TY - JOUR
T1 - Enhancing communication with distressed patients, families and colleagues: the value of the Simple Skills Secrets model of communication for the nursing and healthcare workforce
AU - Jack, Barbara
AU - Kirton, Jennifer
AU - Marley, K
AU - O'Brien, Mary
AU - Whelan, Alison
AU - Baldry, C R
AU - Groves, K E
PY - 2013
Y1 - 2013
N2 - Background: Good communication skills in healthcare professionals are acknowledged as a core competency.
The consequences of poor communication are well-recognised with far reaching costs including; reduced
treatment compliance, higher psychological morbidity, incorrect or delayed diagnoses, and increased complaints.
The Simple Skills Secrets is a visual, easily memorised, model of communication for healthcare staff to respond to the distress or unanswerable questions of patients, families and colleagues.
Objectives: To explore the impact of the Simple Skills Secrets model of communication training on the general
healthcare workforce.
Design and Methods: An evaluation methodology encompassing a quantitative pre- and post-course testing of
confidence and willingness to have conversations with distressed patients, carers and colleagues and qualitative
semi-structured telephone interviews with participants 6–8 weeks post course.
Participants: During the evaluation, 153 staff undertook the training of which 149 completed the pre- and
post-training questionnaire. A purposive sampling approach was adopted for the follow up qualitative interviews
and 14 agreed to participate.
Results: There is a statistically significant improvement in both willingness and confidence for all categories;
(overall confidence score, t(148)=−15.607, p=b0.05 overall willingness score, t(148)=−10.878, p=b0.05)
with the greatest improvement in confidence in communicating with carers (pre-course mean 6.171 to post
coursemean 8.171). There is no statistical significant difference between the registered and support staff. Several
themeswere obtained from the qualitative data, including: a method of communicating differently, a structured approach, thinking differently and additional skills. The value of the model in clinical practice was reported.
Conclusion: This model can be suggested as increasing the confidence of staff, in dealing with a myriad of situations
which, if handled appropriately can lead to increased patient and carers' satisfaction. Empowering staff appears to have increased their willingness to undertake these conversations, which could lead to earlier intervention and minimise distress.
AB - Background: Good communication skills in healthcare professionals are acknowledged as a core competency.
The consequences of poor communication are well-recognised with far reaching costs including; reduced
treatment compliance, higher psychological morbidity, incorrect or delayed diagnoses, and increased complaints.
The Simple Skills Secrets is a visual, easily memorised, model of communication for healthcare staff to respond to the distress or unanswerable questions of patients, families and colleagues.
Objectives: To explore the impact of the Simple Skills Secrets model of communication training on the general
healthcare workforce.
Design and Methods: An evaluation methodology encompassing a quantitative pre- and post-course testing of
confidence and willingness to have conversations with distressed patients, carers and colleagues and qualitative
semi-structured telephone interviews with participants 6–8 weeks post course.
Participants: During the evaluation, 153 staff undertook the training of which 149 completed the pre- and
post-training questionnaire. A purposive sampling approach was adopted for the follow up qualitative interviews
and 14 agreed to participate.
Results: There is a statistically significant improvement in both willingness and confidence for all categories;
(overall confidence score, t(148)=−15.607, p=b0.05 overall willingness score, t(148)=−10.878, p=b0.05)
with the greatest improvement in confidence in communicating with carers (pre-course mean 6.171 to post
coursemean 8.171). There is no statistical significant difference between the registered and support staff. Several
themeswere obtained from the qualitative data, including: a method of communicating differently, a structured approach, thinking differently and additional skills. The value of the model in clinical practice was reported.
Conclusion: This model can be suggested as increasing the confidence of staff, in dealing with a myriad of situations
which, if handled appropriately can lead to increased patient and carers' satisfaction. Empowering staff appears to have increased their willingness to undertake these conversations, which could lead to earlier intervention and minimise distress.
U2 - 10.1016/j.nedt.2013.01.005
DO - 10.1016/j.nedt.2013.01.005
M3 - Article (journal)
SN - 0260-6917
VL - 33
SP - 1550
EP - 1556
JO - Nurse Education Today
JF - Nurse Education Today
IS - 12
ER -