[Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students].

Purpose: This study was conducted to examine the effects of a communication empowerment program based on situated learning theory for nursing students.
Methods: A non-equivalent control group pretest-posttest design was used. The study participants were 61 nursing students (31 in the experimental group and 30 in the control group) from G city. Data were collected from November 3, 2015 to December 10, 2015. The experimental group received eight sessions of the program, which were scheduled twice a week, with each session lasting two hours. The data were analyzed using chi-square test, Fisher's exact test, and an independent t-test using SPSS/WIN 20.0.
Results: There were significant increases in self-efficacy for communication (t=2.62, p =.011), emotional intelligence (t=2.66, p =.010), and interpersonal communication competence (t=2.87, p =.006) in the experimental group compared to the control group.
Conclusion: Based on the findings, our study suggests a need to include content from communication curricula or clinical communication training programs for improving undergraduate nursing students' communication skills in practice settings.
Competing Interests: The authors declared no conflict of interest.
(© 2018 Korean Society of Nursing Science.)