The Relationship Between Worry and Comfort Levels and Communication Skills of Nursing Students During Pediatric Clinic Applications: a Descriptive Study

Abstract

Background: Practices of student nurses in clinical settings allow them to face the difficulties of professional practice, adapt to these environments and develop their knowledge, skills and confidence. Objectives: The purpose of the study is to investigate the relationship between the worry and comfort levels and communication skills of nursing students during their pediatric clinic practices. Design: A descriptive study design was used. Settings: The measurement instruments were applied at the students' usual classrooms at a Turkish state university by the authors. Participants: The sample of the study consisted of 145 nursing students who were in their 3rd year of study in the academic year of 2018-2019 and agreed to participate. Methods: The data were collected by a Questionnaire Form, the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool and the Effective Communication Skills Scale. Results: A positive and significant relationship was determined between the students' Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool, Comfort subscale scores and their Effective Communication Skills Scale, Self-Revelation, Empathy and I-Language subscale scores (p < 0.05). A positive and significant relationship was found between the students' Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool, Worry subscale scores and their Effective Communication Skills Scale, Self-Revelation, Effective Listening and I-Language subscale scores (p < 0.05). Conclusion: It was concluded that there was a relationship between the worry and comfort levels of the nursing students and their communication skills during their pediatric clinic practices. Knowing about the worry and comfort levels of nursing students who take part in practices at pediatrics clinics and their effective use of communication skills will affect their statuses of coping with worry in their future professional and social experiences and may increase their clinical success.