Relevant bibliographies by topics / Interpersonal relations nursing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Interpersonal relations nursing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Interpersonal relations nursing"

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Lee, Charlotte Tsz-Sum, and Diane Marie Doran. "The Role of Interpersonal Relations in Healthcare Team Communication and Patient Safety." Canadian Journal of Nursing Research 49, no. 2 (March 28, 2017): 75–93. http://dx.doi.org/10.1177/0844562117699349.

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Patient safety is compromised by medical errors and adverse events related to miscommunications among healthcare providers. Communication among healthcare providers is affected by human factors, such as interpersonal relations. Yet, discussions of interpersonal relations and communication are lacking in healthcare team literature. This paper proposes a theoretical framework that explains how interpersonal relations among healthcare team members affect communication and team performance, such as patient safety. We synthesized studies from health and social science disciplines to construct a theoretical framework that explicates the links among these constructs. From our synthesis, we identified two relevant theories: framework on interpersonal processes based on social relation model and the theory of relational coordination. The former involves three steps: perception, evaluation, and feedback; and the latter captures relational communicative behavior. We propose that manifestations of provider relations are embedded in the third step of the framework on interpersonal processes: feedback. Thus, varying team-member relationships lead to varying collaborative behavior, which affects patient-safety outcomes via a change in team communication. The proposed framework offers new perspectives for understanding how workplace relations affect healthcare team performance. The framework can be used by nurses, administrators, and educators to improve patient safety, team communication, or to resolve conflicts.
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Hagerty, Thomas A., William Samuels, Andrea Norcini-Pala, and Eileen Gigliotti. "Peplau’s Theory of Interpersonal Relations." Nursing Science Quarterly 30, no. 2 (March 24, 2017): 160–67. http://dx.doi.org/10.1177/0894318417693286.

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A confirmatory factor analysis of data from the responses of 12,436 patients to 16 items on the Consumer Assessment of Healthcare Providers and Systems–Hospital survey was used to test a latent factor structure based on Peplau’s middle-range theory of interpersonal relations. A two-factor model based on Peplau’s theory fit these data well, whereas a three-factor model also based on Peplau’s theory fit them excellently and provided a suitable alternate factor structure for the data. Though neither the two- nor three-factor model fit as well as the original factor structure, these results support using Peplau’s theory to demonstrate nursing’s extensive contribution to the experiences of hospitalized patients.
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Wasaya, Farah, Qamraiz Shah, Aziza Shaheen, and Karen Carroll. "Peplau’s Theory of Interpersonal Relations: A Case Study." Nursing Science Quarterly 34, no. 4 (September 18, 2021): 368–71. http://dx.doi.org/10.1177/08943184211031573.

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Theoretical frameworks offer guiding principles to guide nursing practice on well-defined nursing knowledge. Peplau’s theory of interpersonal relationship empowers nurses in their work for regaining health and well-being for people. Understanding the theory and the connectedness that arises from this theory provides a structure for nurse-patient relations, even working through a language barrier as evidenced by the case scenario detailed in this article.
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Jo, Eunhee, Hyun-Sook Kim, and Soon-Jung Hwang. "Mediating effect of communication ability in the relation between empathy and interpersonal relation in nursing students." Journal of Korean Academic Society of Nursing Education 26, no. 3 (August 31, 2020): 290–98. http://dx.doi.org/10.5977/jkasne.2020.26.3.290.

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Purpose: This study aimed to grasp the correlation between communication ability, empathy, and interpersonal relations among nursing students, and to explore the mediating effect of empathy on the relation between communication and interpersonal relation in nursing students.Methods: Participants were 209 college students in the Department of Nursing at two universities. The data collection period was from October 1, 2019 to November 1, 2019. The questionnaire consisted of measuring tools for general characteristics, communication ability, interpersonal relation and empathy. SPSS/23.0 program was used. The analysis used descriptive statistics, Pearson's correlation coefficient, independent t-test, one-way ANOVA, multiple regression analysis, and Sobel's tests.Results: The communication ability was nursing major satisfaction (t=8.25, <i>p</i><.001), and last year's average grade (t=7.29, <i>p</i>=.001). Interpersonal relationships showed significant differences in gender (t=2.51, <i>p</i>=.013) and nursing major satisfaction (t=10.99, <i>p</i><.001). Communication ability and empathy (r=.37, <i>p</i><.001), communication ability and interpersonal relation (r=.77, <i>p</i><.001), empathy and interpersonal relation (r=.43, <i>p</i><.001) showed a significant static correlation. In communication ability and interpersonal relation, empathy had a partial mediating effect (Z=2.97, <i>p</i><.001), and explanatory power was 62%.Conclusion: To improve the communication ability and interpersonal relation of nursing students, it is necessary to develop a personalized and empathy-enhanced education program for each grade.
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Dias, Jennifer Specht, Laurelize Pereira Rocha, Deciane Pintanela de Carvalho, Jamila Geri Tomaschewski-Barlem, Edison Luiz Devos Barlem, and Graziele de Lima Dalmolin. "Construction and validation of a tool to assess nursing interpersonal relations." Revista Brasileira de Enfermagem 72, no. 2 (April 2019): 408–13. http://dx.doi.org/10.1590/0034-7167-2018-0229.

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ABSTRACT Objective: construct and validate a tool to identify the factors that influence interpersonal relations and the health of nursing workers in a University Hospital in the South of Brazil. Method: methodological study, in nine steps. The face validation was carried out, with the participation of five experts, professor nurses doctors in Nursing, content with 26 nurses, stricto sensu Nursing Postgraduate students, and the validation of the construct was performed through a quantitative approach with 213 nursing workers. We used the exploratory factorial analysis and the Cronbach’s Alpha in the validation of the construct. Results: the tool consisted of 29 questions and six constructs were identified. The Cronbach’s Alpha value.879 showed satisfactory internal consistency. Conclusion: the tool was valid and reliable for use in the assessment of interpersonal relations among nursing workers in Brazilian University Hospitals.
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Peplau, Hildegard E. "Interpersonal Relations: A Theoretical Framework for Application in Nursing Practice." Nursing Science Quarterly 5, no. 1 (January 1992): 13–18. http://dx.doi.org/10.1177/089431849200500106.

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McCamant, Karen L. "Humanistic Nursing, Interpersonal Relations Theory, and the Empathy-Altruism Hypothesis." Nursing Science Quarterly 19, no. 4 (September 18, 2006): 334–38. http://dx.doi.org/10.1177/0894318406292823.

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Fry, Margaret, Casimir MacGregor, Kate Ruperto, Kate Jarrett, Janet Wheeler, Jacqueline Fong, and Wendy Fetchet. "Nursing praxis, compassionate caring and interpersonal relations: An observational study." Australasian Emergency Nursing Journal 16, no. 2 (May 2013): 37–44. http://dx.doi.org/10.1016/j.aenj.2013.02.003.

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Kim, Heeyoung. "Analysis of Korean Nursing Studies Applied in Interpersonal Caring Theory." Journal of Korean Academy of Fundamentals of Nursing 27, no. 2 (May 28, 2020): 116–28. http://dx.doi.org/10.7739/jkafn.2020.27.2.116.

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Purpose: This study was conducted to analyze Korean research papers in which Interpersonal Caring Theory was applied and suggest future directions for effective application and development. Methods: Data collection was done through electronic databases RISS, KISS, DBpia, NDSL and SCHOLAR. Twenty papers were analyzed according to general characteristics, interventions, variables and findings. Results: The number of published papers per publication year was 5 in the 2000s and 15 in the 2010s. The type of research design was for case studies, 1, for survey studies, 8 and for quasi experimental studies, 11. Participants in the studies included students, nurses, patients, office workers, volunteers and widows. Interventions used included drama therapy, Enneagram based interpersonal caring, horticulture, hospice, multimedia, music and rehabilitation. Variables that were related to Interpersonal Caring work included anxiety, college life adjustment, emotional intelligence, grief, happiness heart rate variability, hope, interpersonal caring behaviors, interpersonal relations, job stress, knowledge on self illness, loneliness, mental health, quality of life, self-esteem, serum cortisol, social behavior and stress coping. Emotional intelligence, interpersonal relations, job stress, loneliness and self-esteem were among the variables that did not work. Conclusion: The results show that Interpersonal Caring Theory can be a micro-range theory of nursing care that can be applied with clients in many fields by converging with various activities.
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Adams, Lisa Y. "Peplau’s Contributions to Psychiatric and Nursing Knowledge." Journal of Mental Health and Addiction Nursing 1, no. 1 (March 1, 2017): e10-e18. http://dx.doi.org/10.22374/jmhan.v1i1.3.

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Hildegard Peplau’s work formally began the development, basis and revolution of nursing knowledge for general nursing as well as for psychiatric mental health nursing. Her underlying philosophical assumptions and interpersonal relations theory not only emphasized the science of nursing that was empirically rooted and dominant from the time, but she illustrated how nursing as an art could equally contribute to the nursing knowledge, practice, and research that is so evident in nursing today. As a pioneer of nursing, Peplau helped to bridge the gap between theory and practice that continues to build on nursing’s knowledge base today. On the Canadian front, nurse leader, Cheryl Forchuk, continues to put it to the test.
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Dissertations / Theses on the topic "Interpersonal relations nursing"

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Bridgen, Annette Frances. "A heuristic journey of discovery : exploring the positive influence of the natural environment on the human spirit : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/168.

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Garza, Christine Seftchick. "Inferential Set Adoption by Nursing Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332240/.

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This study examines nursing students' adoption of inferential sets in a clinical situation. The investigation determines (1) the particular inferential set(s) nursing students adopt toward a patient in a clinical situation; (2) the particular inferential set(s) adopted by sophomore and senior nursing students in a clinical situation; and (3) whether or not inferential sets adopted by the sophomore and senior nursing students differ. Sophomore and senior nursing students at a woman's university in Texas were asked to complete a research tool designed to determine inferential set adoption.
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Sundberg, Sharon Eloise. "The effect of a relationship-building activity on nursing student anxiety in the clinical setting." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27736.

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A pre-test post-test group design was used to determine whether student nurses who received a relationship-building intervention would rate their relationship with the instructor higher than those who received a placebo/ whether student nurses who received the intervention would have less state anxiety than those who received a placebo/ and whether there was a relationship between ratings of state anxiety and student-instructor relationships. The intervention was designed to occur over a three-day period. Data were collected from a homogenous sample of 30 control nursing students and 31 experimental nursing students. Effectiveness of the intervention was determined by measuring student anxiety levels using the State-Trait Anxiety Inventory (Spielberger/ Gorsuch/ & Lushene/ 1970) and by measuring the student-instructor relationship using the Relationship Questionnaire (adapted from Truax & Carkhuff/ 1967). Additional data were collected from a Stressful Event Questionnaire/ a demographic data form/ and a debriefing session with participating instructors. Analysis of data indicated a treatment main effect was statistically significant. Members of the experimental group rated the perceived relationship with the instructor higher than members of the control group. There was no significant difference between groups in their ratings of anxiety. There was a trend/ however/ for those in the experimental group to have lower state anxiety than those in the control group. Correlations between the student-instructor relationship scores and the anxiety scores were low but were in the anticipated negative direction.
Applied Science, Faculty of
Nursing, School of
Graduate
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Brooks, Constance W. "The impact of people-centered team training on participants' engagement in the relationship requisites of self-development a qualitative evaluation study /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025606.

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Brooks, Constance Wilhelmine. "The impact of people-centered team training on participants' engagement in the relationship requisites of self-development : a qualitative evaluation study /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025606.

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Soares, Daniela Arruda. "Competência interpessoal no cuidado de pessoas com diabetes: percepção de enfermeiras(os)." reponame:Repositório Institucional da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/9551.

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Este estudo versa sobre a percepção de enfermeiras sobre competência interpessoal no cuidado de pessoas com diabetes. Tem natureza qualitativa, do tipo exploratório, cujos objetivos foram apreender a percepção de enfermeiras (os) que cuidam de pessoas com diabetes sobre competência interpessoal e caracterizar a relação interpessoal entre ambos. Constituíram os sujeitos deste estudo onze enfermeiras (os) que exerciam suas atividades no Programa de Saúde da Família, na zona urbana, no município de Vitória da Conquista-BA, no período de fevereiro a julho de 2006. Para coleta dos dados utilizou-se entrevista semiestruturada e observação sistemática e não-participante. O conteúdo foi analisado e categorizado por meio da análise temática norteada por Bardin, tendo por base os pressupostos de Moscovici sobre competência interpessoal e a teoria de Travelbee sobre a relação pessoa-a-pessoa. Os resultados da entrevista apontaram que as percepções das (os) enfermeiras (os) acerca da competência interpessoal fundamentaram-se na habilidade de interação com o paciente e no estabelecimento de um relacionamento interpessoal efetivo, o que coaduna com as proposições teóricas acerca da temática em questão. Ainda caracterizaram os relacionamentos interpessoais como formas de relacionamentos eficazes com os pacientes, além de esses relacionamentos apresentarem elementos facilitadores e limitadores para sua consecução. Como elementos facilitadores mencionaram a confiança, o respeito, o interesse, a compreensão, a comunicação, a empatia e o conhecimento científico; e como limitadores as condições de trabalho inadequadas, as falhas no processo comunicativo, a resistência do paciente às mudanças e a falta de preparo profissional. Já nas observações feitas, o papel instrumental do profissional ficou evidente, enquanto as questões subjetivas mais distantes e, o seguimento de uma rotina de trabalho centrada fortemente na tarefa, ficou mais próximo do quotidiano cuidativo/relacional desses profissionais. Assim, com o fito de desenvolver a competência interpessoal nas (os) enfermeiras (os) que cuidam de pessoas com diabetes, é importante e necessário preencher as lacunas de informação, conhecimento e reflexão delas (es), bem como suas implicações para o contexto pessoal, profissional e para o paciente, e dos recursos necessários para sua mobilização.
Salvador
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Martinez, Bethany Surrey. "Visually impaired caregivers perspectives from patient focus groups /." Thesis, Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2008r/martinez.pdf.

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Villanueva, Borbolla Montserrat. "Understanding nurse practitioner-patient communication : reconceptualizing power and relationships through music metaphor." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3247.

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In nursing literature, power is conceptualized as an object transferred, distributed, controlled or conquered by empowerment. In this management care paradigm, the service of care provides power to achieve the product of health. The socio-philosophical framework proposes power as intra-interpersonal set of relationships. Interdisciplinary collaboration allowed discovering power-and-relationships as inseparable mind-body subunits constituting micro and macro health interactions, through a mixed methods instrumental case study. Control and power mechanisms were revealed analyzing body movements and conversations in Case A-15min- and Case B-16.10min- nurse practitioner-patient videotaped encounters. Catalyzed by a hermeneutical music metaphor this thesis proposes relational healing care. Despite interruptions and disruptive postures, nurse practitioners-patients reverse differentials by sharing potentials in simultaneous connections. Power balance is developed by equitable-inequitable communication. Like diverse related tones, nurse practitioner-patient is an Intermelody solving tension continuum in concordance. Health struggles in that way are nothing to be fixed, but healing cycles to be played.
xiv, 436 leaves : ill. ; 29 cm
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Strevy, Sonia R. "Communicating with difficult patients : nurses' perceptions." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865936.

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Communicating With Difficult Patients: Nurses' Perceptions Effective communication is paramount in any nurse-patient relationship. Nurses must develop good interpersonal skills with which to evaluate patient needs, provide therapeutic interaction and obtain mutual goals. The purpose of this study was to describe the variables present in nurses self reported communication with difficult patients.Imogene King provides the theoretical framework for this study using the concept of goal attainment as the basis. The Difficult Patient Assessment Tool (Podrasky & Sexton, 1988) was used to measure communication with difficult patients, along with the addition of an open-ended question. A convenience sample of 25 (40%) R.N.'s and L.P.N.'s from a community hospital in the Midwest was used. The procedures for the protection of human subjects were followed. Descriptive statistics were used to analyze the data.Findings of the study included that nurses perceive difficult patients as demanding, never satisfied, confused, frustrating, female, noncompliant, manipulative and uncooperative. Nurses reacted to the communication that takes place with the difficult patient, with feelings of frustration, incompetence, anger, disgust, anxiety, and at times, "O.K.". Nurses most frequently interact with difficult patients in informative, pragmatic, supportive, prescriptive and catalytic manners. The resulting transaction between the nurse and the difficult patient included feelings of frustration, fright, confusion and hurt.Conclusions were that difficult patients are perceived as making unrealistic demands on the nurses' time, and impair nursing interactions. Nurses' transactions resulted in both positive and negative reactions, depending on the situation, and the reactive patterns of the nurse. Nurses tend to take a more authoritative, rather than a facilitative role in interactions with difficult patients.Implications include the need for learned communication patterns which may or may not be effective in dealing with difficult patients. Effective communication skills involve not only acquired knowledge, but also knowledge of self and one's perceptions and values. Self knowledge of communication patterns, and how to improve on those patterns, might be helpful.
School of Nursing
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Eklöf, Julia Malin, and Lorraine Mhlongo. "Sjuksköterskans erfarenheter av den vårdande relationen med patienten med schizofreni : En systematisk litteraturstudie." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42812.

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Bakgrund: Vårdrelationen är grundläggande i den psykiatriska vården och den psykiatriska vårdens kvalitet beror på hur patienten upplever denna relation. Schizofreni kan göra det svårt att kommunicera, känna förtroende för och skapa relationer med andra människor. Sjuksköterskan kommer i kontakt med patienten med schizofreni oavsett yrkesspecialitet. Sjuksköterskans omvårdnad ska utgå från en holistisk människosyn och en tro på människans potentiella kapacitet. Syfte: Syftet med den systematiska litteraturstudien var att belysa faktorer i sjuksköterskans erfarenhet av den vårdande relation med patienten med schizofreni. Metod: Systematisk litteraturstudie genomfördes med databassökning i Cinahl, PsycINFO och PubMed. Resultat: I resultatet ingick 12 artiklar vilket presenterades i tre huvudkategorier och åtta tillhörande underkategorier vilka beskrev sjuksköterskans hämmande och främjande faktorer samt den terapeutiska processen relaterat till den vårdande relationen. Konklusion: Med felaktig attityd kan det vara svårt för sjuksköterskan att bygga den vårdande relationen med patienten med schizofreni. Vidare framkom det att sjuksköterskans övertygelse till schizofrenisjukdomen är avgörande för vårdande relationen. Ökad kunskap om schizofrenisjukdom ger sjuksköterskan verktyg till att bygga den vårdande relationen med patienten med schizofreni. Forskning behövs om den vårdande relationen och hur sjuksköterskans attityder påverkar patienten med schizofreni.
Background: The caring relationship is fundamental in psychiatric care and the quality of psychiatric care depends on how the patient experience this relationship. Schizophrenia can make it difficult to communicate, trust and create relationships with other people. The nurse meets the patient with schizophrenia regardless of occupational specialty. The nurse's care should be based on a holistic view of humanity and a belief in human potential capacity. Objective: The aim of the study was to elucidate factors in the nurse's experience of the caring relationship with the patient with schizophrenia. Method: The systematic literature review was based on a database search in CINAHL, PsycINFO and PubMed. Results: The result included 12 articles which are presented in three main categories and eight related subcategories which described the nurse's inhibitory and promotion factors as well as the therapeutic process related to the caring relationship. Conclusion: With an inaccurate attitude, it may be difficult for the nurse to build the caring relationship with the patient with schizophrenia. The result illustrates that how the nurse cares for the patient with schizophrenia is also dependent on the nurse's beliefs about schizophrenia disease. Increased knowledge of schizophrenia disease gives the nurse tools to build the caring relationship with the patient with schizophrenia. More research is needed on the caring relationship and how the nurse`s attitudes affect the patient with schizophrenia.
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Books on the topic "Interpersonal relations nursing"

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Peplau, Hildegard E. Interpersonal Relations in Nursing. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2.

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Alec, Grant, ed. Communication & interpersonal skills for nursing. 2nd ed. Exeter [England]: Learning Matters, 2011.

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Peplau, Hildegard E. Interpersonal relations in nursing: A conceptual frame of reference for psychodynamic nursing. New York: Springer Pub. Co., 1991.

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Interpersonal relations in nursing: A conceptual frame of reference for psychodynamic nursing. New York: Springer Pub. Co., 1991.

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Peplau, Hildegard E. Interpersonal Relations in Nursing: A Conceptual Frame of Reference for Psychodynamic Nursing. New York: Springer Pub. Co., 2004.

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Communication in nursing. 6th ed. St. Louis, Mo: Mosby/Elsevier, 2008.

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Balzer-Riley, Julia W. Communication in nursing. 6th ed. St. Louis, Mo: Mosby/Elsevier, 2008.

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Communication in nursing. 5th ed. St. Louis, Mo: Mosby, 2004.

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Balzer-Riley, Julia W. Communication in nursing. 6th ed. St. Louis, Mo: Mosby/Elsevier, 2008.

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Patient & person: Interpersonal skills in nursing. 4th ed. Sydney: Churchill Livingstone/Elsevier, 2009.

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Book chapters on the topic "Interpersonal relations nursing"

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Peplau, Hildegard E. "Roles in Nursing." In Interpersonal Relations in Nursing, 43–70. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_3.

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Peplau, Hildegard E. "A Definition of Nursing." In Interpersonal Relations in Nursing, 3–16. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_1.

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Peplau, Hildegard E. "Identifying Oneself." In Interpersonal Relations in Nursing, 209–38. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_10.

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Peplau, Hildegard E. "Developing Skills in Participation." In Interpersonal Relations in Nursing, 239–59. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_11.

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Peplau, Hildegard E. "Observation, Communication, and Recording." In Interpersonal Relations in Nursing, 263–309. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_12.

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Peplau, Hildegard E. "Phases of Nurse-patient Relationships." In Interpersonal Relations in Nursing, 17–42. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_2.

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Peplau, Hildegard E. "Human Needs." In Interpersonal Relations in Nursing, 73–84. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_4.

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Peplau, Hildegard E. "Interferences to Achievement of Goals." In Interpersonal Relations in Nursing, 85–97. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_5.

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Peplau, Hildegard E. "Opposing Goals." In Interpersonal Relations in Nursing, 99–117. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_6.

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Peplau, Hildegard E. "Unexplained Discomfort." In Interpersonal Relations in Nursing, 119–57. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_7.

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Conference papers on the topic "Interpersonal relations nursing"

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Torres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.

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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40), and autoscopies, are used. The main results were as follows: a) better outcomes of EG on final autoscopy; b) significant reduction of the levels of assertiveness and revolt from the beginning to the end in EG; c) lower levels of emotional distress and need for help of EG, compared with CG at the beginning; d) lower levels of emotional distress, anxiety, need for help, empathy and congruence, and higher levels of revolt and unconditionality in EG, at the end; e) teachers recognize the high potential of the LRE. The LRE allowed the development of communicational skills of GE students through sign language, drama and emotion analysis. It is incentivized the development of projects in the area and reinforces the importance of this skills training in health professionals.
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