Effectiveness of Experiential Learning on Knowledge Regarding Therapeutic Connection Skills Amongst Nursing Scholars at a Selected College in Palakkad

Abstract

Background: Therapeutic communication is essential in nursing practice, particularly when caring for patients experiencing emotional distress and grief. Simulation-based learning provides opportunities to practice communication in a safe, controlled environment.

Aim: To assess the effectiveness of simulation-based learning on knowledge regarding therapeutic communication skills among nursing students at a selected college in Palakkad.

Methods: A quantitative evaluative approach with a quasi-experimental one-group pre-test and post-test design was adopted. The study included 30 first-year B.Sc. Nursing students. A 25-item knowledge questionnaire based on Kübler-Ross’s five stages of grief was used. The intervention involved simulation-based role-play focusing on therapeutic communication techniques, including silence, touch, active listening, acceptance, exploring feelings, sharing observations, summarizing, and supporting decision-making. Content validity was established by five nursing experts, and test-retest reliability was 0.94. Data were analyzed using descriptive and inferential statistics.

Results: The mean pre-test score was 15.93 ± 3.19, increasing to 20.50 ± 1.77 post-test, with a mean difference of 4.57. The calculated t value was 8.85, greater than the critical value of 2.045 at the 0.05 level, indicating significant improvement. Pre-test, 56.7% had above-average knowledge, 36.7% had average knowledge, and 3.3% each had below-average and good knowledge. Post-test, 53.3% had above-average knowledge and 46.7% had good knowledge.

Conclusion: Simulation-based role-play was effective in improving knowledge and may enhance students’ application of therapeutic communication skills in clinical practice, bridging theory and clinical application.