| dc.contributor.author | DANIELS, THOMAS G. | en_US |
| dc.date.accessioned | 2014-10-21T12:37:00Z | |
| dc.date.available | 1985 | |
| dc.date.issued | 1985 | en_US |
| dc.identifier.other | AAI8708331 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/54569 | |
| dc.description | There were two purposes of this study. The first was to assess the applicability of microcounselling to nursing education. In particular, this study assessed the degree to which R.N. diploma-program nursing students acquired and retained six basic microskills of communication. The second purpose was, through appropriate design and analysis, redress many of the criticisms of earlier microcounselling research. | en_US |
| dc.description | Fifty-three female RN students at the end of their second year of a two year six-month diploma program were randomly assigned to either an experimental-group which received microtraining, or a non-attention control-group. All subjects completed both the Carkhuff Indices of Communication and Discrimination as pretests. The experimental-group then had approximately 25 hrs. of microtraining in the following 6 microskills: Attending Behavior, Questioning, Minimal Encouragers, Paraphrasing, Reflection of Feeling and Summarizing. | en_US |
| dc.description | Following training, each subject completed the Carkhuff Indices again, the Empathy Construct Rating Scale, and conducted a 10 - 15 minute audio-taped nursing interview in which she assumed the role of a helping nurse. | en_US |
| dc.description | Multivariate analysis of covariance indicated a significant main effect at post-training suggesting that the experimental-group performed better than the control-group when all the measures were combined together. Specifically, the experimental-group were better than the control-group at communicating empathy as measured by the Carkhuff Empathy Scale. The experimental-group, in contrast to the control-group, evidenced significant gain in empathy from pretest to posttest. The experimental-group performed significantly better than the control-group (made more and appropriate statements) on Reflection of Feeling, Summarizing and Closed-Questions (asked less) as measured by the Ivey Taxonomy. As well, the experimental-group made more Good responses and less Therapeutic Errors than did the control-group as measured by the Therapist Error Checklist. At a 9 month follow-up, there were no statistically significant differences between the groups. | en_US |
| dc.description | Support was offered for microcounseling with RN diploma-program nursing students, and for microcounselling in general. Further conclusions and recommendations were offered. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1985. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Educational Psychology. | en_US |
| dc.subject | Health Sciences, Nursing. | en_US |
| dc.title | MICROCOUNSELLING: TRAINING IN SKILLS OF THERAPEUTIC COMMUNICATION WITH RN DIPLOMA-PROGRAM NURSING STUDENTS. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
