Nursing open · 2026
Interprofessional Therapeutic Communication and Humanistic Practice Ability Among Saudi Nursing Students: A Cross-Sectional Study.
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Andargeery Shaherah Yousef, Alhowaish Ohoud Ali
Аннотация
AIM: Humanistic practice ability refers to the capacity of nursing students to integrate ethical sensitivity, interpersonal engagement, aesthetic awareness, and compassionate, patient-centred care into nursing practice. This study examined the levels and relationships between interprofessional therapeutic communication subscales and humanistic practice ability among undergraduate nursing students and determined the accounted variance of therapeutic communication after controlling for demographic and academic variables.
DESIGN: A cross-sectional correlational design was used.
METHODS: The study was conducted with 323 second-year undergraduate nursing students in Riyadh, Saudi Arabia. Participants completed validated self-administered measures of interprofessional therapeutic communication and humanistic practice ability. Data were analysed using descriptive statistics, Pearson correlation, one-way ANOVA, post hoc comparisons, and hierarchical multiple regression.
RESULTS: Students reported high levels of interprofessional therapeutic communication and humanistic practice ability. Humanistic practice ability was positively correlated with all therapeutic communication subscales except potential barriers (r = 0.53-0.65, p < 0.001). Students with advanced English proficiency demonstrated significantly higher humanistic practice ability than those with elementary and intermediate proficiency (p = 0.01). In the hierarchical regression model, demographic and academic variables explained 7.3% of the variance in humanistic practice ability, with English proficiency showing a high association. After adding therapeutic communication subscales, the explained variance increased significantly to 48.7% (ΔR2 = 0.414, p < 0.001). Communication skills (β = 0.233, p = 0.014), patient-centred communication (β = 0.253, p = 0.001), and English proficiency (β = 0.095, p = 0.036) were significantly associated with humanistic practice ability.
DISCUSSION: Therapeutic communication, particularly patient-centred and relational skills, is a central determinant of perceived humanistic practice ability. Language proficiency appears to enable effective communication and humanistic care.
CONCLUSION: Interprofessional therapeutic communication was strongly associated with humanistic practice ability among Saudi nursing students.
IMPLICATIONS FOR NURSING: Curricula should integrate longitudinal, competency-based communication training.
IMPLICATIONS FOR NURSING POLICY: Education standards should emphasize communication competencies and language support to strengthen patient-centred care outcomes.
PUBLIC CONTRIBUTION: Nursing students participated voluntarily in the study by completing the survey. However, they were not involved in the design, conduct, reporting, or dissemination of the research.
DESIGN: A cross-sectional correlational design was used.
METHODS: The study was conducted with 323 second-year undergraduate nursing students in Riyadh, Saudi Arabia. Participants completed validated self-administered measures of interprofessional therapeutic communication and humanistic practice ability. Data were analysed using descriptive statistics, Pearson correlation, one-way ANOVA, post hoc comparisons, and hierarchical multiple regression.
RESULTS: Students reported high levels of interprofessional therapeutic communication and humanistic practice ability. Humanistic practice ability was positively correlated with all therapeutic communication subscales except potential barriers (r = 0.53-0.65, p < 0.001). Students with advanced English proficiency demonstrated significantly higher humanistic practice ability than those with elementary and intermediate proficiency (p = 0.01). In the hierarchical regression model, demographic and academic variables explained 7.3% of the variance in humanistic practice ability, with English proficiency showing a high association. After adding therapeutic communication subscales, the explained variance increased significantly to 48.7% (ΔR2 = 0.414, p < 0.001). Communication skills (β = 0.233, p = 0.014), patient-centred communication (β = 0.253, p = 0.001), and English proficiency (β = 0.095, p = 0.036) were significantly associated with humanistic practice ability.
DISCUSSION: Therapeutic communication, particularly patient-centred and relational skills, is a central determinant of perceived humanistic practice ability. Language proficiency appears to enable effective communication and humanistic care.
CONCLUSION: Interprofessional therapeutic communication was strongly associated with humanistic practice ability among Saudi nursing students.
IMPLICATIONS FOR NURSING: Curricula should integrate longitudinal, competency-based communication training.
IMPLICATIONS FOR NURSING POLICY: Education standards should emphasize communication competencies and language support to strengthen patient-centred care outcomes.
PUBLIC CONTRIBUTION: Nursing students participated voluntarily in the study by completing the survey. However, they were not involved in the design, conduct, reporting, or dissemination of the research.