2007 Volume 30 Issue 4 Pages 343-353
This study was undertaken to develop a diagnostic system for evaluating the communication skills indispensable in the training of specialists (nursing education) whose duties involve the provision of interpersonal support. Teaching resources were developed from a more practical and objective standpoint by process of instructional design to deal with time-consuming elements of curricula, ambiguous evaluation standards, and learning tasks that do not easily provide a sense of achievement upon completion. Egograms were adopted as the objective evaluation standard, and a diagnostic program for evaluating the student's communication tendencies was constructed. Operative assessment (of 5 cases presented for study by simulation on web) on nursing students revealed use of egogram patterns had enabled objective feedback to the students. Moreover, the learning paths traced by the students were greatly varied, demonstrating systematic ability to deal with student individuality. These findings indicated the efficacy of instructional design methodology in resolving the pragmatic issues in nursing, suggesting its wide applicability in various contexts.
