간호대학생의 의사소통능력 영향요인에 대한체계적 문헌고찰 및 메타분석
Factors related to Communication Skills of Nursing Students: A Systematic Review and Meta-analysis
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Purpose: This study aimed to identify factors influencing nursing students’ communication skills through a systematicreview and meta-analysis. Methods: A comprehensive literature search was conducted in eight databases includingPubMed, CINAHL, Embase, PsycINFO, and major Korean databases. A total of 25 studies were selected based onPICO-SD criteria. Of these, 23 studies that reported correlation coefficients were included in the meta-analysis. Threereviewers independently performed study selection, data extraction, and quality assessment. Meta-analysis wasconducted using a random-effects model based on Fisher’s Z transformation. Results: Twenty-three of 25 studies wereincluded in the meta-analysis. Ten influencing variables were analyzed across three domains: cognitive (critical thinking,problem-solving ability, and self-awareness), emotional (emotional intelligence, resilience, self-esteem, and empathy),and behavioral (interpersonal relationships, digital addiction, and coping). The overall effect size was moderate (Esr=.30). Cognitive and emotional domains showed stronger associations (Esr=.44 and Esr=.37) than behavioral factors (Esr=.06). Critical thinking, emotional intelligence, and interpersonal relationships were the strongest predictors. Conclusion: Thisreview demonstrates that cognitive and emotional factors significantly influence nursing students’ communication skillsto a greater extent than behavioral factors. Educational interventions should prioritize strengthening cognitive andemotional competencies to improve communication skills in nursing education.
Abstract
Purpose: This study aimed to identify factors influencing nursing students’ communication skills through a systematicreview and meta-analysis. Methods: A comprehensive literature search was conducted in eight databases includingPubMed, CINAHL, Embase, PsycINFO, and major Korean databases. A total of 25 studies were selected based onPICO-SD criteria. Of these, 23 studies that reported correlation coefficients were included in the meta-analysis. Threereviewers independently performed study selection, data extraction, and quality assessment. Meta-analysis wasconducted using a random-effects model based on Fisher’s Z transformation. Results: Twenty-three of 25 studies wereincluded in the meta-analysis. Ten influencing variables were analyzed across three domains: cognitive (critical thinking,problem-solving ability, and self-awareness), emotional (emotional intelligence, resilience, self-esteem, and empathy),and behavioral (interpersonal relationships, digital addiction, and coping). The overall effect size was moderate (Esr=.30). Cognitive and emotional domains showed stronger associations (Esr=.44 and Esr=.37) than behavioral factors (Esr=.06). Critical thinking, emotional intelligence, and interpersonal relationships were the strongest predictors. Conclusion: Thisreview demonstrates that cognitive and emotional factors significantly influence nursing students’ communication skillsto a greater extent than behavioral factors. Educational interventions should prioritize strengthening cognitive andemotional competencies to improve communication skills in nursing education.