Nurses as Teachers: A Case for Interpersonal Relationship Skill Training

Hospitals collect data on 8 patient satisfaction areas post patient discharge. The scores directly impact financial, governmental reimbursement. At a local hospital, nurse communication and patient teaching measures are below the required standard for reimbursement. The purpose of this cross-sectional study was to examine nurses' teaching skills and their relationship to patients in regard to their communication and personal perception of their communication skills. Bandura's social learning theory provided the framework for this study. The 3 research questions examined the association between nurses' self-awareness of their interpersonal relationship with patients and tenure in profession, teacher self-efficacy, and nurses' educational preparation. A convenience sample of 312 nurses from a local hospital, who consented to the study, completed the Teacher-Self Efficacy Scale and the Self-Assessment of the Interpersonal Relationship Scale. Results were analyzed through Pearson's Product-Moment Correlation and Point-Biserial Correlation. The only statistically significant, positive correlation, r=.672, p<0.001, was found between teacher's self-efficacy and interpersonal relationship. The results of the study led to the creation of a professional development program to promote interpersonal relationship skills training. This study may contribute to social change by providing staff nurses with the opportunity to participate in a professional development program to promote interpersonal relationship skills building. The project could assist in raising scores on communication and teaching and could provide a long-lasting social change at the local hospital impacting nurses, patients, and community by improving interpersonal relationship skills.