient training in e ective nurse-family communication skills
the dialogues to ensure that the participants' views were accurately
has been reported in various specialties. For example, oncology nurses interpreted. To enhance the con rmability of this study, peer checking
perceived themselves as underprepared to communicate with the fa- between the researcher and the research assistant was performed
mily members of patients (Cronin and Finn, 2017). Nurses caring for throughout the study to reach a consensus. Finally, the dependability of
children with cancer have been found to experience various stressors this study was upheld by performing audit trails throughout the process
following pre-registration nurse education, one of these being com- of collecting, thematizing, and analysing the data.
munication with families (Jestico and Finlay, 2017). Nursing students
have been found to experience emotional distress and a sense of in-
adequacy when communicating with families (Heise and Gilpin, 2016).
It has been suggested that nursing students undergo training to help
them retain their emotional equanimity when serving patients with 3. Results
cancer and their families (Lin et al., 2017).
Two main themes were discerned: namely “inspirations gained from
nursing student-family communication” and “emotions aroused from
This present paper reports on the second set of data collected in a nursing student-family communication”. Each main theme consisted of
major educational research study. The rst set of data concerned nur- four sub-themes. The rst main theme, “inspirations gained from nur-
sing students' perspectives and experiences of communication between sing student-family communication”, included the following sub-
nursing students and patients during their clinical placement (Chan and themes: (a) responding to enquiries clearly, (b) avoiding sensitive to-
Lai, 2016). This paper aims to explore nursing students' experiences of pics, (c) listening to the patient's family, and (d) sharing one's own
communicating with the families of patients (referred to in this paper as experiences. The second main theme, “emotions aroused from nursing
student-family communication”, had the following sub-themes: (a)
“families”). happiness, (b) anger, (c) sadness, and (d) anxiety. Each master's/un-
dergraduate participant was coded arbitrarily with ascending numbers
from 1 to 21.
2. Method
A total of 42 students from a university nursing school were pur- “Since the patient's family usually asks about the patient's condition, you
have to tell them the truth, and answer them only when you are familiar
posively recruited as the research participants. Of these, 21 were un-
with the situation. I am just a nursing student, and I may not be able to
dergraduate year-two students and the other 21 were master's year-one
elaborate on the details of medical treatment, so I refer questions from
students. The main criterion for inclusion in this study was prior clinical
the patient's family to the corresponding medical sta or responsible
experience with communicating with families.
nurses. Also, you really have to provide a concrete response to them and
not waste their time; otherwise, you will be in trouble. I heard the family
members of some patients complain that nurses seldom answered their
questions satisfactorily . So don't mince words: whenever you don't know
2.2. Data Collection and Data Analysis
how to answer, you should approach the responsible nurse or even doctor
immediately.” (Master's student no. 20)
Ethical approval was obtained from the University prior to the
collecting of data. Forms giving their written consent to participate in
this study were collected from the participants. Participation in this
study was voluntary and all of the participants were informed of their “Once, due to an examination in aseptic technique, a patient's mealtime
right to withdraw from the study. All of the participants were given an was delayed until 4 pm. The patient's family members enquired as to why
explanation of the aim of this study and assured of privacy and con- their grandpa was fed so late. Since more than one nurse was serving this
patient and each nurse was responsible for di erent duties, perhaps that
dentiality. Forty-two in-depth individual interviews were conducted nurse didn't know why the schedule was delayed, so she improvised and
by the researcher and research assistant in a private room, with about said that suppertime had been moved back. But the family members
one to 2 h spent with each participant. All of the research data were didn't believe it and checked with another nurse, only to receive a dif-
kept con dential and the principle of anonymity was strictly adhered ferent response.” (Master's student no. 3)
to. The interviews were audiotaped and then transcribed. Content
analysis was adopted: the transcripts were rst read and reread, the
signi cant narratives were underlined, meanings were drawn from each The above excerpts show that it is essential for nurses to provide
transcription, and then the meanings from all of the transcriptions were concrete and accurate information to the family members. Since nur-
compared and contrasted. After peer checking was conducted between sing students do not have enough experience or knowledge to respond
the researcher and the research assistant, two core research themes to complicated medical enquiries, they should refer these enquiries to
were discerned. the responsible medical sta or investigate the incident before giving an
answer to the family.
34
Z. C. Y. Chan Nu rse E duc at i on To day 5 9 ( 20 1 7) 33 –3 7
3.1.2. Avoiding Sensitive Topics conversation isn't nished.” (Master's student no. 18)
In apparent contrast to the previous sub-theme about providing
“Sometimes the patient's family members enquire about the charges of
information to family members, some participants stated that nurses this hospital or about the details of our practical training. Since many
should refrain from discussing sensitive topics with families, and that students were given practical training in this hospital, they would be
the decision as to whether a particular piece of information should be concerned about the duration of our programme, or about the di erences
disclosed should be based on professional and ethical considerations. between us and our fellow students.” (Master's student no. 13)
“First, check the patient record and see if the patient is willing to disclose
his/her condition to family members. If you disclose it negligently, you The participants mentioned that the family members might be in-
may have a lawsuit led against you. By contrast, if the family members terested in their learning and practical training. By sharing their lives,
have been kept fully informed, then you can communicate with them the participants can relieve the atmosphere of stress and show their
more freely. But you should still be aware of the family members' emo- willingness to communicate with the family.
tions and avoid threatening them and making them feel unhappy.”
3.2. Emotions Aroused by Nursing Student-Family Communication
(Undergraduate student no. 16)
“If a patient's family members are present, we have to pay attention to Physical health and mental health are interrelated. When patients
our conversations with other medical sta . Don't say, “This patient is are su ering from physical illnesses, they and their families shoulder a
getting worse today”; otherwise, the patient's family members will become heavy psychological burden, such as feelings of hopelessness and shock.
nervous and ask what is happening to him/her. Of course we have to be During conversations and caring, nurses are also touched by these
honest, but the wrong wording may intimidate them.” (Undergraduate emotions. The following conversations were thematized into four kinds
student no. 10) of emotions, namely happiness, anger, sadness, and anxiety.
During bed bathing, this family member even left the room, but since they
3.1.4. Sharing One's Own Experiences will need to bathe her after her discharge from hospital, we encouraged
Apart from information about a patient's condition and care, the the family member and domestic helper to have a hand in the procedure.
participants sometimes shared information about their own learning But the family member pointed to an adhesive bandage stuck on one arm
and work experiences with members of the patient's family, which and refused to touch the water. This family member pretended to care for
enhanced the relationship between the nurses and the family members. the patient, but failed to do so.” (Undergraduate student no. 7)
“At the beginning, our conversation was related to the elder male patient, This excerpt expressed another cause of anger among the partici-
then to the patient's family, and we discussed our working lives together. I pants. A negligent attitude towards patients on the part of family
don't have any tips for communicating with a patient's family, but I think members may cause participants to feel dissatis ed and prevent them
you have to be willing to listen. Don't be too quick to leave when the from communicating with forbearance and tolerance.
35
Z. C. Y. Chan Nu rse E duc at i on To day 5 9 ( 20 1 7) 33 –3 7
goals and
3.2.3. Sadness
transitions of care in critical care medicine has been designed incendiary conversations with family members (Olsen et al., 1999;
References
at the University
It is essential of
to Calgary's
converse withCumming Schoolofofpatients
the families Medicinewho(Roze Des
are in Pergert and Lützén, 2012; Regis et al., 2011). Participants also men-
Ordons et al., 2017). A care and communication quality improvement tioned that listening to patients' families is crucial in the process of
critical condition, dying, or who have passed away. Such moments are Ada ms , A. M .N . , M an ni x, T ., Ha rr i ng ton , A. , 20 17 . N ur se s' c om mu ni c at io n w i th fa mi l i es i
project was launched in a respiratory care unit to improve the quality of ncommunication. Active listening is the central skill in the development
particularly sad ones for the participants. the i nten s i ve c ar e u ni t – a l i ter atu re rev i ew . Nu rs . C ri t. C a re 2 2 (2 ), 70 –8 0.
communication with families (Loeslie et al., 2017). Within the nursing of supportive
Al ab du l az i z ,relationships
H. , Mo ss , C .(Barone
, C o pn elandl , BSwitzer,
., 2 01 7. 1995).
P aed i atr i c nu rs es ' per c ept i on s an d pr ac ti c
curriculum,
“Once I was bothresponsible
for the pre-registration
for the last oprogrammes and nursing
ce and for cleaning the patient's es of fam i l y-c en tre d c a re i n Sau d i ho sp i tal s : a mi xed m eth od s s tu dy . I nt. J. N ur s. St ud .
specialty
body. training, consideration
I had to ask should be some
the family members givenquestions
to including
whileboththey were 69 ,addition
In 66 –7 7. to asking the family members re exive questions and
theoretical input and training in skills for communicating
still deeply grieving. I can't forget the moment when I told them with families,
“Don'tbe Ba ro ne,them
giving J. T . a, Sw
sense i tz er
of, empowerment
J.Y . , 1 99 5. I nter vi ew
(Foy i n Timmins,
and g A rt a nd Sk i l l. AWright
2004; l ly n & , B o sto n, U SA .
in asoseries
sad. of
Welectures
have toandhelpworkshops
this patienttotalling
be morenot less than 20 Ih.was
comfortable.” Thisalso Bé laLeahey,
and ng er, L .,2005),
B o ur bo nn ai s , A. , also
participants Be rn suggested
i er, R. , B entaking
oi t, Mnotice
., 2 01 7of. Cthe omm fa-un i c ati o n betw e en
willgrieving
allow nursing
at that students
time, andand registered
I had actuallynurses
taken adequate time
care of this to ac-for one
patient
nu rs es an d fam i l y c areg i ver s of h os pi tal i s ed o ld er p ers on s : a l i tera tur e rev i ew . J. C l i n .
mily's attitude and body language in order to identify a suitable mo-
quire knowledge andI had
skills through a role play format, group with
discus- Nu rs . 26 (5 -6 ), 6 09 –61 9 .
week. Although little experience in communicating the pa- ment for e ective communication. The most interesting inspiration
sions, and family,
re ective learning. Bo gu e, T .L . , M oh r , L ., 2 01 7 . P u tti n g th e fam il y ba ck i n t he c en ter : a teac h -b ac k p ro toc o l
tient's I did my best to let the patient pass away more serenely and fromto communication with families came from the sharing of the nursing
i mp ro ve c om mu ni c ati o n d ur i ng r ou nd s i n a p edi a tri c i nte ns i ve c are u ni t. C ri t. C ar e
to give the family members con dence.” (Master's student no. 16) students'
Nu rs .own experiences,
C l i n. N or th Am. 2which 9 ( 2) , have seldom
23 3 –25 0. been explored in pre-
vious
C han , studies.
Z .C . Y . Some, La i, Cfamily
. K. Y .members
, 20 16 . T were
he nu rs interested
e-p ati en tin c othe
mmu daily
n i calives
ti on of
: vo i c es fr om n ur si n g
the care
stu deproviders
nts . Int . J. as A dowelll escas. Mnursing students.
ed . H eal t h. h ttp By sharing
:// dx. d oi . ortheir
g/1 0clinical
.1 5 15 /i j amh -2 01 6-0 02 3 .
4.2. The
Limitations
participant recalled the sad moment of performing the last of- learning
C ro ni n , experience
J. A. , Fi n n, S. and , 20practical
17 . I mp training,
le men ti ngnursing
and evalstudents
u ati n g thcan e Cbuild
OM FO a RT c om mu ni c at i on
closer
in prelationship
al l i ati ve c are withc urtheri c family
u l um for and
o ncdraw
o lo the
gy nufamily's
rs es . J. attention
Ho sp . P alto l ia t. Nu r s. 1 9 ( 2) ,
ce, especially when she had to ask the patient's family some questions 14 0–1plan
the care 4 6. of a patient. To provide quality care and allow nursing
while everyone
It is unlikelywas thatgrieving
one-timedeeply.
in-depthAlthough the experience
interviews with nursing of stu-
caring Fo y, C . R. , T i mcommunication,
student-family mi n s, F. , 2 00 4. Imeasures mp rov i ngshould
c om mube ni taken
c at i on
ini clinical
n day su rg ery se tti ng s. N u rs .
for this patient in the preceding week made her feel sad, she persevered Stan d.to1 ensure
learning 9 , 37 –42 . students spend adequate time in a particular
that
dents can reveal all aspects of nursing student-family communication.
in her role of letting the patient pass away more serenely. Gi l l ett, K., O'N ei l l , B . , B l oo m e ld , J. G ., 20 16 . F ac to rs i n ue nc i n g the d evel o pm ent o f en d -
ward or clinical setting to be able to build rapport with a patient and
This study is therefore limited, and the following three recommenda- of-l i fe c o mm un i c ati o n s ki l l s: a foc u s gro up s tu dy of n ur s in g and m edi c al s tu de nts .
tions are proposed. First, as nursing students accumulate experience in his/her
Nu rsfamily.
e E du cNursing
. T od ay students
36 , 39 5– should
40 0. be further encouraged to re-
communicating with patients' families during their clinical practice, it is spond
Gi l marto ti nenquiries
, J. , W r i clearly,
gh t, K. , steer
20 08 clear
. Da y of
s ursensitive
ger y: p atitopics,
en ts' fellisten
t ab antodopa- ned d ur i ng th e pr e-
3.2.4. Anxiety
suggested that a follow-up longitudinal study be conducted to explore tients' families
op erat i ve w and, ifCnecessary,
ai t . J. l i n . Nu r s.share
17 , 2their
41 8–own24 25experiences
. h ttp: //d x. dthat areg/1 0. 1 11 1 /j. 1 36 5 -
oi . or
changes in thecommon
The most participants'
emotionviews whenby
shared they
thebecome registered
participants duringnurses. relevant
27 02 to . 20the
08 patient's
. 02 3 74 .xcare . plan but that are not sensitive (i.e., that do
Second, this study
communication wasdid not interview
anxiety. Lackingthe family members
sophisticated of patients.
experience in not touch
Ha rve y, P .,on issues
A hm ann ,of religion,
E ., 2 0 16 . Val politics, and
i d ati on : a sexual
fa mi l y-c orientation).
en ter ed c omm u ni c ati o n sk il l .
Research
healthcareon family
and members'
concerned aboutview
the on communicating
critiques with media,
from the mass nursingthe Nep hr ol . N ur s. J . 4 3 (1 ), 6 1–6 6 .
students will be enriched if their perspectives are included. Finally, a He ern an , M. , Q ui n n Gri n , M .T . , Si s ter, R. M . , Fi tz p atri c k , J. J., 2 0 10 . Sel f-c o mp ass i on
participants were anxious when performing procedures on patients or
comparative study ontheir
the similarities and em oti o na l i ntel l i ge nc e i n n ur ses . In t. J. Nu rs . P rac t. 1 6 , 36 6–3 7 3.
communicating with families. and di erences between nursing
students and registered nurses in communicating with families should Hei s e, B . A. , Gi l pi n , L. C . , 20 16 . N ur si n g s tu den ts ' c l i ni c al e xper i en c e w i th dea th : a pi l
o t Emotions
stu dy . Nu rsplay . E du c . Pe rs pec
a crucial rolet. in3 7nursing
(2 ), 10 4student-family
–10 6 . commu-
be conducted, so that the nursing curriculum can be designed to re-
“I am
spond very
to the cautious
needs, in my conversation
expectations, with patients'
and real clinical family
practices members. I
of each
Hem mi n g, L. , 2 01 7 . B r eak in g bad n ew s: a c ase stu d y o n c o mm un i c ati on i n h eal th c ar e.
nication, and self-compassion and emotional intelligence largely de-
am On especially afraid oftosaying something wrong, since of
theout-
mass media Gas tro i nt est. N u rs . 1 5 (1 ), 4 3–5 0 .
group. the other hand, further enhance the recovery termine the e ectiveness of such communication. In developing end-of-
Hen o ch , I. , Löv gr en, M ., W i l d e-Lar ss on , B ., T i sh el m an, C . , 20 12 . Pe rc ep ti on of q u al i ty o f
makeand exaggerated
the qualityclaims. It is not appropriate for familythat
members
more to be life ccommunication
patients of nursing care, it is recommended are: c om par i so nskills o f t he with
vi ewfamilies,
s of pa ti nursing
ent s w i th andl u medical
ng c a nc er students
a nd thei r fami l y m emb ers .
underbe theconducted
impression onthat I don'tincare for their children. Somefromdis- needJ. to
research changes the experiences of students C lilearn
n . Nuhow r s. 2to1,deal
5 85 –5 with94 emotional
. responses (Gillett et al.,
theirrespectful
universityforms of dialogue,
studies such as “that'sit”,
to their post-registration “of course
in clinical it's such
settings anda 2016).
Jesti c o On, E. ,theF i one
nl ay hand,
, T. , 2 nursing
01 7. “ A strstudents
es sfu l havean d frto i ghsoften
ten i ng a family's
exp eri en c e” ? C h i l dr en 's n u rs es'
pain”,
on the and “I'm too
perspectives busy,
of the wait members
family a minute”, ofmay give towards
patients others the
com-wrong emotional
per c ei ved andrea spiritual
di n es ssu to cering;
are f oronc hthe other
i l dr en whand,
i th c atheync er must
fol l obew iable
ng pr e-reg i str ati o n n ur s e
impression of medical sta .” (Undergraduate student no. 1)
munication. to manage
edu c ati their o n: a own
qu al emotions
i tati v e st ud during
y. N urthe provision
se Ed u c . T o da of yhealthcare
4 8 ( 1) , 62 –6 6.
(He
Li n ,ernan
M . F. et , Hal.,
su , 2010;
W .S . ,Wright,
H u an g,2008).
M .C . ,While Su , Y previous
. H. , C r aw studies
for d, Phave
. , T ang , C .C . , 2 01 7 . “ I c
ou l dn
focused
even 't taonl kthe anxiety
to th e p ati en oft”the: b patient
arr i er s and
to c om his/her
mu nifamilyc ati n gduring
w i th c the
an c er p ati en ts as p er c ei ved
“I had an unforgettable experience when dealing with an elderly patient by nu rs i process
therapeutic ng st ud en ts. E ur . J. and
(Gilmartin C an Wright,
c er C a re2008; 2 6 (4 Regis
), e1 26et 4 8.
al., 2011;
su ering from stroke. His wife took care of him and was nervous about Loe
Yorkesl i and
e, V. Cameron-Traub,
, Ab c ej o, M .S . , A2008), nd er sothen, Cparticipants
. , Lei b en gut inh,this
E . ,study
Mi el ktalked
e, C ., Ra bat i n, J. , 20 1 7.
his condition. Once I did a poor job of moving this patient onto the bed, more Imp l emen
about ti n gown
their f amiemotions
l y mee ti ng of shappiness,
i nto a r esp anger,i ra tor yand c aresadness.
u ni t: a cThe a re an d c om mu ni c at i on
qu al i ty i m pr ov emen t p ro j ec t. Di m ens . C ri t. C a re N ur s. 3 6 (3 ), 1 57 –1 63 .
5. Conclusion
and she reproved me, “Little girl, didn't you learn this in school?” I was participants were happy when they were appreciated for their attentive
Mar sh al l , A. , B el l , J. M. , Mo u le s, N .J. , 2 01 0 . B el i efs , su er i ng , an d h eal i n g: a c l i n i c
unhappy and apologized to her. I think communication with family careproracwhen
al they enjoyed friendship with a patient's family. If family
ti c e mo de l fo r fa mi l i es ex per i en ci n g m ent al i ll n es s. P ers pec t . P sy c hi a tr. C ar e 46 ,
members members were not: //dx
concerned about
10 . the
11 11patient's
/j . 17 44 condition
-6 16 3. 2 01or0.recovery
This studyis sheds
much some
more light
di cult
onthan
howwith patients.nursing
to improve Perhaps I am afraid
education so 19 7– 20
process,
8. h ttp
the. ,participants
.d oi . o rg/
were angry.
0 02 5 9. x.
of the former, and I am especially anxious when I am performing pro- Ol s en, S .F M ar sh al l , E. S. , M and l When
ec o, B family
. L. , Al lmembers
red , K. Wwere ., D ycdis-h es, T . T. , Sa ns om , N . , 19
that students receive proper training on how to communicate with the satis
99 . Supedpwith or t, ctheo mmnurses'
un i c performance,
ati o n, an d h ar or di nwheness i nthe fa mipatient
l i es wwas
i th in
c hcri-
i ld re n w i th di s ab i li ti e s. J.
cedures on patients. The family members observe every step with sharp
family members of patients. Nursing students should learn how to re- ticalFamcondition,
. Nu rs . 5,the 2 75 participants
–2 91 . h ttp:were //d x. also
d oi . in low0.spirits.
or g/1 1 17 7 /10 Finally,
74 8 40anxiety
79 90 0 50 03 0 3.
eyes. So I explain the caring procedure in detail to give them con dence
spond to enquiries, avoid sensitive topics, listen to patients' families, is not
Per ger the
t, P .,soleL ützpreserve
é n, K. , 20 of 1patients
2. B al anand c i ngtheir
tr uthfamily
-tel l i members;
n g i n th e pdue to aati on o f h op e: a r el a-
res erv
in me.” (Master's student no. 4)
and allow a certain degree of self-disclosure relevant to the patient's lacktiof onclinical
al eth i c experience
s app ro ac h .and Nu rsknowledge,
. E thi c s 19 nursing
, 2 1–2 9 students
. were also
care while still maintaining professional boundaries. Nursing students Regi
anxiouss , T when
. , Stei communicating
n er, M .J. , Fo rd , C . A .,patients'
with B yer l ey,families
J. S. , 2 0or 11performing
. P r ofes si o na li s m ex pec ta ti on s s een
also need to learn how to control their emotions if necessary. To con- thr ou
caring gh the ey esinofthe
procedures res presence
i d ent p hy of si cfamily
i an s anmembers.
d p ati en t Therefore,
fa mi l i es. Pe indi at ri c s 1 27 , 3 17 –3 24 .
Although
clude, nursingthe primary target
student-family of nursing care
communication is is the patient,
important family
in building Ros emo nd , C . , Han s on , L. C ., Z i mm erm an , S. , 20 17 . Go al s o f c ar e or go al s of tr u st? H o w
addition to teaching professional skills in the nursing curriculum,
memberspromoting
rapport, and the mass media
mutual are very concerned
understanding, invitingabout the process
families partici- and fami l y m emb er s p erc ei v e go al s fo r d yi n g n ur si n g h om e re si d ents . J. Pa ll i at . M ed . 2 0
educators
outcome (4 ), 36 should
0 –36 5 .be aware of the emotional aspects of students' com-
pating in of caring.
care plans,The
andparticipants
preventing revealed anxiety
medical errors about
due commu-
to mis- munication with patients and family members. An intensive training
nicating with or performing procedures on patients under the watchful Roz e D es Or do ns , A. L. , Do i g, C . J. , C ou i l la rd , P. , L ord , J. , 20 1 7. Fr om c om mu n ic a ti on
communication. workshop
gaze of family members or the scrutiny of the mass media. ski l l s twith o sk imore
l lf ulopportunities
c om mu ni c a titoongain : a l hands-on
o ng i tud i na experience
l i n tegr ate andd c ur ri c u l um for c r i ti c al c
featuring
ar e role-plays about communicating with families should be
provided.
San medo iwc More
del sk importantly,
i nei ,feM.ll ,o2w01s. 0.
AW c ad. opportunities
M ed
h at's i n .a92 (4 ), 5Qu
n ame? for rei 05
01 al–5 ecting
tat .iv e don escone's own
r i pt io n rev i si ted . Res . Nu rs .
strengths
Hea l thand 33 ,on 77 the
–8 4.limitations of one's own conceptualizations, va-
4. Discussion
Source of Funding lues,
W and
it ten berskills
g, E ., in communication
R agan , S. L. , Fe rr elshould
l, B . , 2be 01promoted.
7. E xp l or i ng nu rs e c o mmu n i c ati on ab ou t
sp i ri tu al i ty. A m. J. H os p. P al l i at. M ed. 3 4 (6 ), 5 66 –57 1 .
W ri gh t, L. M . , 20 08 . So ften in g su eri n g t hr ou gh s pi r it ua l c are pr ac ti c es : o n e po ss i bi l i ty
Among
The Hong theKong
four inspirations
Polytechnic gained fromProject
University. nursingCode:
student-family
1-ZV5F. for hea l i ng fami l i es . J. Fam . Nu rs . 1 4, 3 94 –4 11 . htt p: //d x. do i . or g/1 0. 1 17 7/
communication, the participants placed the most emphasis on re- 10 74 84 0 70 83 2 64 93 .
sponding
Con ict oftoInterest
enquiries clearly. In particular, nurses should provide W ri gh t, L. M. , Leah ey , M . , 2 00 5. T he t hr ee mo st c om mo n er ro rs i n fami l y n u rs i ng : h ow to
concrete responses to family members or refer their questions to ap- avo i d o r s i de step . J. Fa m. Nu r s. 1 1, 9 0– 10 1.
propriate medical sta . Giving information based on a thorough as- Y or ke, J. , C ame ro n-T ra ub , E ., 2 00 8 . P at ie nts ' p erc ei v ed c are need s w hi l e w a i ti ng for a
The author
sessment declared important
is particularly that there when
is no con ict of
family interest.are burdened
members hea rt o r l u n g tr an sp l ant . J . C li n . Nu r s. 1 7, 7 8–8 7 .
with stress and other concerns (Yorke and Cameron-Traub, 2008). This 4.1. Implications for Nurse Education
argument is consistent with the ndings of Wright and Leahey (2005)
This is a pioneer study on understanding students' communication
that one of the common errors in family nursing is the premature giving with family members in the Chinese context. Communication with fa-
of advice. When providing information to family members, nurses milies should be viewed as a process and part of the on-going devel-
should avoid sensitive topics and disclose the patient's condition while opment of the health profession. There should be a shift in emphasis
taking into consideration the patient's willingness and the family's from communication skills to skillful communication (Roze Des Ordons
emotional competence to listen to such details. They must also use et al., 2017). A 20-hour training programme that includes discussion
suitable language and avoid joking about the patients or engaging in about the basic principles of communication and family meetings about
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