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Objective The aim of the study was to determine the effects of a simulated communication training course on nurses’ communication competence, self-efficacy, communication performance, myocardial infarction knowledge, and general satisfaction with their learning experience. Methods A randomized controlled trial was conducted with a pre-test and two post-tests. The experimental group underwent simulated communication training course and the control group received a case-based communication training course. Results The experimental group made more significant improvement in competence and self-efficacy in communication from pre-test to the second post-test than the control group. Although both groups’ satisfaction with their learning experience significantly increased from the first post-test to the second post-test, the experimental group was found to be more satisfied with their learning experience than the control group. No significant differences in communication performance and myocardial infarction knowledge between the two groups were identified. Conclusion Scenario-based communication training can be more fully incorporated into in-service education for nurses to boost their competence and self-efficacy in communication and enhance their communication performance in myocardial infarction patient care. Practice implications Introduction of real-life communication scenarios through multimedia in communication education could make learners more motivated to practice communication, hence leading to improved communication capacity.

Nurses must develop competence in evidence-based nursing in order to provide the best practice medical care to patients. Evidence-based nursing uses issue identification, data mining, and information consolidation from the related medical literature to help nurses find the best evidence. Therefore, for medical institutions to provide quality clinical care, it is necessary for nurses to develop competence in evidence-based nursing.This study aims to explore the effect of a fundamental evidence-based nursing course, as a form of educational intervention, on the development of evidence-based nursing knowledge, self-efficacy in evidence-based practice activities, and outcome expectations of evidence-based practice in nurse participants. Further the competence of these nurses in overcoming obstacles in evidence-based nursing practice.This quasi-experimental study used a pre-post test design with a single group of participants. A convenience sample of 34 nurses from a municipal hospital in northern Taiwan received 8 hours of a fundamental evidence-based nursing course over a two-week period. Participants were asked to complete four questionnaires before and after the intervention. The questionnaires measured the participants' basic demographics, experience in mining the medical literature, evidence-based nursing knowledge, self-efficacy in evidence-based practice activities, outcome expectations of evidence-based practice, competence in overcoming obstacles in evidence-based nursing practice, and learning satisfaction. Collected data was analyzed using paired t, Wilcoxon Signed Rank, and McNemar tests to measure the differences among participants' evidence-based nursing knowledge and practice activities before and after the workshop.The nurses demonstrated significantly higher scores from pre-test to post-test in evidence-based nursing knowledge II, self-efficacy in evidence-based nursing practice activities, and outcome expectations of evidence-based practice. Although the differences did not reach statistical significance, the post-test scores were significantly lower than pre-test scores in terms of the measurement of the nurses' obstacles in evidence-based nursing practice, which indicates significant improvements from pre-test to post-test in terms of the competence of participants in overcoming obstacles in evidence-based nursing practice.The intervention was found to be effective in improving the evidence-based nursing knowledge, self-efficacy in evidence-based nursing practice activities, and outcome expectations of evidence-based practice of participants and effective in reducing their obstacles in evidence-based nursing practice. Medical institutions should provide evidence-based nursing courses on a regular basis as a part of in-service education for nurses in order to help nurses develop the evidence-based nursing knowledge and practical competence required to provide quality clinical care.護理人員實證護理能力之探究及其在臨床上之應用.為了因應臨床實務需求，培養護理人員有足夠的實證護理能力，經由發現問題、搜尋資料、研讀與整合文獻，將最佳證據應用在病人身上，做最妥善的醫療照護，以提升護理照護品質。因此，臨床實務之需求，有其必要於醫療機構中精進護理人員實證護理能力。.本研究目的為評估基礎實證護理種子培訓課程介入，對於提升護理人員實證護理知識、實證護理實務自我效能、實證照護預期結果以及實證護理應用阻礙之改變。.本研究為類實驗性單組前後測研究設計，採方便取樣，以北部某市立醫院的34名護理人員為研究對象；接受2週共8小時基礎實證護理種子培訓課程，並於培訓課程前後填寫研究問卷，研究工具包括：基本屬性問卷、醫護文獻之搜尋與使用經驗、實證護理知識測驗I及II、實證護理實務的自我效能、實證照護預期結果量表、實證護理應用阻礙及學習滿意度。使用paired t test、Wilcoxon Signed Rank和McNemar檢定分析資料，以瞭解護理人員參與「實證護理概念與應用」工作坊後，其實證護理知識與行為之改變。.護理人員透過「實證護理概念與應用」工作坊介入後，實證護理知識測驗II、實證護理實務的自我效能、實證照護預期結果量表上，後測平均數均比前測高，且皆呈統計上顯著差異；實證護理應用阻礙方面，後測平均低於前測，顯示護理人員在應用上之阻礙較介入前低，惟未達統計顯著差異。.實證護理課程對於提升護理人員之實證護理知識、自我效能、預期結果皆有顯著效果，也能降低護理人員對於實證護理的應用阻礙。醫療院所可定期舉辦實證護理課程，提供護理人員在職進修之管道，使護理人員能將實證技能與知識應用於臨床，提升病人照護品質。.

Limited disease knowledge is frequently the cause of disease-related anxiety in myocardial infarction patients. The ability to communicate effectively serves multiple purposes in the professional nursing practice. By communicating effectively with myocardial infarction patients, nurses may help reduce their anxiety by keeping them well informed about their disease and teaching them self-care strategies.This research evaluates the communication skills of nurses following scenario-based simulation education in the context of communication with myocardial infarction patients.This study used an experimental design and an educational intervention. The target population comprised nurses of medicine (clinical qualified level N to N2 for nursing) working at a municipal hospital in Taipei City, Taiwan. A total 122 participants were enrolled. Stratified block randomization divided participants into an experimental group and a control group. The experimental group received clinical scenario-based simulation education for communication. The control group received traditional class-based education for communication. Both groups received a pre-test and a Communication Skills Checklist post-test assessment. Results were analyzed using SPSS 17.0 for Windows software.A t-test showed significant increases in communication skills (p.001) in the experimental group and ANCOVA results identified significant between-group differences (p.001) in communication skills following the education intervention.The results indicate that clinical scenario-based simulation education for communication is significantly more effective than traditional class-based education in enhancing the ability of nurses to communicate effectively with myocardial infarction patients.心肌梗塞情境模擬溝通課程對提升護理人員溝通能力成效之研究病人罹患心肌梗塞後，因對本身疾病之不瞭解而伴隨高度焦慮，極需有效的護理指導。良好溝通在專業護理照護中具有多重意義與價值，護理人員可善用溝通技巧，系統性地提供疾病相關知識，不僅能增進病人自我照顧能力，更可有效減緩其焦慮程度。以實驗性研究探討心肌梗塞情境模擬教學課程對護理人員溝通能力提升之成效。採實驗性前後測研究設計；以分層區組隨機分派（stratified block randomization）取樣北市某區域醫院N〜N2內科護理人員（N = 122）為研究對象；實驗組接受情境模擬教學，控制組則採案例討論教學。並以「溝通能力查檢表」測量課程介入後之成效，研究資料使用SPSS 17.0 for Windows套裝軟體進行統計分析。實驗組以相依樣本t檢定進行教育介入對護理人員溝通能力之學習成效分析，結果達統計上顯著差異（p.001），顯示「情境模擬教學課程」之介入，有助於提昇護理人員對心肌梗塞病人之溝通能力。而以ANCOVA檢定，比較教育介入後實驗組及控制組護理人員溝通能力之組間差異，亦呈現統計上顯著差異（p.001）。心肌梗塞情境模擬教學介入，對護理人員溝通能力之提昇，顯著高於傳統案例討論教學。

Intra-aortic balloon pump (IABP) is one of the most important treatment strategies for patients with heart failure in the intensive care unit (ICU). To ensure quality of treatment, clinical preceptors must employ effective teaching strategies to acquaint nurses with the proper use of IABPs. Many nurses are hesitant to use IABPs due to lack of knowledge regarding their use. Classroom lectures and instruction manual-style materials are often ineffective strategies for teaching novice nurses to use IABPs properly and have resulted in unsatisfactory patient treatment quality. This study developed a creative, pithy rhyme to help nurses remember the key elements of IABP support as part of their IABP learning process. This innovative tool uses rhymes and mental images to instill critical information related to IABP use and help nurses become fluent IABP users.