Effect of Educational Campaign on Interpersonal Communication Skills among Health Care Professionals: Pre-post study, Jeddah, KSA

Effect of Educational Campaign on Interpersonal Communication Skills among Health Care Professionals: Pre-post study, Jeddah, KSA | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Effect of Educational Campaign on Interpersonal Communication Skills among Health Care Professionals: Pre-post study, Jeddah, KSA Manal Ibrahim Hanafi Mahmoud, Jude Tareq Badawey, Ahmad Mohamed Khaled Kouki, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3553849/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Communication among healthcare team members is crucial for effective patient care. It helps ensure that everyone involved in the healthcare process is aware of the patient’s needs and treatment plan, which increases the likelihood of positive outcomes and reduces the risk of medical errors. Strong communication can help build trust and collaboration among healthcare team members, which can improve job satisfaction and lead to better patient outcomes. Aim To study and explore the effect of an educational campaign on interpersonal communication skills among healthcare professionals in Jeddah, KSA. Methods A quasi-experimental pre- and post- study was carried out on a convenient sample of 150 healthcare professionals. A specially prepared self-administered, pre-coded, closed-ended, pilot-tested, reliable questionnaire format was used. Self- assessment communication skills inventory questionnaires were completed initially in the pre-study phase and at the end of a specifically arranged educational campaign as the post-study phase. To control for potential confounding factors, multivariate analyses using a forward stepwise (Wald) method were carried out to determine independent predictors of interpersonal communication skills among the healthcare professionals. Results There was a significant improvement of the measured responses to the interpersonal communication skill inventory in all its domains, namely: sending a clear message (p = 0.000), listening (p = 0.000), giving and receiving feedback (p = 0.000) and handling emotional reactions (p = 0.000). Significant independent predictors of interpersonal communication skills were nationality, mother language, specialty, qualification, daily working hours, number of monthly shifts and perceived satisfaction with the work environment. The mean evaluation of the whole campaign out of 10 was 9.6 (4.85), with a mean percent score for evaluation of 77.6 (22.15). Conclusion these educational campaigns for the development of interpersonal communication skills have desirable effects on healthcare professionals’ communication abilities and capabilities. Healthcare organizations should invest in training programs that develop healthcare professionals’ communication skills to improve healthcare quality and patient safety. Communication skills Healthcare professionals Educational campaign Figures Figure 1 Figure 2 Introduction In the 21st century, complex communication and social skills have become increasingly important. Communication is an approach to interaction where individuals exchange viewpoints, concepts, messages, and emotions. It is a two-way process with verbal and nonverbal components. The greater the concentration on the verbal component, the less effective the communication is [ 1 ]. The two-way process of communication has the potential to affect people’s conduct, eliciting responses tied to their convictions, cultural background, perception of reality, and personal life experiences. Communication skills are crucial competencies within the training and practice of healthcare professionals [ 2 ]. The interaction between healthcare professionals and patients relies on communication as an essential component to facilitate patients’ comprehension of their medical issues and treatment, and to allow the professional handling by the healthcare practitioners of those interactions with their patients [ 3 ]. It also allows the establishment of connections between healthcare practitioners and patients and their families regarding diversities in culture, ethnicity, spirituality, emotions, and age, as well as with fellow healthcare team members [ 4 ]. Effective listening skills are showcased, and the aptitude to gather and convey information through verbal, nonverbal, written, and technological means is demonstrated. Adaptability in communication strategies is exhibited, with the capacity to adjust them according to the clinical context. Active participation and leadership within the healthcare team are evident. The ability to understand a patient's motivations for seeking medical care is shown, along with skills in negotiation and conflict resolution. Furthermore, utilizing feedback provided by others is an aspect of communication expertise that is effectively demonstrated [ 1 ]. Moreover, both interprofessional and interpersonal communication are essential and changing aspects of healthcare delivery. Both are critical for safe, high-quality, and patient-centred care, and when poorly managed, may lead to misunderstandings, delays in treatment, medication errors, and even patient harm. Therefore, it is necessary to identify relevant barriers and helpful strategies to improve interprofessional and interpersonal communication [ 5 ]. Little work has been done on translating knowledge of communication skills into practice to achieve patient-centred communication. Extensive research has shown that no matter how knowledgeable the healthcare professional might be, if he or she is not able to open good communication channels with the patient, he or she may be of no help to the latter. Despite this known fact, effective communication with the patient has been found to be sadly lacking [ 6 ]. Up until now, limited research has been conducted on interpersonal communication skills among healthcare professionals in the context of the Kingdom of Saudi Arabia (KSA), with the majority of existing studies focusing on Western countries. The objectives of this research work were to assess the effect of educational campaigns on interpersonal communication skills among healthcare professionals and to explore the effect of educational campaigns on interpersonal communication skills among them. Methods Study Design: A quasi-experimental pre- and post- study was carried out from May to July 2023. Study Setting: The study comprised three phases: planning, implementation, and evaluation. An educational campaign on communication skills using different interactive instructional methods was planned, then implemented within the selected hospitals in Jeddah city, and the last stage was the evaluation of these campaign activities from the participants’ points of view. Sample Size and Sampling Technique: The total number of healthcare professionals to be selected was estimated using the following formula: (7) n0= Z2pq/e2 where: Z = the critical value of the desired confidence interval (1.96 at 95%, 1.645 at 90%, 2.33 at 98%, and 2.575% at 99%), e = margin of error; 0.05, p = the estimated proportion of attributes that are present in the population; 0.50, q = 1-p; 0.50. and using the multistage sampling technique. In stage one, a random selection of two private hospitals in Jeddah City was conducted after a review of all official records. In stage two, based on the calculation assumptions, a convenient sample of 150 healthcare professionals was calculated and then obtained from the two selected hospitals (75 from each hospital). The participating healthcare professionals were physicians, nurses, and technicians who worked in these hospitals. Study instruments: A Self-Administered Communication Skills Inventory questionnaire (8), in a pre-coded, closed-ended, pilot-tested, valid, and reliable questionnaire format in English, was used. Its reliability was confirmed (Cronbach’s alpha = 0.862). It included data about sociodemographic characteristics such as gender, age, marital status, mother tongue, and highest educational qualification. It also included the number of working hours, night shifts, and perceived satisfaction with the work environment. It was formed of four sections on communication skills: sending clear messages, listening, giving and receiving feedback, and handling emotional reactions. Each section was formed of 10 items using a 3-point Likert scale [8]. A self-administered evaluation form on the educational campaign about communication skills was used to evaluate its content from the healthcare professionals’ points of view using a 5-point Likert scale. Timing of measurements: This Self-Assessment Communication Skills Inventory questionnaire was to be filled out twice: initially at the beginning of the educational campaign during the pre-implementation phase, then after the conduct of all campaign activities, and at the end of the educational campaign, following the post-study phase. An educational campaign was organized for healthcare professionals in both hospitals. This was in the form of a short lecture, scenarios, group discussion, pamphlets, and leaflets specifically designed for the study purpose. An immediate evaluation of the educational campaign was carried out using a specially designed, pre-coded questionnaire. Ethical approval: Ethical approval was obtained from the ISNC Research and Ethics Committee (Ref. No. IRRB- 01-24012023) in accordance with the Declaration of Helsinki for human studies [9]. Participants were informed about the purpose of the study and were given the right to decline to participate in the study for any reason. Ethical conduct was maintained during data collection and throughout the research process. Participants were given the right to decline to participate in the study for any reason without prejudice. The data were kept confidential, and the survey form was anonymous. Informed consent was obtained from each participant before inclusion in the study. Statistical analysis: The data was collected and coded before being entered into Excel, then analyzed with SPSS version 25.0 and presented as frequencies, means, and standard deviations. A bivariate analysis was conducted to test for significant differences. Chi-square and independent t-tests were used to analyze the variables, and binominal logistic regression was used to assign the predictors of interpersonal communication skills among healthcare workers. To control for potential confounding factors, multivariate analyses using the forward stepwise (Wald) method were carried out to determine the independent predictors of interpersonal communication skills among the healthcare professionals. Variables included in the final model of the multivariate analysis were age plus selected sociodemographic variables such as gender and mother tongue, working hours, number of shifts, and satisfaction with the workplace. For each variable, the interpersonal communication skill level-adjusted prevalence odds ratio (OR) and 95% confidence interval (CI) were presented and computed directly from the logistic regression. Alpha less than 0.05 was considered to be significant. Scoring system: The mean percent scores for the Self-Assessment Communication Skills Inventory questionnaire, with its four sections, were calculated using the following formula: Percent score =∑Scores of questions selected/maximum possible score for these questions × 100 The maximum possible score that could be obtained for those questions was calculated. Using the above formula, the score was calculated. To calculate the percent score, the mean value ± SD was multiplied by 100. Results This study included 150 health care professionals recruited from two private hospitals in Jeddah, KSA. The results were represented according to pre (before the educational campaign) and post response (after the educational campaign) of the health care professionals to interpersonal communication skill inventory questionnaire. The overall mean age of the studied participants was 36.9 ±11.53; where 51.7% aged more than 40 years. More than half (52.7%) of participants were males, 72.0% were non-Saudi and Arabic speakers. Nearly one fifth (42.7%) were physicians, 24.7% got doctorate degree or board (24.7%) More than half of participants (58.0%) were never married, 78.7% were satisfied by their work environment. The majority of health care professionals (82.1%) worked less than 8 hours daily and 53.7% had more than 4-night shifts per month. As presented in (Figure 1) There is a significant improvement of the response of interpersonal communication skill inventory measurement in all its domains; sending clear message (p=0.000), listening (p=0.000), giving and taking feedback (p=0.000) and handling emotional reactions (p=0.000) as illustrated in (Table 1) Table 1: Pre and Post Measurement of Interpersonal Communication Skill Inventory (n=150) Pre-evaluation (N=150) Post-evaluation (N=150) P-value* Sending clear messages Mean (Sd) 27.2 (16.6) 37.8 (12.41) 0.000* Listening Mean (Sd) 26.6 (15.62) 34.2 (13.07) 0.000* Giving and taking feedback Mean (Sd) 24.2 (14.94) 33.6 (14.57) 0.000* Handling emotional reactions Mean (Sd) 27.1 (16.23) 36.0 (11.77) 0.000* *p-value significant at less than 0.05 level In the logistic regression analysis, after controlling for confounding factors, significant independent predictors of interpersonal communication skills were nationality, mother language, specialty, qualification, daily working hours, number monthly shifts and perceived satisfaction with the work environment. As presented in (Table 2) Table 2: Multivariate Analysis for Predictors of Interpersonal Communication Skills among Health Care Workers (n=150) Independent variable OR 95% CI for OR p-value Constant 1.3 1.1-1.8 0.001* Age (Less than 40 years) 0.8 0.4-1.6 0.566 Gender (Male) 0.7 0.3-2.6 0.634 Nationality (Non-Saudi) 2.5 1.3-4.7 0.005* Mother language (Arabic) 3.3 1.7-3.5 0.002* Specialty (Physician) 2.9 2.1-4.5 0.001* Qualification (MD/PhD) 1.8 1.5-2.6 0.032* Daily working hours (<8 hours) 2.6 2.2-5.7 0.019* Number of monthly shifts (<4 shifts per month) 3.4 3.1-5.8 0.021* Marital status (Ever married) 2.1 1.5-2.8 0.049* Perceived satisfaction with work environment (Satisfied) 3.3 2.5-3.6 0.040* OR = odds ratio; CI = Confidence interval; *P value is significant if P< 0.05. Dependent variable encoding negative = 0, positive = 1 R2 = 0.784 Regarding the immediate evaluation of the educational campaign, nearly more than three fourths of the health care professionals were satisfied with all aspects of the ten aspects evaluating the education campaign. (Figure 2) The mean evaluation of the whole campaign out of ten was 9.6 (4.85); with a mean percent score for evaluation of 77.6 (22.15). Discussion A quasi-experimental pre- and post- study was carried out involving 150 healthcare professionals working at two private hospitals in Jeddah, KSA. The study aimed to assess the effect of educational campaigns on interpersonal communication skills among healthcare professionals and to explore the effect of educational campaigns on their skills. It was planned to achieve these objectives through the use of an educational campaign about communication skills with both data collection tools (an interpersonal communication skills inventory questionnaire) and a post- campaign evaluation form. Communication is a vital clinical ability that is used to build a therapeutic relationship, comprehend patients’ viewpoints, explore ideas and feelings, and help them make positive health improvements [10]. In health, the tools of the communicational mix are based on interpersonal communication. Interpersonal (inter-human) communication was the first human spiritual tool of the socialization process [11] and is defined by Floyd [12] as the communication that takes place between two people in the context of their relationship and that, as it evolves, helps to negotiate and define that relationship [11, 12]. This study illustrated that the interpersonal communication skill inventory parameter scores, namely sending clear messages, listening, giving and receiving feedback, and handling emotional reactions, were significantly improved following the educational campaign. In our study, there was a significant improvement in the responses to the interpersonal communication skill inventory in all its domains when measured post-test. It is important to note that the extent of the difference between the pre- and post-educational campaigns may vary depending on factors such as the duration and intensity of the campaign, the level of participation and engagement from the healthcare professionals, and the presence of ongoing support and reinforcement of communication skills. Effective communication skills in healthcare settings are known to contribute to better patient outcomes, including improved satisfaction, reduced medical errors, and increased compliance with medical regimens. Research has shown that communication errors are among the leading causes of medical errors, and these errors can result in adverse patient outcomes, increased healthcare costs, and legal implications [10]. When healthcare professionals are effective communicators, they can establish rapport, build trust, offer reassurance, provide emotional support, and convey important information accurately and efficiently. Patients who feel heard and understood are more likely to follow their physicians’ advice, participate in their care decisions, and achieve better health outcomes [10]. Combining verbal forms (oral and written language), nonverbal forms (gestures, mimics, posture, movement, and appearance), and paraverbal forms (by voice attributes associated with the word, including pronunciation, the inflection of voice, tone, rhythm, and spoken flow) produces interpersonal communication. There are several variables that can affect it: the degree of spatial proximity or closeness; the boundaries and extent of physical contact in these relationships; the friendly or authoritative style of communication; the exchange of glances that constitute visual communication; the volume and pace of the interactions; and the dynamics of reciprocal self-development [12, 13]. Healthcare professionals are in continuous need of being trained for a better grasp of communication techniques and strategies, enabling them to engage in more effective and patient- centred communication. Moreover, in the medical act, communication is an active process that involves the transmission and reception of information. The ability of the physician to listen, explain, and empathize can have a significant impact on the patient’s health state and functioning, as well as their satisfaction with the medical system’s provision of healthcare [10, 11]. The present work revealed that nationality and mother language were significant predictors of interpersonal communication skills. Healthcare professionals with the same nationality and mother language as the patient have a great capability to communicate, understand, listen, and give feedback to the patient. Also, the professional can then prescribe a treatment plan that will be suitable for the patient’s cultural habits and refrain from certain constraints that may be encountered in such a community [12]. The older and more qualified healthcare professionals are, the greater their interpersonal communication skills, with the development of extensive experience and abilities in diagnosis, treatment, and follow-up plans [13]. These findings from earlier research are consistent with those obtained in the current research work. This research work illustrated that marital status and perceived satisfaction with work conditions were significant predictors of interpersonal skills among healthcare professionals. Stabilization of one’s personal social life, including marital status, has an effect on the pattern of communication with others, and the addition of satisfaction with the work environment allows healthcare professionals to work in a relaxed, comfortable way. Of course, this will be reflected in their communication patterns with their patients, team, and colleagues [14]. The level of satisfaction will be affected not only by the working hours but by the number of shifts as well [15] which in congruence with this study results. The current research revealed that the specialty of the healthcare professional is one of the significant predictors of interpersonal communication skills. Some healthcare specialties require special and more talented communication skills than others, especially those who are dealing with issues that are sensitive for the patient. Therefore, to be a successful healthcare provider in this field, it is necessary to develop and observe one’s interpersonal communication skills in a continuous manner [16]. Nurses are often the first point of contact for patients, and they play an essential role in coordinating and delivering patient care. As such, effective communication skills are necessary for nurses not only to provide high quality care but also to collaborate with other healthcare professionals to ensure seamless delivery of care. For instance, effective communication skills can help a nurse identify a patient’s needs, provide necessary interventions, and inform physicians of any changes in the patient’s condition [11]. This study demonstrates, from the evaluation of our educational campaign, that it was met with great satisfaction by the healthcare professionals in all its aspects, achieving a high score. Effective communication has double benefits for the physician‒patient relationship and for the teamwork and collaboration in healthcare settings [16]. It will eliminate the challenges in communication among healthcare professionals that can lead to misunderstandings, delays, or conflicts [17]. Moreover, there may be a positive impact on teamwork and collaboration, with improved communication skills enabling better information-sharing, coordination, and decision- making among healthcare professionals [16,17]. Conclusion This study concludes that educational campaigns for the development of interpersonal communication skills have desirable effects on healthcare professionals’ communication abilities and capabilities. Significant predictors of interpersonal communication skills include nationality, marital status, mother tongue, specialty, qualification, working hours, number of shifts, and satisfaction with the work environment. The healthcare professionals were greatly satisfied with the educational campaign in all its aspects. Healthcare organizations should invest in training programs that develop healthcare professionals’ communication skills to improve healthcare quality and patient safety. Recommendation: The development of strong communication skills must be a priority for healthcare professionals to upgrade their abilities for diagnosis, treatment, sending and receiving messages, and giving feedback to patients. An evaluation of any educational campaign should be performed, taking into consideration any negative aspects to be corrected and developing an ideal educational campaign. Study Limitation: Lack of comparison with any governmental hospitals at Jeddah City makes it difficult to have a control group of participants as from the educational points of view, everyone should benefit from the educational campaign. Evaluation of the impact of the educational campaign on the interpersonal communication among health care professionals after three months or more would have added useful information but was not performed as reaching the same participants was challenging. Declarations Acknowledgments: The authors would like to acknowledge the administration of Ibn Sina National College and all hospitals for facilitation to conduct this research work, also all healthcare works who participated in the educational campaigns and shared in data collection. Consent for publication: NA Competing interests: The authors declare that they have no competing interests Funding: This study work was self-funded by all authors Availability of data and materials: The datasets used and/or analyzed during the current study are available at: https://medsuezedu-my.sharepoint.com/:f:/g/personal/asmaa_mohamed_med_suez_edu_eg/EqRUskYmBMFKqgIgILeqUKgBef0yYuUuEXSTPYMZO1Zaxw?e=Z86nd9 Role of authors: M.I.H.M. devised the study, supervised the study procedures, contributed to data analysis and interpretation, and with A.A. drafted the first manuscript. A.A., J.T.B., A.M.K.K., L.F.M., and S.M.S.S. designed the audiovisual materials for the educational programs, and the online survey, conducted the educational campaigns in the two hospitals, collected the data, and wrote the first draft of the overall manuscript. AA, JTB shared in reviewing the literature and the introduction. 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08:52:41","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":755552,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3553849/v1/fd35cdcd-f603-4900-b47f-84ab73110ccc.pdf"},{"id":46095206,"identity":"dca008b3-791f-482c-bb65-803ff6b00160","added_by":"auto","created_at":"2023-11-08 14:47:43","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":83922,"visible":true,"origin":"","legend":"","description":"","filename":"QuestionnaireonInterpersonalCommunicationSkillsfinal.docx","url":"https://assets-eu.researchsquare.com/files/rs-3553849/v1/14d653cb90b1dec7981a7835.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Effect of Educational Campaign on Interpersonal Communication Skills among Health Care Professionals: Pre-post study, Jeddah, KSA","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn the 21st century, complex communication and social skills have become increasingly important. Communication is an approach to interaction where individuals exchange viewpoints, concepts, messages, and emotions. It is a two-way process with verbal and nonverbal components. The greater the concentration on the verbal component, the less effective the communication is [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. The two-way process of communication has the potential to affect people\u0026rsquo;s conduct, eliciting responses tied to their convictions, cultural background, perception of reality, and personal life experiences.\u003c/p\u003e \u003cp\u003eCommunication skills are crucial competencies within the training and practice of healthcare professionals [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. The interaction between healthcare professionals and patients relies on communication as an essential component to facilitate patients\u0026rsquo; comprehension of their medical issues and treatment, and to allow the professional handling by the healthcare practitioners of those interactions with their patients [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. It also allows the establishment of connections between healthcare practitioners and patients and their families regarding diversities in culture, ethnicity, spirituality, emotions, and age, as well as with fellow healthcare team members [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Effective listening skills are showcased, and the aptitude to gather and convey information through verbal, nonverbal, written, and technological means is demonstrated. Adaptability in communication strategies is exhibited, with the capacity to adjust them according to the clinical context. Active participation and leadership within the healthcare team are evident. The ability to understand a patient's motivations for seeking medical care is shown, along with skills in negotiation and conflict resolution. Furthermore, utilizing feedback provided by others is an aspect of communication expertise that is effectively demonstrated [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eMoreover, both interprofessional and interpersonal communication are essential and changing aspects of healthcare delivery. Both are critical for safe, high-quality, and patient-centred care, and when poorly managed, may lead to misunderstandings, delays in treatment, medication errors, and even patient harm. Therefore, it is necessary to identify relevant barriers and helpful strategies to improve interprofessional and interpersonal communication [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eLittle work has been done on translating knowledge of communication skills into practice to achieve patient-centred communication. Extensive research has shown that no matter how knowledgeable the healthcare professional might be, if he or she is not able to open good communication channels with the patient, he or she may be of no help to the latter. Despite this known fact, effective communication with the patient has been found to be sadly lacking [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eUp until now, limited research has been conducted on interpersonal communication skills among healthcare professionals in the context of the Kingdom of Saudi Arabia (KSA), with the majority of existing studies focusing on Western countries. The objectives of this research work were to assess the effect of educational campaigns on interpersonal communication skills among healthcare professionals and to explore the effect of educational campaigns on interpersonal communication skills among them.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eStudy Design:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA quasi-experimental pre- and post- study was carried out from May to July 2023.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy Setting:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study comprised three phases: planning, implementation, and evaluation. An educational campaign on communication skills using different interactive instructional methods was planned, then implemented within the selected hospitals in Jeddah city, and the last stage was the evaluation of these campaign activities from the participants\u0026rsquo; points of view.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSample Size and Sampling Technique:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe total number of healthcare professionals to be selected was estimated using the following formula: (7)\u003c/p\u003e\n\u003cp\u003en0= Z2pq/e2\u003c/p\u003e\n\u003cp\u003ewhere: Z = the critical value of the desired confidence interval (1.96 at 95%, 1.645 at 90%, 2.33 at 98%, and 2.575% at 99%), e = margin of error; 0.05, p = the estimated proportion of attributes that are present in the population; 0.50, q = 1-p; 0.50.\u003c/p\u003e\n\u003cp\u003eand using the multistage sampling technique. In stage one, a random selection of two private hospitals in Jeddah City was conducted after a review of all official records. In stage two, based on the calculation assumptions, a convenient sample of 150 healthcare professionals was calculated and then obtained from the two selected hospitals (75 from each hospital). The participating healthcare professionals were physicians, nurses, and technicians who worked in these hospitals.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy instruments:\u003c/strong\u003e\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eA Self-Administered Communication Skills Inventory questionnaire (8), in a pre-coded, closed-ended, pilot-tested, valid, and reliable questionnaire format in English, was used. Its reliability was confirmed (Cronbach\u0026rsquo;s alpha = 0.862). It included data about sociodemographic characteristics such as gender, age, marital status, mother tongue, and highest educational qualification. It also included the number of working hours, night shifts, and perceived satisfaction with the work environment. It was formed of four sections on communication skills: sending clear messages, listening, giving and receiving feedback, and handling emotional reactions. Each section was formed of 10 items using a 3-point Likert scale [8].\u003c/li\u003e\n \u003cli\u003eA self-administered evaluation form on the educational campaign about communication skills was used to evaluate its content from the healthcare professionals\u0026rsquo; points of view using a 5-point Likert scale.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eTiming of measurements:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis Self-Assessment Communication Skills Inventory questionnaire was to be filled out twice: initially at the beginning of the educational campaign during the pre-implementation phase, then after the conduct of all campaign activities, and at the end of the educational campaign, following the post-study phase.\u003c/p\u003e\n\u003cp\u003eAn educational campaign was organized for healthcare professionals in both hospitals. This was in the form of a short lecture, scenarios, group discussion, pamphlets, and leaflets specifically designed for the study purpose. An immediate evaluation of the educational campaign was carried out using a specially designed, pre-coded questionnaire.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval was obtained from the ISNC Research and Ethics Committee (Ref. No. IRRB- 01-24012023) in accordance with the Declaration of Helsinki for human studies [9]. Participants were informed about the purpose of the study and were given the right to decline to participate in the study for any reason. Ethical conduct was maintained during data collection and throughout the research process. Participants were given the right to decline to participate in the study for any reason without prejudice. The data were kept confidential, and the survey form was anonymous. Informed consent was obtained from each participant before inclusion in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatistical analysis:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data was collected and coded before being entered into Excel, then analyzed with SPSS version 25.0 and presented as frequencies, means, and standard deviations. A bivariate analysis was conducted to test for significant differences. Chi-square and independent t-tests were used to analyze the variables, and binominal logistic regression was used to assign the predictors of interpersonal communication skills among healthcare workers. To control for potential confounding factors, multivariate analyses using the forward stepwise (Wald) method were carried out to determine the independent predictors of interpersonal communication skills among the healthcare professionals. Variables included in the final model of the multivariate analysis were age plus selected sociodemographic variables such as gender and mother tongue, working hours, number of shifts, and satisfaction with the workplace. For each variable, the interpersonal communication skill level-adjusted prevalence odds ratio (OR) and 95% confidence interval (CI) were presented and computed directly from the logistic regression. Alpha less than 0.05 was considered to be significant.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eScoring system:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe mean percent scores for the Self-Assessment Communication Skills Inventory questionnaire, with its four sections, were calculated using the following formula:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePercent score =\u0026sum;Scores of questions selected/maximum possible score for these questions \u0026times;\u003c/strong\u003e\u003cstrong\u003e100\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe maximum possible score that could be obtained for those questions was calculated. Using the above formula, the score was calculated. To calculate the percent score, the mean value \u0026plusmn; SD was multiplied by 100.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThis study included 150 health care professionals recruited from two private hospitals in Jeddah, KSA. The results were represented according to pre (before the educational campaign) and post response (after the educational campaign) of the health care professionals to interpersonal communication skill inventory questionnaire.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe overall mean age of the studied participants was 36.9 \u0026plusmn;11.53; where 51.7% aged more than 40 years. More than half (52.7%) of participants were males, 72.0% were non-Saudi and Arabic speakers. Nearly one fifth (42.7%) were physicians, 24.7% got doctorate degree or board (24.7%) More than half of participants (58.0%) were never married, 78.7% were satisfied by their work environment. The majority of health care professionals (82.1%) worked less than 8 hours daily and 53.7% had more than 4-night shifts per month. As presented in (Figure 1)\u003c/p\u003e\n\u003cp\u003eThere is a significant improvement of the response of interpersonal communication skill inventory measurement in all its domains; sending clear message (p=0.000), listening (p=0.000), giving and taking feedback (p=0.000) and handling emotional reactions (p=0.000) as illustrated in (Table 1)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1: Pre and Post Measurement of Interpersonal Communication Skill Inventory (n=150)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.40909090909091%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-evaluation\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(N=150)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-evaluation\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(N=150)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.045454545454547%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.40909090909091%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSending clear messages\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMean (Sd)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e27.2 (16.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e37.8 (12.41)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.045454545454547%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.40909090909091%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eListening\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMean (Sd)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e26.6 (15.62)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e34.2 (13.07)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.045454545454547%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.40909090909091%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGiving and taking feedback\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMean (Sd)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e24.2 (14.94)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e33.6 (14.57)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.045454545454547%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.40909090909091%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eHandling emotional reactions\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMean (Sd)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e27.1 (16.23)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.272727272727273%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e36.0 (11.77)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.045454545454547%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e*p-value significant at less than 0.05 level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eIn the logistic regression analysis, after controlling for confounding factors, significant independent predictors of interpersonal communication skills were nationality, mother language, specialty, qualification, daily working hours, number monthly shifts and perceived satisfaction with the work environment. As presented in (Table 2)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Multivariate Analysis for Predictors of Interpersonal Communication Skills among Health Care Workers (n=150)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndependent variable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOR\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e95% CI for OR\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eConstant\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e1.1-1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge (Less than 40 years)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e0.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e0.4-1.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.566\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender (Male)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e0.3-2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.634\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNationality (Non-Saudi)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e1.3-4.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.005*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMother language (Arabic)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e3.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e1.7-3.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.002*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSpecialty (Physician)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e2.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e2.1-4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQualification (MD/PhD)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e1.5-2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.032*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDaily working hours (\u0026lt;8 hours)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e2.2-5.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.019*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of monthly shifts (\u0026lt;4 shifts per month)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e3.1-5.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.021*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMarital status (Ever married)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e1.5-2.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.049*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"46.089850249584025%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePerceived satisfaction with work environment (Satisfied)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.312811980033278%\" valign=\"top\"\u003e\n \u003cp\u003e3.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"21.29783693843594%\" valign=\"top\"\u003e\n \u003cp\u003e2.5-3.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.299500831946755%\" valign=\"top\"\u003e\n \u003cp\u003e0.040*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOR = odds ratio; CI = Confidence interval; *P value is significant if P\u0026lt; 0.05. Dependent variable encoding negative = 0, positive = 1 R2 = 0.784\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eRegarding the immediate evaluation of the educational campaign, nearly more than three fourths of the health care professionals were satisfied with all aspects of the ten aspects evaluating the education campaign. (Figure 2) The mean evaluation of the whole campaign out of ten was 9.6 (4.85); with a mean percent score for evaluation of 77.6 (22.15).\u0026nbsp;\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eA quasi-experimental pre- and post- study was carried out involving 150 healthcare professionals working at two private hospitals in Jeddah, KSA. The study aimed to assess the effect of educational campaigns on interpersonal communication skills among healthcare professionals and to explore the effect of educational campaigns on their skills. It was planned to achieve these objectives through the use of an educational campaign about communication skills with both data collection tools (an interpersonal communication skills inventory questionnaire) and a post- campaign evaluation form.\u003c/p\u003e\n\u003cp\u003eCommunication is a vital clinical ability that is used to build a therapeutic relationship, comprehend patients\u0026rsquo; viewpoints, explore ideas and feelings, and help them make positive health improvements [10]. In health, the tools of the communicational mix are based on interpersonal communication. Interpersonal (inter-human) communication was the first human spiritual tool of the socialization process [11] and is defined by Floyd [12] as the communication that takes place between two people in the context of their relationship and that, as it evolves, helps to negotiate and define that relationship [11, 12].\u003c/p\u003e\n\u003cp\u003eThis study illustrated that the interpersonal communication skill inventory parameter scores, namely sending clear messages, listening, giving and receiving feedback, and handling emotional reactions, were significantly improved following the educational campaign. In our study, there was a significant improvement in the responses to the interpersonal communication skill inventory in all its domains when measured post-test. It is important to note that the extent of the difference between the pre- and post-educational campaigns may vary depending on factors such as the duration and intensity of the campaign, the level of participation and engagement from the healthcare professionals, and the presence of ongoing support and reinforcement of communication skills.\u003c/p\u003e\n\u003cp\u003eEffective communication skills in healthcare settings are known to contribute to better patient outcomes, including improved satisfaction, reduced medical errors, and increased compliance with medical regimens. Research has shown that communication errors are among the leading causes of medical errors, and these errors can result in adverse patient outcomes, increased healthcare costs, and legal implications [10]. When healthcare professionals are effective communicators, they can establish rapport, build trust, offer reassurance, provide emotional support, and convey important information accurately and efficiently. Patients who feel heard and understood are more likely to follow their physicians\u0026rsquo; advice, participate in their care decisions, and achieve better health outcomes [10].\u003c/p\u003e\n\u003cp\u003eCombining verbal forms (oral and written language), nonverbal forms (gestures, mimics, posture, movement, and appearance), and paraverbal forms (by voice attributes associated with the word, including pronunciation, the inflection of voice, tone, rhythm, and spoken flow) produces interpersonal communication. There are several variables that can affect it: the degree of spatial proximity or closeness; the boundaries and extent of physical contact in these relationships; the friendly or authoritative style of communication; the exchange of glances that constitute visual communication; the volume and pace of the interactions; and the dynamics of reciprocal self-development [12, 13].\u003c/p\u003e\n\u003cp\u003eHealthcare professionals are in continuous need of being trained for a better grasp of communication techniques and strategies, enabling them to engage in more effective and patient- centred communication. Moreover, in the medical act, communication is an active process that involves the transmission and reception of information. The ability of the physician to listen, explain, and empathize can have a significant impact on the patient\u0026rsquo;s health state and functioning, as well as their satisfaction with the medical system\u0026rsquo;s provision of healthcare [10, 11].\u003c/p\u003e\n\u003cp\u003eThe present work revealed that nationality and mother language were significant predictors of interpersonal communication skills. Healthcare professionals with the same nationality and mother language as the patient have a great capability to communicate, understand, listen, and give feedback to the patient. Also, the professional can then prescribe a treatment plan that will be suitable for the patient\u0026rsquo;s cultural habits and refrain from certain constraints that may be encountered in such a community [12]. The older and more qualified healthcare professionals are, the greater their interpersonal communication skills, with the development of extensive experience and abilities in diagnosis, treatment, and follow-up plans [13]. These findings from earlier research are consistent with those obtained in the current research work.\u003c/p\u003e\n\u003cp\u003eThis research work illustrated that marital status and perceived satisfaction with work conditions were significant predictors of interpersonal skills among healthcare professionals. Stabilization of one\u0026rsquo;s personal social life, including marital status, has an effect on the pattern of communication with others, and the addition of satisfaction with the work environment allows healthcare professionals to work in a relaxed, comfortable way. Of course, this will be reflected in their communication patterns with their patients, team, and colleagues [14]. The level of satisfaction will be affected not only by the working hours but by the number of shifts as well [15] which in congruence with this study results.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe current research revealed that the specialty of the healthcare professional is one of the significant predictors of interpersonal communication skills. Some healthcare specialties require special and more talented communication skills than others, especially those who are dealing with issues that are sensitive for the patient. Therefore, to be a successful healthcare provider in this field, it is necessary to develop and observe one\u0026rsquo;s interpersonal communication skills in a continuous manner [16]. Nurses are often the first point of contact for patients, and they play an essential role in coordinating and delivering patient care. As such, effective communication skills are necessary for nurses not only to provide high quality care but also to collaborate with other healthcare professionals to ensure seamless delivery of care. For instance, effective communication skills can help a nurse identify a patient\u0026rsquo;s needs, provide necessary interventions, and inform physicians of any changes in the patient\u0026rsquo;s condition [11].\u003c/p\u003e\n\u003cp\u003eThis study demonstrates, from the evaluation of our educational campaign, that it was met with great satisfaction by the healthcare professionals in all its aspects, achieving a high score. Effective communication has double benefits for the physician‒patient relationship and for the teamwork and collaboration in healthcare settings [16]. It will eliminate the challenges in communication among healthcare professionals that can lead to misunderstandings, delays, or conflicts [17]. Moreover, there may be a positive impact on teamwork and collaboration, with improved communication skills enabling better information-sharing, coordination, and decision- making among healthcare professionals [16,17].\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study concludes that educational campaigns for the development of interpersonal communication skills have desirable effects on healthcare professionals\u0026rsquo; communication abilities and capabilities. Significant predictors of interpersonal communication skills include nationality, marital status, mother tongue, specialty, qualification, working hours, number of shifts, and satisfaction with the work environment. The healthcare professionals were greatly satisfied with the educational campaign in all its aspects. Healthcare organizations should invest in training programs that develop healthcare professionals\u0026rsquo; communication skills to improve healthcare quality and patient safety.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendation:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe development of strong communication skills must be a priority for healthcare professionals to upgrade their abilities for diagnosis, treatment, sending and receiving messages, and giving feedback to patients. An evaluation of any educational campaign should be performed, taking into consideration any negative aspects to be corrected and developing an ideal educational campaign.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy Limitation:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eLack of comparison with any governmental hospitals at Jeddah City makes it difficult to have a control group of participants as from the educational points of view, everyone should benefit from the educational campaign. Evaluation of the impact of the educational campaign on the interpersonal communication among health care professionals after three months or more would have added useful information but was not performed as reaching the same participants was challenging.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgments:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to acknowledge the administration of Ibn Sina National College and all hospitals for facilitation to conduct this research work, also all healthcare works who participated in the educational campaigns and shared in data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u003c/strong\u003e NA\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u003c/strong\u003e The authors declare that they have no competing interests\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThis study work was self-funded by all authors\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials:\u003c/strong\u003e The datasets used and/or analyzed during the current study are available at: https://medsuezedu-my.sharepoint.com/:f:/g/personal/asmaa_mohamed_med_suez_edu_eg/EqRUskYmBMFKqgIgILeqUKgBef0yYuUuEXSTPYMZO1Zaxw?e=Z86nd9\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRole of authors:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eM.I.H.M. devised the study, supervised the study procedures, contributed to data analysis and interpretation, and with A.A. drafted the first manuscript. A.A., J.T.B., A.M.K.K., L.F.M., and S.M.S.S. designed the audiovisual materials for the educational programs, and the online survey, conducted the educational campaigns in the two hospitals, collected the data, and wrote the first draft of the overall manuscript. AA, JTB shared in reviewing the literature and the introduction. MIHM and AA made the essential contributions, critically reviewed, and approved the final copy of the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eKoenig JA. Assessing 21st Century Skills: Summary of a Workshop. The National Academies Press: Washington, DC; 2011. DOI: 10.17226/13215\u003c/li\u003e\n \u003cli\u003ePereira TJ, Puggina AC. Validation of the self-assessment of communication skills and professionalism for nurses. Revista Brasileira de Enfermagem. 2017 May; 70:588‒94. DOI: 10.1590/0034-7167-2016-0269\u003c/li\u003e\n \u003cli\u003eMunari DB, Bezerra AL. Inclus\u0026atilde;o da compet\u0026ecirc;ncia interpessoal na forma\u0026ccedil;\u0026atilde;o do enfermeiro como gestor. Revista Brasileira de Enfermagem. 2004; 57:484‒6. DOI: 10.1590/S0034-71672004000400007\u003c/li\u003e\n \u003cli\u003eHobgood CD, Riviello RJ, Jouriles N, Hamilton G. Assessment of communication and interpersonal skills competencies. Academic Emergency Medicine. 2002 Nov; 9(11):1257‒69. DOI: 10.1197/aemj.9.11.1257\u003c/li\u003e\n \u003cli\u003eMariano MM. The role of health information technology in improving interprofessional communication and collaboration in health care. Journal of Interprofessional Care. 2012; 27(6):448‒449. DOI: 10.3109/13561820.2012.711132\u003c/li\u003e\n \u003cli\u003eRajashree KC. Training programs in communication skills for health care professionals and volunteers. Indian Journal of Palliative Care. 2011; 17:S12\u0026ndash;S13. DOI: 10.4103/0973-1075.76232\u003c/li\u003e\n \u003cli\u003eDaniel WW, Cross CL. Biostatistics: A Foundation for Analysis in the Health Sciences. Wiley; 2018.\u003c/li\u003e\n \u003cli\u003eHobgood CD, Riviello RJ, Jouriles N, Hamilton G. Assessment of communication and interpersonal skills competencies. Academic Emergency Medicine. 2002 Nov; 9(11):1257-69. DOI: 10.1197/aemj.9.11.1257\u003c/li\u003e\n \u003cli\u003eWorld Medical Association Declaration of Helsinki (2008). Ethical principles for medical research involving human subjects. 2008. Available from:\u0026nbsp;\u003ca href=\"https://www.wma.net/policies-post/wma\" target=\"_new\"\u003ehttps://www.wma.net/policies-post/wma\u003c/a\u003e declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/ (accessed 23 October 2023)\u003c/li\u003e\n \u003cli\u003eArmitage G. Communication errors in healthcare: An overview. British Journal of Nursing. 2017; 26(19):1087‒1090. DOI: 10.12968/bjon.2017.26.19.1087\u003c/li\u003e\n \u003cli\u003eMerlino J. The importance of effective communication in nursing. Nursing. 2020; 50(7): 22‒27.\u003c/li\u003e\n \u003cli\u003eJung HY, McCroskey JC. Communication apprehension in a first language and self- perceived competence as predictors of communication apprehension in a second language: A study of speakers of English as a second language. Commun. Q. [Internet]. 2004; 52(2):170\u0026ndash;81. DOI: 10.1080/01463370409370134\u003c/li\u003e\n \u003cli\u003eLin P, Krishnan S, Grace D. The effect of experience on perceived communication skills: Comparisons between accounting professionals and students. In: Advances in Accounting Education: Teaching and Curriculum Innovations. Emerald Group Publishing Limited; 2013. p. 131\u0026ndash;52. DOI: 10.1108/S1085-462220130000000007\u003c/li\u003e\n \u003cli\u003eDemirdag S. The mediating role of life satisfaction in the relationship between time management and communication skills. Educ. Adm. Theory Pr. J. [Internet]. 2021 [cited Oct 22 2023]; 27(1):967\u0026ndash;84. DOI: 10.1177/0892020619864559\u003c/li\u003e\n \u003cli\u003eShao Q. Does less working time improve life satisfaction? Evidence from European Social Survey. Health Econ. Rev. [Internet]. 2022; 12(1). DOI: 10.1186/s13561-021-00338-9\u003c/li\u003e\n \u003cli\u003eBrown JB, Boles M, Mullooly JP, Levinson W. Effect of clinician communication skills training on patient satisfaction: A randomized, controlled trial. Ann. Intern. Med. [Internet]. 1999; 131(11):822. DOI: 10.7326/0003-4819-131-11-199912070-00002\u003c/li\u003e\n \u003cli\u003eHaskard Zolnierek KB, DiMatteo MR. Physician communication and patient adherence to treatment: A meta-analysis. Med. Care [Internet]. 2009 [cited Oct 22 2023]; 47(8):826\u0026ndash;34. DOI: 10.1097/MLR.0b013e31819a5acc\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Communication skills, Healthcare professionals, Educational campaign","lastPublishedDoi":"10.21203/rs.3.rs-3553849/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3553849/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eCommunication among healthcare team members is crucial for effective patient care. It helps ensure that everyone involved in the healthcare process is aware of the patient\u0026rsquo;s needs and treatment plan, which increases the likelihood of positive outcomes and reduces the risk of medical errors. Strong communication can help build trust and collaboration among healthcare team members, which can improve job satisfaction and lead to better patient outcomes.\u003c/p\u003e\u003ch2\u003eAim\u003c/h2\u003e \u003cp\u003eTo study and explore the effect of an educational campaign on interpersonal communication skills among healthcare professionals in Jeddah, KSA.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA quasi-experimental pre- and post- study was carried out on a convenient sample of 150 healthcare professionals. A specially prepared self-administered, pre-coded, closed-ended, pilot-tested, reliable questionnaire format was used. Self- assessment communication skills inventory questionnaires were completed initially in the pre-study phase and at the end of a specifically arranged educational campaign as the post-study phase. To control for potential confounding factors, multivariate analyses using a forward stepwise (Wald) method were carried out to determine independent predictors of interpersonal communication skills among the healthcare professionals.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThere was a significant improvement of the measured responses to the interpersonal communication skill inventory in all its domains, namely: sending a clear message (p\u0026thinsp;=\u0026thinsp;0.000), listening (p\u0026thinsp;=\u0026thinsp;0.000), giving and receiving feedback (p\u0026thinsp;=\u0026thinsp;0.000) and handling emotional reactions (p\u0026thinsp;=\u0026thinsp;0.000). Significant independent predictors of interpersonal communication skills were nationality, mother language, specialty, qualification, daily working hours, number of monthly shifts and perceived satisfaction with the work environment. The mean evaluation of the whole campaign out of 10 was 9.6 (4.85), with a mean percent score for evaluation of 77.6 (22.15).\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003ethese educational campaigns for the development of interpersonal communication skills have desirable effects on healthcare professionals\u0026rsquo; communication abilities and capabilities. Healthcare organizations should invest in training programs that develop healthcare professionals\u0026rsquo; communication skills to improve healthcare quality and patient safety.\u003c/p\u003e","manuscriptTitle":"Effect of Educational Campaign on Interpersonal Communication Skills among Health Care Professionals: Pre-post study, Jeddah, KSA","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2023-11-08 14:47:38","doi":"10.21203/rs.3.rs-3553849/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ab6b4244-96f1-411d-84d1-43a2a2e2b8fa","owner":[],"postedDate":"November 8th, 2023","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-01-17T08:44:25+00:00","versionOfRecord":[],"versionCreatedAt":"2023-11-08 14:47:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3553849","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3553849","identity":"rs-3553849","version":["v1"]},"buildId":"rHA-KDH7Qsr4HCuvH75dn","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}