Communication and Competencies across Undergraduate BSN Programs and Curricula

Abstract

Background: An investigation was conducted to assess for and describe health communication instruction in entry-level baccalaureate (BSN) programs. Method: This cross-sectional descriptive study examined entry-level baccalaureate degree nursing programs in the United States. A three-step process was used: (1) online survey of directors of BSN programs, (2) online survey of simulation directors, and (3) analysis of course titles and descriptions. Results: Communication instruction remains primarily knowledge-based rather than skills-based. The findings of this study confirm there is ambiguity in defining the scope of communication instruction across curricula, as well as radical differences in the inclusion of communication in course descriptions and content. Conclusion: There is a need for clear definition of the scope of health communication skill development across BSN programs for communication behaviors to be measured and competency to be determined. A knowledge-building approach to communication instruction does not align with new plans for competency-based nursing education.

Publication Title

Journal of Nursing Education

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