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Aims and objectives: To develop and validate the Chinese version of Verbal and Social Interaction Questionnaire for Nursing Students. Background: The development of caring interaction skills is particularly important for achieving better nursing student–patient interactions. Nursing students in China, as in most countries, have often failed to establish a caring interaction with their patients. There is a lack of instruments to explore the difficulties and problems in nursing student–patient interactions in China. Design: A descriptive, cross‐sectional survey was carried out. Methods: Data for cross‐cultural adaptation and psychometric testing purposes were collected between May 10, 2017 and November 11, 2017. Exploratory and confirmatory factor analyses were performed; pilot testing, content validity and reliability were assessed for the translated questionnaire. EQUATOR guidelines for observational studies (strengthening the reporting of observational studies in epidemiology) were applied. Results: 716 nursing students from four universities in China completed the questionnaire. A pilot testing (n = 32) was conducted at a university hospital. The internal consistency reliability and the intra‐class correlation coefficients were satisfactory. The overall content validity index was 0.95. Exploratory factor analysis resulted in a four‐factor solution, explaining 61.26% of the variance, and the items had factor loadings ranging from 0.46–0.82. The final model's fit indexes were relatively acceptable. Overall, this instrument demonstrated sound psychometric properties. Conclusion: The Chinese version of Verbal and Social Interaction Questionnaire for Nursing Students has a high level of reliability and acceptable content validity. However, some values in the construct validity assessment were lower than was hypothesised, suggesting a need for further model modification. Relevance to clinical practice: This easy‐to‐use instrument may help nursing educators, clinicians and managers in the assessment and development of students' interactional skills during their training or student–nurse transition period. Using the questionnaire could both provide the students with a greater understanding of caring interactions and help the nursing educators gain a better comprehension of the students' verbal, social and interactional skills. [ABSTRACT FROM AUTHOR]

Aims: To test a path model evaluating the influence of cultural competence of nurses on patient satisfaction and the mediating role of patient trust. Background: In China, there has been an increase in medical disputes, which at times has resulted in physical assaults on healthcare providers. Enhanced patient satisfaction may reduce disputes and can perhaps be bolstered by the improved cultural competence of providers. Design: A cross‐sectional path analytic research design was used. Methods: A random sample of 583 hospitalized patients recruited from six tertiary comprehensive hospitals in Changsha, China in 2016 completed a face‐to‐face structured questionnaire. Measures included the Consumer Assessment of Healthcare Providers and Systems Cultural Competency Item Set, the Wake Forest Physician Trust Scale, the Patient Satisfaction with Primary Nurses Scale and the Patient Overall Satisfaction with the Hospital Scale. Results: Significant associations among cultural competence of nurses, patient satisfaction and patient trust were confirmed, and path analyses supported the proposed mediating role of patient trust. Furthermore, the cultural competence subscales of communication‐positive behaviours, trust‐building behaviours and shared decision‐making were positively and significantly correlated with patient satisfaction. Conclusion: Findings suggest interventions should be designed to improve nurse's cultural competence, especially in the domains of communication‐positive behaviours, trust‐building behaviours and shared decision‐making, and trust, to improve patient satisfaction. [ABSTRACT FROM AUTHOR]