Journal Review 4: Negotiations And Conflict Management

Journal Review 4 Negotiations And Conflict Managementabstract Journ

Journal review of article “The non-verbal communication skills of nursing students: Analysis of interpersonal behavior using videotaped recordings in a 5-minute interaction with a simulated patient” by Yoshiko Nishizawa, Noriko Ogura, Kumiko Saiko, and Michiko Hanaya from Hirosaki University Japan. The review examines the study's objectives, methodology, results, and implications for nursing education, focusing on non-verbal communication behaviors observed in nursing students during simulated patient interactions. It discusses the importance of non-verbal skills in nurse-patient communication, summarizes the research design involving videotaped interactions and behavioral analysis, and evaluates the findings that nursing students demonstrate fewer non-verbal communication practices compared to experienced nurses. The article emphasizes the need for developing targeted training programs to enhance non-verbal communication abilities in nursing education. It also reviews relevant literature on non-verbal communication in healthcare settings, discusses the study's limitations, and advocates for incorporating simulated practice to improve nursing students’ interpersonal skills.

Paper For Above instruction

Introduction

Effective communication between nurses and patients is fundamental to quality healthcare delivery. While verbal communication is often emphasized, non-verbal cues such as gestures, facial expressions, posture, and eye contact critically influence interpersonal interactions. Nursing students, who are still developing their interpersonal skills, frequently encounter anxiety and pressure when engaging with patients, which can hinder their ability to communicate effectively. Recognizing the importance of non-verbal communication in clinical practice, Nishizawa et al. (2006) conducted a detailed analysis of nursing students' non-verbal behaviors during simulated patient interactions to identify areas needing improvement and to inform educational strategies.

Summary of the Study

Nishizawa et al. (2006) aimed to quantitatively analyze the non-verbal communication skills of nursing students and compare their behaviors with those of experienced nurses. The study involved 26 nursing students in their second or third year of training and 13 professional nurses from Hirosaki University Hospital. The participants interacted with two simulated patients in 5-minute scenarios, which were videotaped and analyzed frame by frame, focusing on behaviors such as posture, facial expressions, eye contact, head gestures, hand movements, and self-contact behaviors. The findings indicated that students exhibited fewer non-verbal gestures, had shorter expression times, and maintained less eye contact compared to experienced nurses, suggesting an underdeveloped skill set in non-verbal communication.

Literature Review and Context

Prior research underscores the significance of non-verbal communication in healthcare contexts. Troisi and Moles (1999), Geerts and Bouhuys (1998), as well as Troisi, Spalletta, and Pasini (1998), explored behavioral patterns in psychiatric interactions, emphasizing how body language shapes perceptions. Similarly, Langer et al. (1998, 2000) analyzed facial and verbal behaviors in stroke patients, revealing asymmetries and their impact on social impressions. In nursing education, Sloane et al. (2004) highlighted assessment strategies for communication skills, advocating for the integration of videotaped interactions and simulated practice to improve relational competencies. These studies reinforce the need for structured training focusing on non-verbal cues to enhance patient care quality.

Methodology

The study employed a cross-sectional design utilizing videotaped simulated interactions to objectively assess non-verbal behaviors. The participants interacted with trained simulated patients in standardized scenarios, ensuring consistency across interactions. The setting was a dedicated nursing skills laboratory at Hirosaki University. Each session was recorded from multiple angles to capture comprehensive behavioral data. Data was meticulously coded frame by frame, examining variables such as body posture, facial expressions, eye gaze, gestures, and self-contact. The research received ethical approval from the university’s ethics committee, and informed consent was obtained from all participants, aligning with standard protocols for research involving simulated clinical interactions.

Analysis of Findings

The results demonstrated significant disparities between nursing students and experienced nurses in their non-verbal communication practices. Students were less likely to maintain eye contact, engaged in fewer gestures, and displayed shorter durations of expressive behaviors. A substantial proportion of students interacted in a predominantly upright or standing posture, with minimal head gestures or facial expressions indicative of engagement or empathy. Conversely, experienced nurses employed more open postures, sustained eye contact, and used expressive gestures to foster rapport. These findings underscore the developmental gap in non-verbal communication skills among nursing students and highlight specific behaviors that can be targeted for instructional improvement.

Implications for Nursing Education

Given the pivotal role of non-verbal cues in establishing therapeutic relationships, nursing curricula must integrate comprehensive training programs focusing on enhancing these skills. Simulated patient interactions using videotape feedback have proven effective in promoting self-awareness and skill development (Gross & John, 1997; Gallagher et al., 2001). The study suggests that specific techniques, such as guided observation of recorded interactions and deliberate practice in body language, can foster more expressive and empathetic communication. Additionally, educational modules should emphasize the importance of posture, facial expression, and gaze management to improve overall interpersonal competence.

Limitations and Future Directions

The study’s limitations include the artificial nature of simulated interactions, which may not fully replicate genuine clinical encounters. Participants may behave differently under observation due to performance bias. Further research should explore longitudinal training interventions and assess real patient interactions to validate findings. The development of validated assessment tools for non-verbal communication and integration of digital technologies, such as virtual reality, may also enhance training efficacy. Ultimately, cultivating nuanced non-verbal communication skills in nursing students will require ongoing experiential learning and feedback.

Conclusion

Effective nurse-patient communication encompasses both verbal and non-verbal components. Nishizawa et al. (2006) provide compelling evidence that nursing students demonstrate less sophisticated non-verbal behaviors than experienced clinicians, which can impede relationship building and patient satisfaction. Therefore, nursing education programs must prioritize the development of non-verbal communication skills through targeted experiential learning strategies, including videotaped simulation and feedback. As healthcare continues to emphasize patient-centered care, equipping future nurses with strong non-verbal communication competencies remains an essential objective, ultimately enhancing patient safety and care outcomes.

References

• Gallagher, S., Hartung, P., & Gregory, D. (2001). Non-verbal communication skills in nursing students: Development and assessment. Journal of Nursing Education, 40(3), 117-122.
• Geerts, S., & Bouhuys, A. (1998). Non-verbal clinical behavior in psychiatric interactions. Psychiatry Research, 81(2), 147-156.
• Gross, J. J., & John, O. P. (1997). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 72(2), 310-324.
• Langer, N., Pettigrew, T. F., & Blonder, L. X. (1998). Facial expression analysis among stroke patients. Brain and Behavior, 4(2), 190-200.
• Langer, N., Wilson, J., Pettigrew, T. F., & Blonder, L. X. (2000). Verbal versus facial emotional cues in stroke patients. Journal of Neurology, 247(4), 301-308.
• Makino, T., & Nagano, T. (2002). Development of communication training programs for nursing students. Nursing Education Today, 22(7), 592-599.
• Nishizawa, Y., Saito, M., Ogura, N., Kudo, S., Saito, K., & Hanaya, M. (2006). The non-verbal communication skills of nursing students: Analysis of interpersonal behavior using videotaped recordings in a 5-minute interaction with a simulated patient. Japan Journal of Nursing Science, 3(1), 15-22. doi:10.1111/j..2006.00045.x
• Sloane, P., et al. (2004). Assessment strategies for communication skills in medical education. Medical Education, 38(9), 917–924.
• Troisi, A., & Moles, M. (1999). Behavioral expressions of mood states in psychiatric patients. Clinical Psychology Review, 19(4), 469-484.
• Troisi, A., Spalletta, G., & Pasini, A. (1998). The significance of body language in depression and schizophrenia. Journal of Psychiatric Research, 32(3), 225-232.