ABSTRACT Background. Effective communication is a fundamental competency in nursing care; however, in clinical settings characterized by high organizational and care complexity, the relational dimension may be overlooked in favor of technical and procedural aspects. Objectives. This study was designed to evaluate communication in both its technical and relational dimensions, identify perceived communication inconsistencies experienced by nursing students in their interactions with patients, and detect the occurrence of care-related errors associated with ineffective communication. A secondary objective was to identify educational areas requiring targeted interventions aimed at improving communication skills. Materials and Methods. A descriptive cross-sectional observational study was conducted among second-year nursing students (n = 62, Group A) at the Polytechnic University of Marche (UNIVPM), Ancona. Data were collected in October 2025 during tutorial activities of the relational skills laboratory through the administration of a final questionnaire consisting of 22 closed- and open-ended items. The questionnaire was developed from the Interpersonal Communication Assessment Scale (Portuguese version, 2013) and additional ad hoc questions, which were reviewed by experts. Results. The findings suggest that students possess a good awareness of the importance of both verbal and non-verbal communication. Sixty-five percent of students perceived effective communication between nurses and patients during care activities, while 71% reported satisfaction with communication during nursing handovers. Regarding technical communication, 68% of students reported adequate communication before venipuncture and 71% after the procedure. However, 60% indicated insufficient relational communication during the phase preceding venipuncture. Finally, 11% of students (7 out of 62) reported having observed care-related errors associated with ineffective communication. Conclusions. Technical and relational communication are not always effectively integrated in clinical practice. The results highlight the need to strengthen relational skills laboratories, simulation-based learning, and experiential educational methodologies, which may enhance students’ communication competencies by fostering empathy, active listening, and the management of complex interpersonal relationships.
ABSTRACT Background. La comunicazione efficace rappresenta una competenza essenziale dell'assistenza infermieristica; tuttavia, nei contesti clinici caratterizzati da elevata complessità organizzativa e assistenziale, la dimensione relazionale rischia di essere trascurata a favore di quella tecnico-procedurale. Obiettivi. Lo studio è stato progettato per valutare la comunicazione in ambito tecnico e relazionale, identificare le disomogeneità comunicative percepite dagli studenti infermieri nelle relazioni con i pazienti e rilevare la presenza di errori assistenziali correlati ad una comunicazione inefficace. Obiettivo secondario è individuare aree formative sulle quali sviluppare interventi educativi finalizzati al miglioramento delle competenze comunicative. Materiali e Metodi. Studio osservazionale descrittivo trasversale (cross-sectional) rivolto agli studenti del 2° anno di infermieristica (n.62 canale A) dell’UNIVPM di Ancona, nel mese di ottobre 2025 durante l’attività tutoriale del laboratorio relazionale e somministrazione del questionario finale composto in totale da 22 item a risposta chiusa e aperta derivati dalla Interpersonal Communication Assessment Scale (versione portoghese, 2013) e da domande sviluppate ad hoc, sottoposte a revisione da parte di esperti. Risultati. I risultati suggeriscono che gli studenti possiedono una buona consapevolezza dell’importanza della comunicazione verbale e non verbale. Il 65% degli studenti ritiene che nelle attività assistenziali sia presente una relazione comunicativa efficace tra infermiere e assistito e il 71% degli studenti è soddisfatto della comunicazione durante le consegne infermieristiche. Dal punto di vista tecnico, il 68% degli studenti riferisce una comunicazione adeguata prima del prelievo venoso e il 71% dopo la procedura; tuttavia, il 60% degli studenti segnala una comunicazione relazionale insufficiente nella fase precedente all'esecuzione del prelievo. Infine, l’11% degli studenti (7 studenti su 62) hanno riferito di aver osservato errori assistenziali correlati ad una comunicazione inefficace. Conclusioni. La comunicazione tecnica e relazionale non sempre risulta integrata in modo efficace. I risultati suggeriscono la necessità di rafforzare l’attività di laboratorio relazionale, simulazioni e metodologie formative esperienziali, che potrebbero favorire lo sviluppo di competenze comunicative degli studenti, favorendo empatia, ascolto attivo e gestione delle relazioni complesse.
LA COMUNICAZIONE: ANELLO FONDAMENTALE DURANTE LE ATTIVITA' ASSISTENZIALI E RELAZIONALI
PISTELLI, GIULIA
2025/2026
Abstract
ABSTRACT Background. Effective communication is a fundamental competency in nursing care; however, in clinical settings characterized by high organizational and care complexity, the relational dimension may be overlooked in favor of technical and procedural aspects. Objectives. This study was designed to evaluate communication in both its technical and relational dimensions, identify perceived communication inconsistencies experienced by nursing students in their interactions with patients, and detect the occurrence of care-related errors associated with ineffective communication. A secondary objective was to identify educational areas requiring targeted interventions aimed at improving communication skills. Materials and Methods. A descriptive cross-sectional observational study was conducted among second-year nursing students (n = 62, Group A) at the Polytechnic University of Marche (UNIVPM), Ancona. Data were collected in October 2025 during tutorial activities of the relational skills laboratory through the administration of a final questionnaire consisting of 22 closed- and open-ended items. The questionnaire was developed from the Interpersonal Communication Assessment Scale (Portuguese version, 2013) and additional ad hoc questions, which were reviewed by experts. Results. The findings suggest that students possess a good awareness of the importance of both verbal and non-verbal communication. Sixty-five percent of students perceived effective communication between nurses and patients during care activities, while 71% reported satisfaction with communication during nursing handovers. Regarding technical communication, 68% of students reported adequate communication before venipuncture and 71% after the procedure. However, 60% indicated insufficient relational communication during the phase preceding venipuncture. Finally, 11% of students (7 out of 62) reported having observed care-related errors associated with ineffective communication. Conclusions. Technical and relational communication are not always effectively integrated in clinical practice. The results highlight the need to strengthen relational skills laboratories, simulation-based learning, and experiential educational methodologies, which may enhance students’ communication competencies by fostering empathy, active listening, and the management of complex interpersonal relationships.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/27036