Volume 6, Issue 2 (June 2019)                   J Educ Community Health 2019, 6(2): 71-77 | Back to browse issues page

Ethics code: IR.MUI.REC.1397.3.183


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Basiri M, Karimy M, Shahnazi H. Effect of Educational Intervention on Communication Skills and Self-Efficacy of Primary Healthcare Workers (Behvarz). J Educ Community Health. 2019; 6 (2) :71-77
URL: http://jech.umsha.ac.ir/article-1-603-en.html
1- Student Research Committee, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
2- Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran.
3- Health Education and Promotion Department, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran , h_shahnazi@yahoo.com
Abstract:   (636 Views)
Aims: Effective communication between primary healthcare workers and people is a critical skill for providing appropriate healthcare. The purpose of this study was to evaluate the impact of educational intervention on communication skills and self-efficacy of primary healthcare workers (Behvarz).
Materials and Methods: This quasi-experimental study carried out between 104 people, who were the primary healthcare workers of health centers in Saveh and Zarandieh city in 2018. The primary healthcare workers of Saveh (60 people) were assigned to the test group and the primary healthcare workers of Zarandieh (44 people) were assigned to the control group. The test group received four 90 minute sessions training course on self-efficacy, and communication skills. Data were collected before the educational intervention and 2 months after the educational intervention by a questionnaire including demographic variables, self-efficacy, and a checklist of communication skills. Data were analyzed using SPSS 19 software through Chi-square test, paired sample t-test, and independent sample t-test.
Findings: Based on the results, there was no significant difference between the mean scores of the self-efficacy and communication skills in the test and control groups before the educational intervention (p>0.05). After the educational intervention, a significant difference was observed in the all areas of communication skills (starting the session and creating a relationship, data collection, paying attention to people's point of view who referred to the health center and providing information, mutual agreement and ending the session) and self-efficacy (p<0.001). Also, the mean scores of self-efficacy and communication skills increased in the test group after the educational intervention (p<0.001).
Conclusion: Educational intervention is effective on the improvement of communication skills and self-efficacy of primary healthcare workers.
Persian Full-Text [PDF 608 kb]   (204 Downloads)    
Type of Study: Research Article | Subject: Social Determinants of Health
Received: 2018/11/19 | Accepted: 2018/12/30

References
1. Arab-zozani M, Hosseini Barghazan S. Health sector evolution in Iran; a short review. Evid Based Health Policy Manag Econ. 2017;1(3):193-7. [Persian]
2. Damari B, Ehsani Chimeh E. Public health activist skills pyramid: a model for implementing health in all policies. Soc Work Public Health. 2017;32(7):407-20.
3. Behzadifar M, Abolghasem Gorji H, Rezapour A, Bragazzi NL, Alavian SM. The role of the primary healthcare network in Iran in hepatitis C virus elimination by 2030. J Virus Erad. 2018;4(3):186-8.
4. Abdel-All M, Putica B, Praveen D, Abimbola S, Joshi R. Effectiveness of community health worker training programmes for cardiovascular disease management in low-income and middle-income countries: a systematic review. BMJ Open. 2017.;7(11):e015529.
5. Prakash T, Philip JM, Abraham HM, Venkatakrishnan C J, Chandran CR. Attitude toward dental communication skills among students in a south Indian dental college. Drug Inven Today. 2018;10(8):1493-5.
6. Sperr E, Baldwin A, Feeney J, Herring K. Using improv to develop communication skills for medical students. Med Partnersh. 2018.
7. Labonté R, Sanders D, Packer C, Schaay N. Conclusion: Is there a future for comprehensive primary health care? In: Revitalizing health for all. Labonté R, Sanders D, Packer C, Schaay N, editors. Toronto: University of Toronto Press; 2017. p. 292.
8. Tabrizi JS, Pourasghar F, Gholamzadeh Nikjoo R. Status of Iran’s primary health care system in terms of health systems control knobs: a review article. Iran J Public Health. 2017;46(9):1156-66.
9. Behzadifar M, Tehrani Mirghaed M, Aryankhesal A. Primary health care: an important approach for health sector, missed in Iran’s health system evolution plan. Iran J Public Health. 2017;46(9):1307-8.
10. Moore PM, Rivera Mercado S, Grez Artigues M, Lawrie TA. Communication skills training for healthcare professionals working with people who have cancer. Cochrane Database Syst Rev. 2018(7): CD003751.
11. Zamani A, Shams B, Moazzam E. Communication skills training for physicians as a strategy for enhancing patients’ satisfaction: a model for continuing education. Iran J Med Educ. 2004;4(1):15-22. [Persian]
12. Symons AB, Swanson A, McGuigan D, Orrange S, Akl EA. A tool for self-assessment of communication skills and professionalism in residents. BMC Med Educ. 2009;9(1):1.
13. Rezaei R, Hosseini SJ, Valaei N. Communication skills of doctors and their attitudes in Shiraz. Feyz. 2001;4(4):19-26. [Persian]
14. Bakker DA, Fitch MI, Gray R, Reed E, Bennett J. Patient–health care provider communication during chemotherapy treatment: the perspectives of women with breast cancer. Patient Educ Couns. 2001;43(1):61-71.
15. Kissane DW, Bylund CL, Banerjee SC, Bialer PA, Levin TT, Maloney EK, et al. Communication skills training for oncology professionals. J Clin Oncol. 2012;30(11):1242-7.
16. Ghaffarifar S, Ghofranipour F, Ahmadi F, Khoshbaten M. Why educators should apply theories and models of health education and health promotion to teach communication skills to nursing and medical students. Nurs Midwifery Stud. 2015;4(4):e29774.
17. Ghofranipour F, Ghaffarifar S, Ahmadi F, Hosseinzadeh H, Akbarzadeh AH. Improving interns’ patient-physician communication skills: application of self-efficacy theory, a pilot study. Cogent Psychol. 2018;5(1):1-13.
18. Karimi M, Koohestani HR, Araban M. The association between attitude, self-efficacy, and social support and adherence to diabetes self-care behavior. Diabetol Metab Syndr. 2018;10(1):86.
19. Jalili M, Barati M, Bashirian S. Using social cognitive theory to determine factors predicting nutritional behaviors in pregnant women visiting health centers in Tabriz, Iran. J Educ Community Health. 2015;1(4):11-21. [Persian]
20. Azizi N, Karimi M, Naseri Salahshour V. Determinants of adherence to tuberculosis treatment in Iranian patients: Application of health belief model. J Infect Dev Ctries. 2018;12(09):706-11.
21. Ghaffarifar S, Ghofranipour F, Ahmadi F, Khoshbaten M, Sallis . The causal relationship between interns’ knowledge and self-efficacy and their value in predicting the interns’ communication behavior with patients. Int J Community Based Nurs Midwifery. 2015;3(4):263-71.
22. Silverman J, Kurtz S, Draper J. Skills for communicating with patients. 3rd Edition. Boca Raton: CRC Press; 2016.
23. Ahmadi MS, Hatami HR, Ahadi H, Asadzadeh H. A study of the effect of communication skills training on the female students’ self-efficacy and achievement. New Approach Educ Manag. 2014;4(16):105-18. [Persian]
24. Moeini B, Karimi Shahanjarini A, Soltanian AR, Valipour Matlabi Z. The effect of communication skills training on females referred to health centers in Bahar; applying the social support theory for increasing marital satisfaction among couples. J Educ Community Health. 2016;3(3):9-16. [Persian]
25. Khodadadi E, Ebrahimi H, Moghaddasian S, Babapour J. The effect of communication skills training on quality of care, self-efficacy, job satisfaction and communication skills rate of nurses in hospitals of Tabriz, Iran. J Caring Sci. 2013;2(1):27-37.
26. Ghaffarifar S, Ghofranipour F, Ahmadi F, Khoshbaten M. Barriers to effective doctor-patient relationship based on precede proceed model. Glob J Health Sci. 2015;7(6):24-32.
27. Nørgaard B, Ammentorp J, Ohm Kyvik K, Kofoed PE. Communication skills training increases self‐efficacy of health care professionals. J Contin Educ Health Prof. 2012;32(2):90-7.
28. Amini M, Nouri A, Samavatian H, Soltanolkottabi MA. The effect of communication skills training on organizational citizenship behavior (OCB) of nurses. Iran J Med Educ. 2013;12(10):796-804. [Persian]
29. Ammentorp J, Kofoed PE. Coach training can improve the self-efficacy of neonatal nurses. A pilot study. Patient Educ Couns. 2010;79(2):258-61.
30. Berkhof M, van Rijssen HJ, Schellart AJ, Anema JR, van der Beek AJ. Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews. Patient Educ Couns. 2011;84(2):152-62.
31. Makoul G. Communication skills education in medical school and beyond. JAMA. 2003;289(1):93.
32. Alexander SC, Keitz SA, Sloane R, Tulsky JA. A controlled trial of a short course to improve residents' communication with patients at the end of life. Acad Med. 2006;81(11):1008-12.
33. Barth J, Lannen P. Efficacy of communication skills training courses in oncology: a systematic review and meta-analysis. Ann Oncol. 2011;22(5):1030-40.

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


© 2019 All Rights Reserved | J Educ Community Health

Designed & Developed by : Yektaweb