Student nurses' use of their interpersonal skills within clinical role-plays

ASHMORE, R. J. and BANKS, D. (2003). Student nurses' use of their interpersonal skills within clinical role-plays. Nurse Education Today, 24 (1), 20-29.

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Link to published version:: https://doi.org/10.1016/S0260-6917(03)00118-7
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    Abstract

    Heron’s six-category intervention analysis is a component of many counselling courses and is used extensively by teachers of interpersonal skills within nursing curricula. In addition, researchers have used six-category intervention analysis as a theoretical framework for exploring nurses’ perceptions of their interpersonal skills. This study aimed to advance previous research by using Heron’s framework to analyse student nurses’ actual skills, as deployed in clinical role-plays, and then to compare them to earlier findings. Analysis of the data produced the following rank order of interventions based on Heron’s framework: catalytic, prescriptive, supportive, informative, confronting and cathartic. The findings both challenge and support previous findings on nurses’ perceptions of their interpersonal skills. The paper discusses these findings and their implications for clinical practice.

    Item Type: Article
    Uncontrolled Keywords: Interpersonal skills, John Heron, Mental health nursing, Role-play, Students
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Health and Social Care Research
    Identification Number: https://doi.org/10.1016/S0260-6917(03)00118-7
    Page Range: 20-29
    Depositing User: Ann Betterton
    Date Deposited: 04 Apr 2008
    Last Modified: 19 Mar 2021 01:00
    URI: http://shura.shu.ac.uk/id/eprint/317

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