Implementation of an SBAR communication program based on experiential learning theory in a pediatric nursing practicum: A quasi-experimental study.
Creator: Uhm, Ju-Yeon | .
Creators: Ko, YoungJi | Kim, Suhee.
Material type:
ArticlePublisher: Elsevier B.V. New York, New York Content type: text Media type: informàtic Carrier type: recurs en línia ISSN: 02606917.Subject(s): Comunicació
| Personal sanitari | Seguretat clínica | SAER (Situación, Antecedentes, Evaluación y Recomendación) | SBAR (Situation, Background, Assessment, Recommendation) | Canvi de torn | Pase de guardiaOnline resources: Accés lliure
In:
Nurse Education Today 2019; 80: 78-84Summary: Effective communication by nurses is crucial to ensure patient safety. A structured communication program increases communication clarity, education satisfaction, and positivity during interprofessional collaboration among students. In an effort to facilitate effective communication between nurses and physicians, the well-known structured communication tool SBAR (Situation, Background, Assessment, and Recommendation) has been extensively used in clinical and educational settings. The purpose of the study is to investigate the impact of an SBAR communication program on communication performance, perception, and practicum-related outcomes in senior-year nursing students. The study employed a non-equivalent control group quasi-experimental design and implemented the tool in the pediatric nursing practicum of a nursing school. The experimental group participated in a SBAR program, where role playing using SBAR techniques for different scenarios was used to improve practical communication among nursing students. The SBAR program was developed based on Kolb's Experiential Learning Theory. Communication performance was assessed via the SBAR communication tool and the communication clarity scale. Communication perception was measured by handover confidence level. Practicum-related outcomes of clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction, were also evaluated. The experimental group demonstrated significantly higher SBAR communication (p <.001), communication clarity (p <.001), and handover confidence (p <.001) than the control group. Clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction did not differ. The SBAR program in a pediatric nursing practicum improves SBAR communication, communication clarity, and perceived handover confidence in senior-year nursing students. Keywords:
Pediatric nursing practicum, Role play, SBAR, Nursing students
| Item type | Current library | Collection | Call number | URL | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|---|
Journal article
|
Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa Internet | En línia | Text complet | Not for loan | 0010173087326 |
20190713
English
There are no comments on this title.
Log in to your account to post a comment.