Sự thay đổi các tiêu chí về giao tiếp hiệu quả theo mô hình AIDET tại các cơ sở lâm sàng của sinh viên điều dưỡng trường Đại học Thăng Long năm học 2024-2025

Healthcare is a service-oriented sector where effective communication is paramount for patient satisfaction and quality care. For nursing students, developing robust communication skills is crucial not only for building rapport with patients but also for accurately gathering information, performing clinical procedures, and achieving learning objectives during clinical practice. However, many newly graduated healthcare professionals in Vietnam often exhibit suboptimal communication abilities, highlighting a significant gap in their training. The AIDET model, a structured communication framework (Acknowledge, Introduce, Duration, Explanation, Thank you), has emerged as a valuable tool to enhance patient-provider interactions and is increasingly adopted in healthcare settings globally and locally. This study aims to evaluate the impact of an AIDET-based training intervention on the effective communication criteria among nursing students at Thang Long University during their clinical placements.

Nursing educators, clinical preceptors, healthcare administrators, and nursing students.

This study evaluated the changes in effective communication criteria among second and third-year nursing students at Thang Long University before and after a training intervention based on the AIDET model. Conducted as a one-group pretest-posttest quasi-experimental study from August 2024 to June 2025, the research involved students undertaking clinical practice who had completed their physical assessment course. Researchers observed students' communication with patients using a structured checklist encompassing five AIDET-based criteria: Acknowledge, Introduce, Duration, Explanation, and Thank you. Assessments were administered at two distinct time points: immediately before and after the intervention. The results demonstrated a statistically significant improvement in communication skills. The mean AIDET practice score increased substantially from 4.62 ± 3.26 to 8.61 ± 1.09 (p < 0.001), indicating a highly effective intervention. Furthermore, the proportion of students performing well across all AIDET criteria and their mean scores increased markedly post-intervention. These findings affirm that the application of the AIDET model significantly enhanced the communication capabilities of nursing students in real patient interactions. The study highlights AIDET's potential as an effective educational tool for nursing students, facilitating the early development of professional communication skills. While the intervention showed clear efficacy, limitations include the absence of a control group and the immediate post-intervention assessment, which may not capture long-term retention. Future research should consider longitudinal designs with control groups and multi-source evaluations (including patient feedback) to provide a more comprehensive understanding and ensure sustained skill development by integrating AIDET into the formal curriculum.