Available from UMI in association with The British Library.

A model for training nurses in the skills of communication and counselling was developed from microcounselling and problem management approaches.

The model was used with twenty trainee nurse teachers during a course of one day per week, for ten weeks. Their perceptions of training are derived at three stages: the beginning, the end, and one year after completion of the training course. Group results are given in conjunction with individual data which is contained in trainee profiles.

Trainees started the training with a positive view of their ability to communicate. This decreased during training but increased again by the follow-up stage. On an objective measure, there was a significant increase between pretest and posttest scores in relation to the ability to identify skills used by a nurse during a videotaped interaction. However, there was no significant increase in the ability to identify needs, feelings and values expressed by the patient. At the follow-up stage there was a significant increase in perceived ability to teach to teach communication skills.

A training package was produced for nurse teachers and a national survey was conducted to investigate the way it was being used in seventy-four Schools of Nursing.

The sample of users of the training package was divided into two groups: those trained by the researcher and those with no prior knowledge of the Listening and Responding model. There were significant differences between the two groups. Those trained by the researcher thought that the skill development activities were more valuable and they also perceived a greater need for training in the use of the material.

Three components of training are researched: cognitive mapping; modelling and supervised practice with feedback. Training issues which emerge from the research are: vulnerability during training; the significance of attitudes, values and beliefs, and the transferability of skill.