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Table 1 Comparison of students’ assessment of methods and learning outcome when teachers were present and absent by means (95% CI) using the Kruskal Wallis test

From: Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

1a) Assessment of the use of role play and video for communication skills training Teachers present Teachers absent p-value
 I learned more about how I can communicate by using role play than I would without using role play 3.9 (3.7 to 4.2) 3.1 (2.6 to 3.7) P < 0.01
 I learned more about my own communication skills through seeing myself on video than I would have done without using video 3.7 (3.5 to 4.0) 2.9 (2.2 to 3.5) P < 0.01
1b) Assessment of learning outcomes and goals Teachers present Teachers absent p-value
 I am familiar with the key Assisting Communication terms 3.8 (3.7 to 3.9) 4.0 (3.6 to 4.4) 0.24
I am familiar with the various elements of Active listening 3.9 (3.7 to 4.0) 3.8 (3.7 to 3.9) 0.66
 I am familiar with and have an understanding of how important it is for nurses to be emotionally aware and emotionally tolerant when meeting patients and relatives 4.2 (4.1 to 4.4) 4.3 (3.9 to 4.6) 0.80
 I can combine theoretical and practical knowledge when meeting patients suffering from psychological problems and their relatives 4.0 (3.8 to 4.1) 3.9 (3.5 to 4.2) 0.52
 I reflect on my own communication methods when meeting patients, relatives and fellow students/colleagues 4.4 (4.3 to 4.6) 4.2 (3.7 to 4.6) 0.13
1c) Assessment of the importance of methods used in the teaching and practice programme. Teachers present Teachers absent p-value
 Importance of training through role play 3.8 (3.6 to 4.0) 3.4 (2.9 to 3.9) 0.12
 Importance of training through role play combined with video 3.6 (3.4 to 3.9) 3.4 (2.8 to 4.0) 0.27
 Importance of training through role play, video and feedback 3.8 (3.5 to 4.0) 3.2 (2.6 to 3.9) 0.07