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Abstract Background Health care professionals working in the field of oncology have reported difficulty communicating with patients and their families throughout diagnostic and therapeutic procedures. As it comes to the care and treatment of the patient as well as their feelings of uncertainty about the future, nurses on the treatment team are crucial in offering patients and their families both practical and emotional support. By offering specialized training in communication skills, health care providers—including undergraduate health care students and interns—can strengthen their relationship with patients. Objectives The main objectives of the study were to assess the effect of communication skill training on the skills and self-efficacy of undergraduate nursing students in providing care to patients with cancer. Materials and Methods A quasi-experimental research design was adopted to evaluate the effect of skill training on the skills and self-efficacy of students. A total of 32 students from selected nursing colleges were chosen using a purposive sampling technique, and the lottery method was employed to assign students to the intervention and control groups. A baseline pro forma, basic communication skills checklist, and self-efficacy questionnaire (SE-12) were the instruments used for data collection. Using SPSS version 26, descriptive and inferential statistics were employed to analyze the data. Results The majority of the students in both the intervention group (81.25%) and the control group (75%) were between the ages of 20 and 21. Scores on communication skills pretest, posttest 1, and posttest 2 within and between groups all showed highly significant differences (p = 0.000). The self-efficacy scores of the intervention group students significantly improved (p = 0.000). Conclusion The skill training program has enhanced the students' competency to communicate and their sense of self-efficacy in offering care for cancer patients. Health care professionals will help patients and their families take an informed and involved role in their own cancer care if they devote the resources to training, particularly prospective students, in this basic clinical competence.
Prasad et al. (Tue,) studied this question.