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The aim of the research. To reveal the expression of communicative and organizational abilities in representatives of dance sport and other dance styles (ballet, street, modern, national, lindy hop) (adolescents). Methods. The research involved 50 adolescents (28 girls and 22 boys) that attended dance sport, and 50 participants (30 girls and 20 boys) that attended dance of other styles (ballet, street, modern, national, lindy hop). The age of the research participants was 12–14 years. The questionnaire was compiled according to the methodology of Fedorishin and Sinyavskiy (2017), aiming to assess communicative and organizational abilities. The abilities of the dancers assessed according to this methodology were classified as “very low”, “low”, “average”, “upper average” and “high” levels. Results. After assessing the communicative abilities in the research participants of dance sport in the aspect of gender, we determined that the communicative abilities in most girls (36.42 per cent) and boys (37.50 per cent) were high. After assessing their organizational abilities, it was determined the organizational abilities in most researched (37.48 per cent of the boys and 45.49 per cent of the girls) matched to the low level. Among the research participants of other dance styles, the level of communicative abilities was high in 30.00 per cent of the boys and 24.98 per cent of the girls. After assessing the organizational abilities of this group of dancers, it was determined the low level of organizational abilities was most expressed, matching 30.24 per cent of the boys and 64.86 per cent of the girls. Conclusions. After assessing the adolescents that attended dance sport or dance of other styles, it was determined the level of communicative and organizational abilities among the research participants of those groups did not differ statistically significantly. Key words: dance sport, other dance styles, communicative abilities, organizational abilities.

Bureaucracy in Indonesia faces problems in the areas of human resources apparatus and public services. Therefore, the government made bureaucratic reform efforts. The implementation of bureaucratic reform is supported by efforts to develop the competence of the state of civil apparatus, through education and training. One type of training is the Reform Leader Academy (RLA). RLA has been carried out by the National Institute of Public Administration within 5 (five) years. Therefore, it is necessary to conduct an evaluation study after training the RLA alumni. The formulation of the problem among others: What is the ability of self after RLA training?; What is the relationship between the RLA training material and the competencies needed to carry out the task?; and what are the organizational support for innovative interventions/solutions initiated by alumni? This study is carried out using descriptive methods. The collection data was carried out with collecting data using instruments questionaire. This study focuses on the implementation of reform initiatives by RLA alumni; while the locus is the alumni of the RLA in the west Sumatra provincial government. Collecting data are conducting in September 2018. Furthermore, data are analyzing by qualitative analysis techniques. The results of the post training evaluation of the alumni of the RLA in the West Sumatra Provincial Government showed: (1) The ability of the RLA alumni to vary greatly, remained and decreased. Increased ability in problem analysis, mapping stakeholders and communication to subordinates and colleagues. Permanent ability in communication to stakeholders, motivation, building work teams, conducting innovative strategies and innovative interventions / solutions. Declining abilities in commitment to monitor innovative interventions / solutions due to organizational mutations. (2) The relationship between RLA training materials and the competencies needed to carry out the tasks varies significantly and significantly. There is a significant relationship between the material providing innovative solutions and mapping stakeholders in building effective teams with the competencies needed to carry out the task. And there is a significant relationship between the ability to analyze problems and ensure the successful implementation of innovative solutions with the competencies needed to carry out the task. (3) Organizational support for innovative interventions / solutions initiated by alumni is limited to policy support; while infrastructure support, budget and human resources are not available. Therefore, it is necessary to empower alumni after RLA training through continuous innovation with the support of infrastructure, budget and human resources needed to ensure the continuation of the implementation of the post-training trainee innovations in their work organizations.

Purpose: This study aimed to grasp the correlation between communication ability, empathy, and interpersonal relations among nursing students, and to explore the mediating effect of empathy on the relation between communication and interpersonal relation in nursing students.Methods: Participants were 209 college students in the Department of Nursing at two universities. The data collection period was from October 1, 2019 to November 1, 2019. The questionnaire consisted of measuring tools for general characteristics, communication ability, interpersonal relation and empathy. SPSS/23.0 program was used. The analysis used descriptive statistics, Pearson's correlation coefficient, independent t-test, one-way ANOVA, multiple regression analysis, and Sobel's tests.Results: The communication ability was nursing major satisfaction (t=8.25, <i>p</i><.001), and last year's average grade (t=7.29, <i>p</i>=.001). Interpersonal relationships showed significant differences in gender (t=2.51, <i>p</i>=.013) and nursing major satisfaction (t=10.99, <i>p</i><.001). Communication ability and empathy (r=.37, <i>p</i><.001), communication ability and interpersonal relation (r=.77, <i>p</i><.001), empathy and interpersonal relation (r=.43, <i>p</i><.001) showed a significant static correlation. In communication ability and interpersonal relation, empathy had a partial mediating effect (Z=2.97, <i>p</i><.001), and explanatory power was 62%.Conclusion: To improve the communication ability and interpersonal relation of nursing students, it is necessary to develop a personalized and empathy-enhanced education program for each grade.

This study examined the structural relationship among clinical nurses’ communication ability, self-leadership, self-efficacy, and nursing performance. A structural model analysis was applied to identify factors influencing nursing performance and analyze the effects of self-leadership and self-efficacy as mediators. A survey was conducted among clinical nurses working in general hospitals in Seoul, Gyeonggi, and Gangwon Province of the Republic of Korea. In the final analysis, data from 168 questionnaires were used. SPSS 24.0 and Amos 23.0 programs were used for frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, structural equation model analysis, and mediating effect analysis through bootstrapping. The significance level was set at 5% for all analyses. First, the model’s fitness figures met the criteria for the appropriate judgment presented in previous studies, so the model between nurses’ communication ability, self-leadership, self-efficacy, and nursing performance was suitable for predicting a causal relationship. Second, the relationship between nurses’ communication ability and self-leadership had a statistically significant effect. Also, the relationship between communication ability and self-efficacy had a statistically significant effect. Third, nurses’ communication ability affected nursing performance through self-efficacy.

An evaluation of nursing students' communication ability during practical clinical training

To determine the C2 (command and control) relationship networks nodes' communication ability in consensus situation awareness quantitatively, the communication process aims at situation sharing in consensus situation awareness is analyzed. Against the background of C2 relationship networks, formal description on the nodes' communication ability in consensus situation awareness is made based on the model of OODA and three basic experiential hypotheses is given. Then the quantifiable model of nodes' communication ability in consensus situation awareness is built, and the analysis results of the model can be well explained by real world experience.

Objective To joint medical simulation teaching simulator and PBL teaching method to improve the teaching effects on the curriculum of clinical nursing practice, and cultivate nursing students′ comprehensive ability. Methods A total of 180 nursing college students were randomly divided into experimental group and control group, with each group 90 students. Experimental group students were taught with medical simulation teaching method, while control group students were taught with traditional role play practice method. The student′s critical thinking ability, communication ability and self-learning ability were evaluated before and after the experiment. All the two groups′ students were tested, and the teaching effects were evaluated after the experiment. Results Before the experiment, the differences of the critical thinking ability, communication ability and self-learning ability of the two group students were not statistically significant (P>0.05). After the experiment, the critical thinking ability, communication ability and self-learning ability of the experimental group students were respectively (288.00±16.91), (37.94±0.80), (75.66±6.56) score, which were higher than that of the control group (258.63±20.80), (31.48±0.58), (68.97±3.79) score, and the difference were statistically significant (t=5.99, 35.51, 4.84; P<0.05); The test results and the teaching satisfaction of experimental group were respectively (91.00±1.11) and (4.57±0.50) score, which were higher than that of the control group (80.60±2.46) and (3.97±0.71) score, and the difference were statistically significant (t=21.11, 3.75; P<0.05). Conclusions The medical simulation teaching simulator combined with PBL teaching method can improve student′s critical thinking ability, communication ability, self-learning ability, and so other comprehensive ability, which is a effective attempt for the teaching of the curriculum of clinical nursing practice. Key words: Curriculum of clinical nursing practice; Medical simulation teaching; Critical thinking; Communication ability; Self-learning ability

This study developed and evaluated an educational program tailored to improve the communication skills of fire officials in managerial roles, drawing from insights gathered through a survey on perception of generation gap among fire officials. The final program was modularized into communication-style exploration, listening and empathy, emotional reflection, intergenerational conversations, and contextual conversation techniques. A program consisting of eight 50 min sessions was conducted exclusively within the experimental group. The communication abilities and levels of self-reflection among both experimental and control groups were measured before and after the program. The study noted that communication and self-reflection abilities of the experimental group improved significantly compared to those of the control group. Notably, the program's components were derived from survey results on the perception of generational differences among fire officials. In addition, the study underscored the effectiveness of the program in improving communication abilities and fostering better generational relationships among managerial staff. This highlights the potential of educational programs that consider generational differences to contribute to the cultural development and performance improvement of fire service organizations.

The problem of developing communicative abilities is paramount in the processes of socialization of preschoolers, the formation of interpersonal relationships, orientation in various situations and the search for an appropriate solution. We have analyzed the scientific and theoretical studies of communicative abilities, clarified the purpose, methodology of the problem and identified the problems that were justified by the research work and summarized the results obtained. The article considers communication and joint activity as the most important components of a preschooler’s daily life. It is during communication that the child learns about the world, learns to react to the environment, builds relationships and acquires social experience and abilities. The most important structural element of a child’s activity is the need to communicate with adults and peers. It is scientifically proven that communicative abilities with peers become a guarantee of a child’s social and personal development and determine the success and effectiveness of further development. The desire to cooperate with peers, to become a member of a social group of peers pushes a preschooler to certain actions that, when working together, are compared with the actions of a partner. Comparing classes enriches a child’s social experience. The impact of the pedagogical ways proposed by us, aimed at developing the communicative abilities of older preschool children, will contribute to the social and personal development of the child, the construction of interpersonal relationships. Formation and development of communicative abilities in the senior preschool age is a specially organized pedagogical process. It involves work planning, selection, planning, a sequence of effective means and forms to ensure the continuous development of communication abilities of preschoolers.

This study tries to see: 1) Are there differences in mathematical communication between students who use the direct learning model and students who use the cooperative learning model? 2). Is there a difference in disposition between students who use the direct learning model and students who use the cooperative learning model? A quantitative approach to the type of experimental quiz used in this study, Nonrandomized Control Group design, and Pre-Posttest Design. The population is class VIII students of SMP N 2 Pekalongan. Sixty-four students were included in the sample; 32 were in the experimental group, and 32 were in the control group. Sampling was tried by simple random sampling. The research instrument was a test of communication skills and a questionnaire on students' mathematical dispositions. Data were analyzed using MANOVA, one-way ANOVA, and paired sample t-test. After fulfilling the prerequisite tests, namely the multivariate normality test and the homogeneity of variance and covariance. According to the results of the t-test calculations for two paired samples, the value of Sig. Equal to 0.000 &lt; 0.05. This means that Ho is rejected, and H1 is accepted. It can be concluded that there is a difference between the pre and post-test results for the experimental and control classes, as well as showing if the type of GI cooperative learning model on students' communication abilities and mathematical dispositions can increase. The Manova and Anova tests show if the Wilks' Lambda value is in the model line with Sig. 0.000 is smaller than the alpha value of 0.05, so Ho is rejected, and the two educational models do not have the same impact on students' communication abilities and dispositions. The conclusions of this research are: 1). There is a difference in communication between students using the cooperative and direct learning models. 2) There is a difference in mathematical disposition between students who use cooperative and direct learning models.

This research is motivated by the existence of information related to the ability that students must possess today, namely collaboration, communication, critical thinking, and creative thinking ability. The purpose of this study was to analyze in more detail the students' 4C abilities in solving science problems in terms of gender. This research includes quantitative research involving the first-semester of science students of FTK UIN Mataram who are taking introductory physics courses. The participants used in this study were 67 students, of which 32 were male students and 35 were female students. Collaboration and communication ability are measured during the lecture process using observation sheets. Critical thinking and creative thinking were measured using written test questions with a description of 10 questions each. The data obtained were analyzed using descriptive statistics and Rash modeling. The results showed that female students' collaboration and creative thinking abilities were better than male students. The results also showed that male students' communication and critical thinking ability were better than female students. In general, the 4C abilities possessed by female students and male students are not much different

The study aimed to discover the extent of the influence of Head Start on the Science and Communication Program on communication ability applied to kindergarten students at TK. Bawakaraeng in Makassar by employing the HSSC module, which passed the process of validation by the experts. The study employed an intervention that focused on the active role of parents and teachers in the learning process. Moreover, the material used was a science project method aimed at motivating students to be more active in the learning process. The approach and type of the study employed experiment research with one group pretest-posttest model where pretest was conducted before the intervention was given and posttest after the intervention was given. The subjects of the study were 15 students based on the set criteria. Data were collected through direct observation and evaluated the communication ability based on the communication scale, which was validated beforehand. The communication ability scale was formulated based on indicators: the ability to memorize, comprehension and information, ability to connect, ability to conduct simple analysis, and ability to assess. Data were analyzed by employing Wilcoxon analysis, used in a study using a non-parametric approach. The study's result revealed significant changes in the communication ability of kindergarten students of TK. Bawakaraeng indicated by the result of Wilcoxon analysis by -3.411. The score was appropriate with the convention of the result of data analysis which was greater than 0.5 (α &gt; 0.5). Based on the indicators, the result also showed significant changes indicated by significant improvement between the scores before and after the intervention. The study concluded that the HSSC program's utilization in the project method learning process could improve the students' communication ability.

In early social pretend play, the development of mental representations can be studied both in the child’s play and in communicative behavior. A girl was observed from the age of 18 to 32 months during pretend play with an adult. The child’s requests to share her play with the adult during a specific pretend play format were noted and the child’s communicative and cognitive performances were analyzed. The child’s play behavior and her uses of language were found to be related to the development of her capacities of representation. A communicative use of pretend gestures was identified, together with a developmental shifting of the reciprocal roles of gestures and language expressing the child’s pretend activities. A close relationship between the child’s communicative and representational abilities appeared to emerge.

Purpose : This present study investigated communication ability, organizational justice, and their mediating effects on the relationship between nursing work environment and nursing performance among clinical nurses. Methods : This cross-sectional study included 192 participants. Data were collected between May 1 to May 24, 2023 using a structured questionnaire and analyzed using SPSS 25.0 and SPSS PROCESS Macro (4.0). Results : The mean score for nursing performance was 3.77±0.49 (range 1∼5). Nursing performance was significantly associated with the nursing work environment (r＝.39, p＜.001), communication ability (r＝.68, p＜.001), and organizational justice (r＝.49, p＜.001). Using PROCESS macro model 4, nursing work environment was found to directly affect nursing performance (β＝.39, p＜.001). Additionally, nursing work environment directly affected nurses’ communication ability (β＝.49, p＜.001) and organizational justice (β＝.50, p＜.001). The full mediating effect of communication ability(β＝.08, p＝.214, 95% bootstrap. CI: 0.25∼0.45), and organizational justice (β＝.20, p＝.006, 95% bootstrap. CI: 0.13∼0.32) partial mediation effect on nursing work environment and nursing performance. Conclusion : Communication ability and organizational justice in Clinical Nurses should be considered when developing nursing interventions to enhance nursing work environments and improve nursing performance.

Children's vocabulary and syntactic skills vary upon school entry in depth and breadth, persistently influencing academic performance, including reading. Enhancing early communicative abilities through multisensory, playful, and conversational experiences is essential and will benefit children's school readiness. This study investigated whether a language-to-action link created during language stimulation, which combines multisensory input, play, and conversation using clay, improves preschoolers' communicative abilities in terms of vocabulary, syntactic, and pragmatic language abilities more than traditional toy-based language stimulation. Language skills were examined in a pre- to posttest design in which 43 typically developing participants, ages 3-5 years, were randomly assigned to clay-based (n = 24) or traditional play-based (n = 19) language stimulation for 8 weeks. Receptive and expressive vocabulary knowledge for items introduced in the language stimulation program, mean length of utterance (MLU), and conversational initiations improved for participants in the clay condition, whereas significant language skill growth was not observed for participants in the traditional play-based stimulation condition with toys. A language-to-action link is created when children engage with open-ended materials, such as clay, as they craft target objects hands on and step by step, affording additional opportunities for language input and output. Results preliminarily suggest that using open-ended materials may enhance children's communicative abilities in receptive and expressive vocabulary, syntax/MLU, and pragmatics (i.e., conversational initiations) more than prefabricated toy objects during language stimulation. https://doi.org/10.23641/asha.24093780.