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This study examined whether college students' expertise and communication competence affect the information provision work they provide to a friend experiencing an intimate health concern. Survey results indicated that students (N = 397) with personal experience with the intimate health concern (i.e., contraception, STIs, pregnancy) provided more information compared to those with similar or no experience. Further, those with greater communication competence provided more information compared to those with less communication competence. A three-way interaction effect emerged for participants that provided information for a contraception concern, but no interaction effects emerged for participants that provided information for a STI or pregnancy concern. [ABSTRACT FROM AUTHOR]

During the COVID-19 Pandemic, American workers began leaving their jobs in search of meaningful work. This change in the American workforce necessitated greater insight about what organizational members desire from their jobs. This study utilized self-determination theory (SDT) to explore workplace passion and its relation to members' communication behaviors of voicing dissent, task and relational competence, and workplace relationships. These behaviors fulfill members' needs of autonomy, competence, and relatedness, respectively. Results of an online survey of 308 people revealed that each of the communication behaviors were related to the corresponding psychological need. These findings contribute to passion and communication literature by identifying communication behaviors which members may use to communicate their passion. The findings also provide practical insights on how organizations can create cultures and environments that promote healthy communication behaviors that can foster passion within employees. [ABSTRACT FROM AUTHOR]

Supervisor communication competence was used to predict both beneficial (Study 1) and detrimental (Study 2) employee outcomes across remote, hybrid, and in-person work experiences. In both studies, there were no differences in perceived supervisor communication competence based on remote, hybrid, and in-person work experiences. As predicted, effective and appropriate supervisor communication were related to employee outcomes across work experiences. In Study 1, regression analyses indicated that effective communication was the best predictor of beneficial employee outcomes (engagement, empowerment, and accomplishment), whereas appropriate communication was the best predictor of detrimental employee outcomes (burnout, stress, alienation, and turnover intentions) in Study 2. [ABSTRACT FROM AUTHOR]

Aims: To investigate the relationships among communication competence, professional autonomy and clinical reasoning and to identify the factors that influence clinical reasoning competence in oncology nurses. Design: Cross‐sectional descriptive design. Methods: Participants included 147 oncology nurses with more than a year of clinical experience in cancer wards. The Global Interpersonal Communication Competence Scale, Schutzenhofer Professional Autonomy Scale and Nurses Clinical Reasoning Scale (NCRS) were used to collect data. Data were analysed using descriptive statistics, independent t‐test, one‐way ANOVA, Pearson correlation analysis and hierarchical multiple regression analysis. Results: Communication competence (r = 0.59) and professional autonomy (r = 0.46) showed significant positive relationships with clinical reasoning competence. Clinical experience, communication competence, age and professional autonomy were statistically significant predictors and explained 48.6% of clinical reasoning competence. Conclusions: The clinical reasoning competence of oncology nurses increases proportionally with their communication competence and professional autonomy. Therefore, oncology nurses must reinforce their communication competence and professional autonomy to enhance their clinical reasoning competence. Implications for the Profession and/or Patient Care: The reinforcement of communication competence and professional autonomy is necessary for oncology nurses to enhance their clinical reasoning competence. In order to improve nurses' communication competence, practical‐focused communication education programmes must be designed and deployed systematically and periodically. In addition, to increase nurses' professional autonomy, it is necessary to expand their clinical experiences through the regular rotation of working units and to make institutional efforts to retain experienced nurses. Reporting Method: We have adhered to STROBE checklist. Patient or Public Contribution: Participants in the study were recruited online. They were informed of the study's purpose, method and usability and the survey could only be conducted if they consented to participate voluntarily. [ABSTRACT FROM AUTHOR]

Imagined interactions (IIs) are conversational daydreams communicators can use to envision how interactions might unfold prospectively or how they might have unfolded differently in retrospect. In this study, imagined interactions with the boss (IIB) were investigated alongside employees' upward dissent and silence. Analyses of survey responses from U.S. working adults (N = 322) revealed that three functions (rehearsal, relationship management, and compensation) and three characteristics (frequency, proactivity, and specificity) of IIB were associated with various upward dissent or defensive silence strategies. The general pattern of findings indicated that when employees reported rehearsal or relationship management IIB, they tended to select communicatively-competent dissent strategies (e.g., prosocial dissent). The study is the first of its kind to associate IIB with upward dissent selection. Implications for theory and practice conclude the paper. [ABSTRACT FROM AUTHOR]

Hye Kyung Jin,1– 3 Eunyoung Kim1,3,4 1Research Institute of Pharmaceutical Sciences, College of Pharmacy, Chung-Ang University, Seoul, South Korea; 2Department of Psychology, Seoul National University, Seoul, South Korea; 3Data Science, Evidence-Based and Clinical Research Laboratory, Department of Health, Social, and Clinical Pharmacy, College of Pharmacy, Chung-Ang University, Seoul, South Korea; 4Division of Licensing of Medicines and Regulatory Science, The Graduate School of Pharmaceutical Management, and Regulatory Science Policy, The Graduate School of Pharmaceutical Regulatory Sciences, Chung-Ang University, Seoul, South KoreaCorrespondence: Eunyoung Kim, Data Science, Evidence-Based and Clinical Research Laboratory, Department of Health, Social, and Clinical Pharmacy, College of Pharmacy, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul, 06974, South Korea, Tel +82-2-820-5791, Fax +82-2-816-7338, Email eykimjcb777@cau.ac.krPurpose: Leadership is increasingly becoming a priority in the forms of higher education associated with the Fourth Industrial Revolution; however, few studies have examined it in the context of pharmacy education. This study investigated the levels of communication competence, critical thinking disposition, problem-solving ability, and leadership of pharmacy students, and identified factors related to leadership.Methods: This study was conducted using a nationwide cross-sectional online survey with a self-administered questionnaire. A total of 416 third-to-sixth-year pharmacy students from all 35 pharmacy schools in South Korea, completed the survey from September 1 to 15, 2019. Data were analyzed using descriptive statistics, t-tests, Pearson’s correlations, and multiple regression analysis. We verified construct validity by performing an exploratory factor analysis.Results: The pharmacy students revealed a moderate level of communication skills, critical thinking disposition, problem-solving ability, and leadership. Significant positive correlations were found among communication competence (r=0.724, p< 0.001), critical thinking disposition (r=0.615, p< 0.001), problem-solving ability (r=0.599, p< 0.001), and leadership. After adjustment for control variables, communication competence (β=0.319, p< 0.001) was found to be the most significant predictor of leadership (F=104.12, p< 0.001, R2=0.756).Conclusion: This study showed that the students’ leadership was influenced by their competence in communicating effectively, thinking critically, and solving problems. Pharmacy educators should acknowledge and implement innovative curriculum and assessment approaches in preparing pharmacy students for their professional paths.Keywords: leadership, communication competence, critical thinking disposition, problem-solving ability, pharmacy students

Background: Interfacility patient transfers are fraught with issues such as missed or ineffective communication in Montana given wide geographic distance between facilities and variance in resources. Inaccurate, absent, or delayed patient details may negatively affect patient outcomes and further result in duplicative testing and medication errors. Objective: The objective of this study was to describe the process of patient information communication during interfacility transfers as perceived by nurses practicing in Montana. Methods: The study design was a pilot cross-sectional descriptive approach. An online Qualtrics survey included demographic questions, two exploratory communication competence instruments, and four open-ended questions regarding communicating interfacility transfer patient information. Results: A total of 33 nurses completed the study, with the majority practicing at a critical access hospital (n = 15, 47%). Communication competence mean scores increased with dyad conversations, and a lack of standardized handoff tools was noted as a challenge. Nurses identified the following as barriers in the interfacility transfer handoff: incivility, amount of paperwork, interoperability issues, incomplete or outdated information, time, and resources. Implications for Practice: There is wide variability in current communication practices, ranging from verbal to electronic document transfers. The rural healthcare space is prime to continue examinations surrounding workflow optimization, accuracy, and consistency in shared information exchange at the time of interfacility transfer. There is an opportunity for potential training and education surrounding effective communication, interpersonal behaviors that support cross-organizational interactions, and the development of a standardized handoff tool contextual for interfacility transfer patients. [ABSTRACT FROM AUTHOR]

Introduction: Effective communication is the heart of any organization. It is associated with employees' job satisfaction and productivity and therefore, is responsible for the institution's continuity and prosperity. In educational institutions, communication has been undergoing swift and significant changes that affected not only instructional strategies, but also administrative dimensions. The need for instant and precise information made digital mediums indispensable for school administration that helps in planning, following up, executing, and evaluating short-term and long-term goals. Since the start of the 21st century, a multitude of smartphone applications have surfaced, all designed to enhance communication. WhatsApp is one of the applications that stands as the most popular medium, which is widely spread and used on personal as well as professional basis. The question at hand is whether employing WhatsApp as a communication tool within educational institutions can effectively contribute to the development of communication competence, encompassing aspects such as communication motivation, communication knowledge, and communication skills. Methods: Based on the indicators used to measure communication competence in institutions, this qualitative study elicited relevant information through semistructured interviews from 14 different government secondary school principals in Jerusalem and the West Bank about the approach principals employ WhatsApp to achieve competence. Results: The results of the study show that indicators of communication competence are achieved through the use of WhatsApp. [ABSTRACT FROM AUTHOR]

The stunting phenomenon is a difficult task for family planning extension workers in North Padang Lawas Regency, as well as a concern for the local government to provide assistance to families at risk of stunting. The purpose of this study is to analyze the influence of communication competence of extension workers on the quality of Family Planning (KB) extension services in an effort to reduce the stunting and how much influence the communication competence and counseling intensity have on the service quality of family planning. The study is based on a cross-sectional study, and the population is couples of childbearing age who are the target group of assistance by family planning Extension Workers in an attempt to reduce stunting in the community. The results of the study showed that communication competence significantly impacted service quality by 38.6%. Communication competence and extension intensity had a significant impact on service quality 80.9%. The findings can be used by extension workers to improve service quality and ensure adequate competence in stunting prevention programs. [ABSTRACT FROM AUTHOR]

This editorial, published in Frontiers in Communication, discusses the growing demand for online courses and programs in academia, particularly due to the COVID-19 pandemic. It focuses on the intersection of Educational Technology and Instructional Communication in examining online teaching and learning. The editorial emphasizes the importance of social presence and instructional communication competence in enhancing teaching and learning in the online environment. Additionally, it provides a brief commentary on 13 articles accepted for publication in this research topic, covering various aspects of social presence and instructional communication competence. These articles explore the impact of the pandemic on teaching and learning in higher education, including challenges faced by graduate teaching assistants, adaptation of communication instructors, effects on medical courses, benefits and costs for low-income transfer students, and the impact of contact restrictions on family medicine teaching. The studies highlight the diverse experiences and perspectives of students and instructors during this unprecedented time. [Extracted from the article]

Abstract Aims To investigate the relationships among communication competence, professional autonomy and clinical reasoning and to identify the factors that influence clinical reasoning competence in oncology nurses. Design Cross‐sectional descriptive design. Methods Participants included 147 oncology nurses with more than a year of clinical experience in cancer wards. The Global Interpersonal Communication Competence Scale, Schutzenhofer Professional Autonomy Scale and Nurses Clinical Reasoning Scale (NCRS) were used to collect data. Data were analysed using descriptive statistics, independent t‐test, one‐way ANOVA, Pearson correlation analysis and hierarchical multiple regression analysis. Results Communication competence (r = 0.59) and professional autonomy (r = 0.46) showed significant positive relationships with clinical reasoning competence. Clinical experience, communication competence, age and professional autonomy were statistically significant predictors and explained 48.6% of clinical reasoning competence. Conclusions The clinical reasoning competence of oncology nurses increases proportionally with their communication competence and professional autonomy. Therefore, oncology nurses must reinforce their communication competence and professional autonomy to enhance their clinical reasoning competence. Implications for the Profession and/or Patient Care The reinforcement of communication competence and professional autonomy is necessary for oncology nurses to enhance their clinical reasoning competence. In order to improve nurses' communication competence, practical‐focused communication education programmes must be designed and deployed systematically and periodically. In addition, to increase nurses' professional autonomy, it is necessary to expand their clinical experiences through the regular rotation of working units and to make institutional efforts to retain experienced nurses. Reporting Method We have adhered to STROBE checklist. Patient or Public Contribution Participants in the study were recruited online. They were informed of the study's purpose, method and usability and the survey could only be conducted if they consented to participate voluntarily.

Aim: To demonstrate the self-perceived communication competence and communication apprehension of nursing students before and after taking English for Nursing courses. Background: Despite the growing demand for English as a foreign language courses for nursing students in Indonesia, relatively little research has been conducted to investigate whether these courses meet students’ specific learning needs to increase communication competency. Design: Quasi-experiment. Methods: A total of 173 undergraduate nursing students participated and had access to the mixed-methods learning system of integrated English hybrid learning from August through December 2021. The learning methods involved lectures, tutorials, and project-based learning on multiple platforms, such as LiVE Unpad, WhatsApp, and Zoom. Communication competence and apprehension in the English Language were assessed using the Self-Perceived Communication Competence and Communication Apprehension questionnaires via Google Form, and were analyzed using the paired t-test and ANOVA. Results: The findings suggest that English for Nursing courses significantly increased self-perceived communication competence and communication apprehension among nursing students (p

The current work assessed different aspects, steps and conditions that help people communicate appropriately in the current globalized world deeply affected by modern technologies, such the Internet and artificial intelligence. The results reported in this manuscript are based on an analysis of eight studies in different aspects of human communication and a review of 70 papers published from 2000 to 2023. An online search using WoS and SCOPUS databases was done to record the related published works. A total of 186 items were recorded, and after excluding 116 duplicated and irrelevant items, 70 papers were selected and reviewed thoroughly. According to the results, communication initiation, self disclosure, overall well-being, positive attitudes, language proficiency, communication competence, and technical skills are among the main factors that affect interactions among individuals from different cultures. Based on the results, cognition, knowing different norms and values, and accommodation in the current diversified environments are the main aims and outcomes of daily interactions among people. The current work introduces communication initiation, disclosure, cognition, and accommodation as the four main steps, and self-knowledge, positive attitudes, self-regulation, heart coherence, cultural awareness, intercultural sensitivity, openness, purposefulness, respect differences, language proficiency, technical skills, communication competence, and effectiveness as the main conditions of effective human communication in the age of the artificial intelligence in the 21st century.

This study delves into the acculturation process among Chinese Peranakans in Serui City, Papua, Indonesia, specifically focusing on transitioning from a bicultural to a monocultural identity. This research uses interpretive phenomenology and in-depth interviews to gather individual experiences. This research found two distinct forms of Chinese acculturation: one driven by Security-Economic factors and the other by Social-Political influences. Furthermore, it found that cultural art traditions, including the traditional dances of Papua as the host culture, play pivotal catalysts in facilitating acculturation within the Peranakan community. The study underscores the dynamic interplay of internal factors, such as economic motives and security concerns, and external factors, including political structures, in driving the shift from biculturality to monoculturality. This research highlights the significance of social and cultural activities as powerful tools for fostering intercultural communication competence among diverse communities.

This study aimed to develop an ICF core set to profile communicative competence in dyadic communication among adults who use communication devices in Taiwan. The study was conducted following the release of a manual by the World Health Organisation (WHO) on how to develop the International Classification of Functioning, Disability and Health (ICF) core set in three phases: Preparatory Phase, Phase I, and Phase II. The Preparatory Phase helped collect and sort second-level ICF codes into a candidate list based on different perspectives, including the Systematic Literature Review Phase (i.e., researchers' perspectives), Empirical Multi-Center Study Phase (i.e., clinical perspectives), Qualitative Study Phase (i.e., perspectives of individuals with a health condition), and Expert Survey Phase (i.e., health professionals' perspectives). An ICF core set was developed from the candidate list in Phase I through the Delphi technique, and the content validity of this core set was assessed in Phase II. Altogether, 94 s-level ICF codes in the candidate list from the Preparatory Phase were included in the three rounds of the Delphi technique for Phase I. Finally, these 94 s-level ICF codes were validated and included in the core set for Phase II, including 28 in Body Functions (b), 0 in Body Structures (s), 42 in Activities and Participation (d), and 24 in Environmental Factors (e). The developed ICF core set provides an evaluation tool to profile communicative competence in dyadic communication among adults using communication devices. This core set identifies the gap and future opportunities for further examining the care providers' roles, together with exploring the environmental facilitators and barriers. The implications concerning rehabilitation, limitations, and the way forward are discussed. This core set was first developed in the context of Taiwan from the perspectives of adults and professionals who used communication devices to profile communicative competence in dyadic communication. This core set, which can be utilised across health care disciplines, can serve as the foundation for more holistic evaluation, profiling levels of communicative competence in daily dyadic communication among adults who use communication devices. Rehabilitation providers may decide, based on this core set, if communication devices should be proposed for adults again in order to minimise the abandonment of subsidised communication devices. Levels of communicative competence in daily dyadic communication among adults who use communication devices can be profiled through this ICF core set. [ABSTRACT FROM AUTHOR]

Research and higher education regulations have been shaping attitudes not only towards the higher education lecturer as a professional in the field who is able to use educational tools but also towards the interfaces between lecturers and students. In this lecturer–student interaction, the students' own perception of the qualities of the lecturer's personality and/or possessed competences that are acceptable to them and that motivate them to participate in the learning process should be emphasised as an important aspect of success. Thus, the article raises the following problem questions: (1) What competences should a lecturer have from the students' point of view to achieve student-centred studies? (2) What is the relationship between the competences of the lecturer and the implementation of sustainable development ideas in the organisation of student-centred studies? This article is based on a 2019 survey conducted among Lithuanian university and college students, employing a questionnaire survey with a survey instrument that included open-ended questions. The survey was conducted with a sample of 390 participants. In addressing the issue at hand, it becomes evident that, from the students' perspective, the personality of the lecturer possesses a multidimensional character. They not only value the lecturer's expertise in the subject matter taught (subject competence) but also place a stronger emphasis on two other aspects. First, they value the lecturer's ability to motivate and engage students in the learning process (educational competence), which includes an essential component: communication competence. Second, the lecturer's personality acquires meaning through fundamental human values. [ABSTRACT FROM AUTHOR]

A segment of literature in continuous expansion, texts of the biographical genre, represent a fertile ground for the development of communication competence due to their proximity to the referential, particularly in terms of understanding the written text. Drawing equally from fantasy and reality, journals, memoirs, autobiographies, and even autofictions bring to the forefront the way language operates, from the microstructural level of the word to the macrostructure of discourse and even meta-discourse, to name a certain reality. From this perspective, the current study aims to present a series of strategies that valorize this category of texts from the standpoint of communication competence, proposing several models of reception based on the staged realization of comprehension processes and an understanding of the poetic nature of language and how it can manifest its expressive resources in communication.

IntroductionEffective communication is the heart of any organization. It is associated with employees’ job satisfaction and productivity and therefore, is responsible for the institution’s continuity and prosperity. In educational institutions, communication has been undergoing swift and significant changes that affected not only instructional strategies, but also administrative dimensions. The need for instant and precise information made digital mediums indispensable for school administration that helps in planning, following up, executing, and evaluating short-term and long-term goals. Since the start of the 21st century, a multitude of smartphone applications have surfaced, all designed to enhance communication. WhatsApp is one of the applications that stands as the most popular medium, which is widely spread and used on personal as well as professional basis. The question at hand is whether employing WhatsApp as a communication tool within educational institutions can effectively contribute to the development of communication competence, encompassing aspects such as communication motivation, communication knowledge, and communication skills.MethodsBased on the indicators used to measure communication competence in institutions, this qualitative study elicited relevant information through semi-structured interviews from 14 different government secondary school principals in Jerusalem and the West Bank about the approach principals employ WhatsApp to achieve competence.ResultsThe results of the study show that indicators of communication competence are achieved through the use of WhatsApp.

Objectives Communication competence of future early childhood teachers - a report on a study in poland Material and methods The research was based on a quantitative paradigm. To determine the level of communication competence we used the Self-assessment of Communication Competence Scale (SPCC), stress was examined with the Perceived Stress Scale (PSS), and dispositional optimism was tested with the Life Orientation Test (LOT-R). Results The analyses showed that prospective early childhood teachers obtained average scores in communication competence. At the same time, they reported high levels of stress and low levels of dispositional optimism. In addition, stress levels correlated negatively with all dimensions of communication competence, meaning that the higher the stress level, the lower the level of communication competence in all the measured dimensions. In contrast, dispositional optimism correlated positively with all dimensions of communication competence, indicating that all dimensions of communication competence increased as dispositional optimism increased. Conclusions Based on the analyses, we suggest enriching education programs for early childhood teachers with issues related to communication competence, coping with public speaking, and preventive activities related to stress management.

Nonprofit humanitarian organizations work to alleviate poverty and are evaluated in part on their effectiveness in doing so. One such organization is Heifer International, a global humanitarian nonprofit whose mission is to "end hunger and poverty while caring for the Earth." In this study, we assessed the impact of Heifer International's Values-Based Holistic Community Development approach on beneficiaries' interpersonal communication competency and positive communication behaviors. The article offers a cross-sectional study of 815 women in Bihar India across four-time periods: baseline, 6 months, 12 months, and 24 months. Compared to baseline, participants reported higher levels of positive communication behaviors and interpersonal communication competence across 6, 12, and 24 months. Implications of these findings for future research are offered. [ABSTRACT FROM AUTHOR]

The current work assessed different aspects, steps and conditions that help people communicate appropriately in the current globalized world deeply affected by modern technologies, such the Internet and artificial intelligence. The results reported in this manuscript are based on an analysis of eight studies in different aspects of human communication and a review of 70 papers published from 2000 to 2023. An online search using WoS and SCOPUS databases was done to record the related published works. A total of 186 items were recorded, and after excluding 116 duplicated and irrelevant items, 70 papers were selected and reviewed thoroughly. According to the results, communication initiation, self-disclosure, overall well-being, positive attitudes, language proficiency, communication competence, and technical skills are among the main factors that affect interactions among individuals from different cultures. Based on the results, cognition, knowing different norms and values, and accommodation in the current diversified environments are the main aims and outcomes of daily interactions among people. The current work introduces communication initiation, disclosure, cognition, and accommodation as the four main steps, and self-knowledge, positive attitudes, selfregulation, heart coherence, cultural awareness, intercultural sensitivity, openness, purposefulness, respect differences, language proficiency, technical skills, communication competence, and effectiveness as the main conditions of effective human communication in the age of the artificial intelligence in the 21st century. [ABSTRACT FROM AUTHOR]

Purpose: To identify the mediating effect of the communication competence on the relationship between emotional intelligence and nursing managerial competence among experienced nurses. Methods: A total of 186 nurses with more than 10 years of experience working in six general hospitals participated. Data were collected using a selfreported questionnaire and analyzed using SPSS Statistics ver. 23.0 and SPSS Process Macro for descriptive statistics, independent t-test, one-way analysis of variance (ANOVA), Scheffé test, Pearson's correlation coefficient, multiple regression analysis, and bootstrapping method. Results: Nursing managerial competence was significantly associated with emotional intelligence (r=.32, p<.001) and communication competence (r=.42, p<.001). Additionally, communication competence had a complete mediating effect on the relationship between emotional intelligence and nursing managerial competence (indirect effect=0.45, boot SE=0.11, 95% boot CI=[0.25, 0.67]). Conclusion: Strategies for enhancing the experienced nurses' nursing managerial competence should be considered to improve communication competence as well as emotional intelligence and develop nursing managerial competency-related education programs by career stages. In particular, the nursing management competency-related education should focus on improving human resource management and planning competences. [ABSTRACT FROM AUTHOR]

In a globalized world, one needs to communicate bearing in mind the context, the role and the relationship between the interlocutors. Put the other way, communicative competence calls for both linguistic competence and pragmatic competence. One needs to know what to say, when to say, how to say and why to say it. Literature can play a very vital role in developing these competencies as it presents a plethora of different situations, characters and roles. Literature also highlights how verbal ironies are created through the use of language inappropriate to the context, the role and the role relationship. Its aesthetic and human approach, blended with the use of contextualized language, aids language acquisition, especially in the case of those who learn English as a second or foreign language. However, despite the beneficial role literature plays in developing communicative competence, there are at least a few English language teaching (ELT) practitioners and students who resist the majestic and spirited come back literature has made in language classrooms after a period of gratuitous exclusion. This rejection of literature, as symbolic interactionists put it, could also be an offspring of cultural and religious filaments. In view of this, in this paper, I attempt to find out what makes the study of literature, poetry in particular, difficult for students. I conducted this case study in an Arab university through an open class discussion with thirty-five second semester level three students of poetry. [ABSTRACT FROM AUTHOR]

(1) Background: Although numerous studies related to communication in a nursing context have been conducted, there is a lack of research considering the effects of personal and organisational communication factors on the self-efficacy for handoffs. This study aimed to identify the impact of communication competence and intra-organisational communication satisfaction on self-efficacy for handoffs among nurses. (2) Methods: This cross-sectional research was conducted between September and October 2018. In total, 203 registered nurses were invited to participate in the study by convenience sampling from five general hospitals in South Korea. Data were analysed using SPSS for t-test, one-way analysis of variance, Pearson's correlation coefficients, and multiple regression analysis. (3) Results: In the final regression model, the adjusted R square was significant, explaining 24.2% of the variance in self-efficacy for handoffs (F = 22.43, p = 0.001) when the variable horizontal communication (β = 0.282, p < 0.001) was included in intra-organisational communication satisfaction. In addition, the longer the nurse's experience in the current unit and the higher the communication competence, the more statistically significant the self-efficacy for handoffs was found to be (β = 0.215, p = 0.001 and β = 0.180, p = 0.008). (4) Conclusions: To enhance the self-efficacy for handoffs, nurse managers should foster an atmosphere that allows their staff nurses to interact freely and establish specific guidelines for handoffs through mutual communication. [ABSTRACT FROM AUTHOR]

Identity has become a fascinating object of exploration in various aspects of life and work, including farming. Many studies have examined the extent to which farmers reconstruct their identities, and only a limited number have evaluated the forms of negotiation from a communication perspective. Therefore, herein, we addressed this gap by analysing the identity challenges experienced by farmers in the agricultural era 4.0. A comprehensive farmer identity negotiation model was developed by conducting a multi-case study involving millennial and Generation X farmers from different regions in Indonesia. Data were collected through in-depth interviews with 16 farmers who have embraced Agriculture 4.0 across five regencies in Indonesia. The results showed that farmer identity is maintained and built through various processes, including education, outreach, affiliation, and social networking. Farmer identity negotiation also involves self-preparedness, such as developing communication competence and receiving environmental support through social connections, media, and access to information. The process of farmer identity negotiation ultimately leads to the affirmation of identity, manifesting in changes in social roles, lifestyle changes, and improved farming quality. The advent of Agriculture Revolution 4.0 has necessitated the availability of innovative information, provided access to information and communication technology, and spaces for farmer communities to improve their farming competence.

Goal: The communication competence of future early childhood teachers is still a relevant area of research. We looked at this issue focusing on its social context and modifying factors. Methods: The research was based on a quantitative paradigm. To determine the level of communication competence we used the Self-assessment of Communication Competence Scale (SPCC), stress was examined with the Perceived Stress Scale (PSS), and dispositional optimism was tested with the Life Orientation Test (LOT-R). Results: The analyses showed that prospective early childhood teachers obtained average scores in communication competence. At the same time, they reported high levels of stress and low levels of dispositional optimism. In addition, stress levels correlated negatively with all dimensions of communication competence, meaning that the higher the stress level, the lower the level of communication competence in all the measured dimensions. In contrast, dispositional optimism correlated positively with all dimensions of communication competence, indicating that all dimensions of communication competence increased as dispositional optimism increased. Conclusions: Based on the analyses, we suggest enriching education programs for early childhood teachers with issues related to communication competence, coping with public speaking, and preventive activities related to stress management. [ABSTRACT FROM AUTHOR]

Millennial and Generation Z (MZ generation) nurses, the core of the Republic of Korean nursing workforce, are leaving hospitals. We, therefore, aimed to determine the mediating role of communication competence between nursing professionalism and job satisfaction of MZ generation nurses in Republic of Korea. A total of 188 nurses aged 20–39 years belonging to the MZ generation, who had been working in a general hospital for over six months, participated in an online survey from 27 October 2022 to 11 January 2023. Data analysis was conducted using the bootstrapping method with the SPSS PROCESS macro program to confirm the mediating role of communication competence. Job satisfaction, professionalism, and communication skills were significantly positively correlated (r = 0.36–0.72, p < 0.001). Communication competence was found to be a mediating factor in the relationship between professionalism and job satisfaction. The results showed that when professionalism related to job satisfaction, good communication further enhanced job satisfaction. In order to enhance MZ generation nurses' job satisfaction, it is necessary to improve nursing professionalism and implement training programs to improve communication skills considering generation-specific characteristics. [ABSTRACT FROM AUTHOR]

To determine if there is a relationship between a constructive learning environment and communication skills; constructive learning environment and motivation in language learning of College Students. To determine also the mediating effect of motivation in language learning based on: constructive environment; and communication skills. Quantitative non-experimental design.The study was conducted among College Students with General Course in University of Mindanao during the school year 2021-2022. The respondents were 262 college students from University of Mindanao. The respondents were chosen using stratified random sampling. The data were collected using google forms. The overall results showed that the respondents had a high level of reading motivation, classroom climate, self-directed learning readiness, and task motivation. It also showed a significan that the overall results showed that the constructivist learning environment of the respondents had a high level and communication competence. It also showed a significant relationship between three variables: constructivist learning environment, communication competence and language learning motivation. Results also showed that language learning motivation had a partial mediation in the relationship constructivist learning environment and communication competence. The high level of the constructivist learning environment and the students' communication skills show that it is consistently evident in the students. As a result, the researcher suggests that students consider the opportunity to discover and express their opinion through their own experience. Give students work that can relate to their experience to further increase the level of a constructive learning environment for students. In addition, researcher recommends that oral exercises like spontaneous speaking should be increased to help students improve their communication skills. Give them chance to express their viewpoints during class discussions or group projects to maintain and improve their communication competence. On the other hand, based on the high level of motivation in language learning, which indicates that students frequently demonstrate motivation in language learning, the researcher advises developing more ways, approaches, and strategies to motivate the students and language learning. Make learning new information fun to enhance your students' desire to learn to further increase level. [ABSTRACT FROM AUTHOR]

Reports show that Filipino students have deteriorating communication skills in the English language. To verify these, it is significant to investigate their communicative competence. Thus, this study was conducted. Specifically, it sought answers to the following questions: 1) What are the common students' errors in the application of subject-verb agreement rules in English? 2) What are the grammar rules that are mastered and those that are not? 3) What interventions can be done to enhance the performance of Grade 8 students in the least mastered grammar rules? The study used a descriptive-evaluative research design. The students were given a diagnostic test composed of 90-item multiple-choice questions about 18 subject-verb agreement rules in sentences, where each rule was represented by five questions. The grammatical errors made by the students were determined based on the number of correct responses in each rule. The top most common grammatical errors, the mastered and unmastered rules were identified. The respondents were 291 randomly selected Grade 8 students from secondary schools in Milagros, Masbate. The selection of sample respondents was done using stratified random sampling. Based on the result of the diagnostic examination, the following were the findings: 1) The Grade 8 students'score in each of the 18 rules was below the mastery level of 75% and it shows low level of mastery of all the rules in subject-verb agreement. 2) Students got a near mastery level score in only one out of 18 rules and it deals with mathematical abstractions. Based on the findings, the conclusion was drawn: 1) Grade 8 students in Milagros, Masbate involved in this study have very poor performance in subject-verb agreement rules. Based on conclusion, the researcher recommended the following: 1) Grammar rules must be given enough time. 2) Devise a learning module targeting the identified errors to master the rules. [ABSTRACT FROM AUTHOR]

In the last couple of years, a high number of employers started raising concerns about the lack of soft skills in recent college graduates. Many have pointed to social media as hurting our face-to-face communication. Following these concerns, the purpose of our study was to examine the relationship between communication competence and social media use. One hundred and eighty-nine adults, ages 18 to 73, completed a survey rating their social media use and self-perceived communication competence. We measured communication competence using McCroskey and McCroskey scale, which measures communication competence in a variety of settings. The results showed that Instagram and Facebook were used for social compensation purposes, especially among participants who perceive themselves to have low communication competence skills. Generation-wise, older individuals were more competent when communicating in a variety of settings. [ABSTRACT FROM AUTHOR]

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This paper aims to analyze the efficacy of elementary, middle, and high school students with respect to using persuasive speech and establish a direction for the development of relevant education. It examines the case of South Korea, where the government has presented the importance of persuasive speech education and implemented considerable measures since 2015. It utilizes the survey results on the perception around persuasive speech, based on the achievement standard set within the Korean language curriculum for elementary, middle, and high school students. The research offers several recommendations. First, it is necessary to specify educational content so that it applies differentially, according to the conditions of students. Second, educational content that addresses students' attitudes, selfawareness, and participation in community issues must be reinforced. Third, educational content related to persuasion preparation, content organization methods, strategies, and meta-cognitive aspects must be presented sequentially in terms of beginning, development, and application, as suited to each level of education. Fourth, it is necessary to review the teachinglearning methods to increase the effectiveness of persuasive speech education. Fifth, it is necessary to especially consider the disadvantages of middle school students, who have huge gaps in efficacy with respect to their knowledge of persuasive speech. [ABSTRACT FROM AUTHOR]

Individuals with acquired communication disorders (ACDs) experience reduced ability to participate independently in activities of daily life, and maintain interpersonal relationships and psychosocial wellbeing. Communication interventions are designed to optimise communication competence in personally relevant everyday activities. However, the assessment tools speech-language pathologists (SLPs) typically utilise to evaluate communication competence in everyday life are not ideal. To explore the range and availability of assessments used in research to examine functional communication in adults with ACDs. Five databases (Medline, CINAHL, EMBASE, SCOPUS and PsycINFO) were searched to identify assessment or intervention studies evaluating functional communication in adults with ACDs. Functional communication tools utilised in each study were identified. Extracted tools were categorised according to type, target population, consideration of multimodal communication, person-specificity, consideration of context, availability, administration/analysis time and availability of normative/psychometric data. Forty functional communication assessment tools were included. Just over half the tools were performance-based (n = 25), examined different modes of communication (n = 26) and/or considered context (n = 23). Only 14 tools were person-specific. Many of the most comprehensive tools were out of print or considered excessively time consuming to administer and analyse. A paucity of accessible, time-efficient yet comprehensive tools to assess functional communication in ACDs may limit clinical practice and client outcomes. More versatile functional communication assessments incorporating individualised contexts, and the use of modern communication technologies are recommended. [ABSTRACT FROM AUTHOR]

Background: There is a large body of research showing the negative impact of a total laryngectomy on the resultant voice signal across multiple outcomes (e.g., speech intelligibility/acceptability, listener comprehension, voice quality). However, there is limited information on the effects of laryngectomy on broader communication acts, particularly in the area of pragmatics, commonly referred to as the social use of language. Considering that individuals with a laryngectomy (IWL) frequently report reduced quality of life as well as reduced communicative competency, expanding the current research to include pragmatics is warranted. Aim: To explore the pragmatic changes in communication experienced by tracheoesophageal speakers. Methods & Procedures: The current study adapted an existing 17‐item measure to assess verbal, non‐verbal, paralinguistic and receptive communication competence via self‐report. This adapted measure was then distributed to 65 tracheoesophageal speakers (52 males, 13 females, mean age = 63.4 ± 8.5 years). Outcomes & Results: Both negative and positive pragmatic changes to communication were reported by participants secondary to laryngectomy. This included changes in verbal (negative –37.5%, positive –15.15%); non‐verbal (negative –9.54%, positive –35.45%; and paralinguistic acts (negative –29.55%, positive –34.09%). Changes to receptive communication were also noted (negative –14.78%, positive –43.19%). Conclusions & Implications: The overall results suggest that communication changes post‐laryngectomy exist well beyond the paralinguistic areas (e.g., intelligibility, voice quality) and that males and females may approach or respond to changes in communication differently. Results are discussed specific to clinical intervention and the importance of including assessment of pragmatic function post‐laryngectomy. WHat this paper adds: What is already known on this subject: While there is a large body of research on the changes to the speaker and listener following laryngectomy, there is minimal information on how the use of alaryngeal speech affects overall communication, specifically in the area of pragmatics or the social use of language. What this paper adds to existing knowledge: This study used an adapted version of the widely used Pragmatic Protocol to delineate changes in pragmatic components of communication for tracheoesophageal speakers. What are the potential or actual clinical implications of this work?: Clinically, this information can be used by healthcare professionals to educate and prepare IWL on potential changes in the underrecognized area of pragmatics. [ABSTRACT FROM AUTHOR]

This article aims to describe the management of students carried out by teachers at the As-Sunniah Kencong Islamic Boarding School for all students to master Arabic materials to help improve their ability to communicate in Arabic and the implications for student self-determination learning. The research approach used is qualitative research. Data collection techniques utilize observation, interviews, and documentation studies. In this study, researchers used several stages of data analysis, namely the reduction stage, the data presentation stage, making temporary conclusions, and verification activities. The study results concluded that two hours of lessons are scheduled weekly with material according to the level. Meanwhile, the management of students outside the classroom includes Daily Arabic Conversation, Arabic Speech Practice, and Arabic Speech Contests. The management of students in learning Arabic at the As-Sunniah Kencong Islamic Boarding School is that the learning systems and methods are pretty good and effective, learning is in line with Arabic learning theories, the awareness and interest of the students to speak Arabic have grown, and language environment has been built.

(1) Background: Although numerous studies related to communication in a nursing context have been conducted, there is a lack of research considering the effects of personal and organisational communication factors on the self-efficacy for handoffs. This study aimed to identify the impact of communication competence and intra-organisational communication satisfaction on self-efficacy for handoffs among nurses. (2) Methods: This cross-sectional research was conducted between September and October 2018. In total, 203 registered nurses were invited to participate in the study by convenience sampling from five general hospitals in South Korea. Data were analysed using SPSS for t-test, one-way analysis of variance, Pearson’s correlation coefficients, and multiple regression analysis. (3) Results: In the final regression model, the adjusted R square was significant, explaining 24.2% of the variance in self-efficacy for handoffs (F = 22.43, p = 0.001) when the variable horizontal communication (β = 0.282, p < 0.001) was included in intra-organisational communication satisfaction. In addition, the longer the nurse’s experience in the current unit and the higher the communication competence, the more statistically significant the self-efficacy for handoffs was found to be (β = 0.215, p = 0.001 and β = 0.180, p = 0.008). (4) Conclusions: To enhance the self-efficacy for handoffs, nurse managers should foster an atmosphere that allows their staff nurses to interact freely and establish specific guidelines for handoffs through mutual communication.

The purpose of this exploratory study was to examine communication factors that influence students' academic advising appointments, including predictors of scheduling future advising appointments. Undergraduate students' motivation and feelings of learned helplessness were related to their advising meeting preparation and their communication involvement during advising meetings. Students who reported high levels of motivation and low levels of learned helplessness were more likely to prepare for advising meetings and be communicative during meetings. Students with immediate advisors were more likely to communicate with their advisors during meetings. Advising meeting preparation, motivation, and learned helplessness were significant factors in future advising appointments. [ABSTRACT FROM AUTHOR]

Interpersonal communication conflict is an inevitable part of field‐based experiences due to the many complex variables that influence human interactions, such as culture, gender, and perceived power. Moreover, in field‐based institutions (i.e., field stations and marine laboratories) privacy may be limited in terms of space and time, and physical conditions may be challenging, which can lead to more frequent and intense interpersonal conflicts. Conflicts can arise episodically or cyclically at a field‐based institution, impacting visitors and employees at all levels, that is, between students, staff, faculty, and leadership. Those who work seasonally or permanently at field‐based institutions may be able to mitigate some of the potential negative outcomes associated with unmanaged conflict by knowing when these incidents might occur, as well as how to employ meaningful conflict management strategies during these times. Thus, we propose the 10/60 model of field station experiences to define significant points of time during a field experience in which collecting feedback may be critical for avoiding communication conflict. We provide additional recommendations on best practices for soliciting feedback, as well as the importance of setting explicit communication expectations for those in leadership positions to create more inclusive and equitable spaces. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to investigate the role of communication competence in the cultural intelligence of Tehran province Agricultural Bank managers. The study was applied in terms of purpose and mixed-methods in terms of data collection and analysis. Thematic analysis and structural equation modeling were used in the qualitative and quantitative phases, respectively. In the thematic analysis phase, 15 participants were interviewed who had been selected through snowball sampling. The dependability of the interviews was 77 percent in interviewee reviews, and test-retest reliability was 75. In the quantitative phase, a researchermade questionnaire was distributed among 200 managers and high-ranking officials of Tehran province Agricultural Banks who had been selected through systematic random sampling. The content validity of the questionnaire was found to be 89%, while Cronbach's alpha showed 82 percent of internal reliability. The results revealed that in order to put their communication competence into practice, managers paid special attention to individual factors such as communication skills, optimism, and respecting addressees' values as well as organizational factors such as support from top managers, organizational capacity, organizational culture, and organizational structure. In order to put into practice their cultural intelligence, managers should pay attention to motivational factors such as the ability to interact with different cultures and behavioral factors such as behavioral intelligence. Finally, structural equation modeling showed that the communication competence of managers has a positive effect on their cultural intelligence. [ABSTRACT FROM AUTHOR]

This study examines the coping processes between social media addiction and mental health among college students during the COVID-19 pandemic. Following the problematic Internet use framework, structural equation modeling (SEM) results support the hypothesized positive associations between social media addiction and psychological distress outcomes. However, latent interaction analysis shows that not all individuals are impacted similarly because the intensity and significance of the mentioned associations changed as a function of computer-medicated communication (CMC) competence. In some cases, communication effectiveness attenuated the relationship between social media addiction and social anxiety symptoms. Together, the findings from this study and previous research support calls for CMC skills training, advocacy, and social support campaigns, particularly for and among subgroups of college students with social and relational skills deficits that put them at a greater risk of mental health prognosis. [ABSTRACT FROM AUTHOR]

This study builds on the communication mediation model of political socialization and self-efficacy research, and focuses on journalism civic self-efficacy, an individual's confidence in using journalistic skills to promote the awareness of a community issue. The study tests the premise that journalism civic self-efficacy explains, in part, how journalism education supports individuals' political participation, by examining links between political interest, journalism civic self-efficacy, school and classroom contexts, and future political participation with data from U.S. high school journalists (n = 769) and their teachers (n = 42). The study's key results are: (1) journalism civic self-efficacy partially mediates the relationship between political interest and prospective political participation, and (2) journalism civic self-efficacy increases when students feel a supportive school climate and when their instructors exert little control over students' journalistic output. These results can inform the design of journalism education and outreach initiatives, prioritizing activities and settings that cultivate journalism civic self-efficacy among participants. The findings also highlight the value of such initiatives regardless of whether or not participants pursue newsroom careers. The study contributes empirical evidence to civic development literature of a pathway between journalism education and political participation, distinct from other school-sponsored activities (i.e., debate, student government). [ABSTRACT FROM AUTHOR]

Millennial and Generation Z (MZ generation) nurses, the core of the Republic of Korean nursing workforce, are leaving hospitals. We, therefore, aimed to determine the mediating role of communication competence between nursing professionalism and job satisfaction of MZ generation nurses in Republic of Korea. A total of 188 nurses aged 20–39 years belonging to the MZ generation, who had been working in a general hospital for over six months, participated in an online survey from 27 October 2022 to 11 January 2023. Data analysis was conducted using the bootstrapping method with the SPSS PROCESS macro program to confirm the mediating role of communication competence. Job satisfaction, professionalism, and communication skills were significantly positively correlated (r = 0.36–0.72, p < 0.001). Communication competence was found to be a mediating factor in the relationship between professionalism and job satisfaction. The results showed that when professionalism related to job satisfaction, good communication further enhanced job satisfaction. In order to enhance MZ generation nurses’ job satisfaction, it is necessary to improve nursing professionalism and implement training programs to improve communication skills considering generation-specific characteristics.