A mixed methods study examining a socioemotional skills training program based on active learning methodologies in undergraduate nursing students

Abstract

Background: The development of socioemotional skills in the education of nursing students is crucial for improving the quality of care, patient safety, and job satisfaction. However, it is often observed that educational programs do not include sufficient training in these skills, which motivates the implementation of specific programs. Aim: To evaluate the effectiveness of a socioemotional skills training program for nursing students. Design: A convergent mixed method design. Settings and participants: The study was conducted in a public nursing school the University of Cantabria. In total, 116 s-year students participated in the quantitative part of the study, of which 44 also participated in the qualitative study. Intervention: The students attended a 21-h training program in socio-emotional skills through active learning methodologies, such as flipped classroom, reflective dialogue, and simulation. Methods: The study consisted of two parts. First, a single-group quasi-experimental design with pretest and posttest was used. The students completed the Communication Skills Questionnaire (HABICOM). The second part consisted of a descriptive-exploratory qualitative study, in which the participants were distributed into six focus groups for in-depth analysis of their experiences and perceptions. Results: The quantitative analysis indicated significant improvements in socioemotional skills post-training, particularly in non-verbal communication and information transmission. Notable improvements were observed among younger female students and those with less prior experience in socioemotional training. The qualitative findings highlighted that students valued the realism and dynamic nature of the training. Conclusions: The training program effectively enhanced socioemotional skills, with significant gains noted in several key areas. The active learning strategies were particularly beneficial. Recommendations include extending program duration, incorporating more real-life cases, and increasing simulation opportunities. These insights are crucial for refining nursing education to better prepare students for the complexities of professional practice.