Abstract
Purpose: The aim of this study was to develop a valid educational intervention to improve knowledge and confidence using communication strategies when interacting with a person with aphasia.
Design: A quantitative, nonrandomized pretest/posttest research study was performed.
Methods: Pre- and postcourse assessments were completed with learning participants. This educational intervention was developed using the underlying theoretical concepts of the integrated behavioral model.
Results: Forty-nine new employees from the nursing department participated in this study, with 61% reporting less than 1 year of experience. Pre- to posttraining assessments on the Test of Knowledge of Aphasia improved from 3.7 to 5.8 (p <= .0001) for direct knowledge, from 5.5 to 8.2 (p <= .0001) for confidence self-efficacy, and from 5.3 to 7.6 (p <= .0001) for knowledge self-efficacy.
Conclusion: Results indicated this theory-driven educational training was effective in training employees from the nursing department working in an inpatient rehabilitation environment.
Clinical Relevancy: Improving communication effectiveness is critical for overall quality of care and patient safety.