Abstract
Introduction: Effective communication is emphasized as a major factor in nursing and a necessary condition for providing patients with high-quality care. The enhancement of this communication causes nurses to feel closer to the patients and achieve higher job satisfaction. The lack of nurses’ and physicians’ knowledge of effective communication skills blinds themto the patients’ needs and demands, and causes stress and dissatisfaction among physicians, nurses, and patients’ families, which may even result in conflict between them. This study aimed to investigate the effective nurse-inpatient communication factors in the views of nursing students of the Islamic Azad University of Abadeh.
Methodology: The estimated sample size in this descriptive-cross sectional study was 136, comprising of nursing students of the Islamic Azad University of Abadeh. The participants were selected using the census sampling method. Data collection tools included a researcher-made questionnaire and the 43-item Interpersonal Communication Skills Scale (ASMA) to assess the effective nurse-inpatient communication skills factors. The data were analyzed in SPSS through descriptive and inferential statistics.
Findings: The age range of the participants was between 20-23 years with the mean and standard deviation of 23.02±4.33 years. The majority of the participants were female (62.3%) and single (95.4%). The students’ satisfaction with the field of study was 95.4%. The weights of age, pain, and anxiety of patients in the establishment of communication were 71.1%, 47.8%, and 47.8%, respectively. The students achieved the mean scores of 65.34 and 161.20 in general and specific communication skills, respectively. Effective factors in the establishment of effective communication with the patient include reflective listening, skilled thinking, non-verbal communication, giving importance, asking questions, and feeling respect.
Discussion and Conclusion: Teaching communication skills is a practical, necessary, and effective factor in enhancing patients’ satisfaction. Given that communication skills training is an experimental act, the educational courses should include workshops with a reliance on practical activities, such as role-play, standard patients, and educational movies, which requires the active involvement of the participants.
Keywords: effective factors, effective communication, patient, nurse, student

Key words: effective factors, effective communication, patient, nurse, student