Development of Handoff Education Program using SBAR for Nursing Students and Its Effect on Self-efficacy, Communication Ability and Clinical Performance Ability

Do, Jiyoung; Shin, Sujin

doi:10.7739/jkafn.2019.26.2.117

Cited by 7 publications

(11 citation statements)

References 17 publications

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“…Furthermore, our findings revealed significant improvements in nurses’ perceptions of handover communication and, to a lesser extent, process perceptions, which declined to borderline significance at the follow-up phase. These results are consistent with two South Korean studies that reported a similar success of a training intervention in improving nurses’ perceptions of handover communication ( Do & Shin, 2019 ; Uhm et al, 2019 ).…”

Section: Discussionsupporting

confidence: 91%

SBAR Shift Report Training Program and its Effect on Nurses’ Knowledge and Practice and Their Perception of Shift Handoff Communication

Ghonem

El-Husany

2023

SAGE Open Nursing

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Introduction: Handover is a key factor in the continuity of care and is the most vital communication means among nurses. Using an identical method for this can enhance the quality of the handover. Objective: To evaluate the effect of a shift reporting training program using the Situation, Background, Assessment, Recommendation tool on nurses’ knowledge and practice and their perception of shift handoff communication in noncritical departments. Methods: A quasiexperimental research design. The study was held in noncritical departments on 83 staff nurses. Researcher used a knowledge questionnaire, an observation checklist, and two perception scales were used to collect data. Statistical data analysis was performed with SPSS using descriptive, chi-square or Fisher exact tests, correlation coefficient, multiple linear regression model. Results: Nurses varied in age from 22 to 45 years old, with 85.5% of them being female. After the intervention, their knowledge rose from 4.8% to 92.8% ( p < .001), the adequate practice reached 100%, and their perception of the process had significant improvement ( p < .001). Using multivariate analysis, the study involvement was the main significant independent positive predictor of nurses’ knowledge and scores, and these latter were positive predictors of their perception. Conclusion: Using the shift work reporting method had a significant effect among the study participants using Situation, Background, Assessment, and Recommendation tool and improved their knowledge, practice and perception of shift handoff communication.

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Section: Discussionsupporting

confidence: 91%

SBAR Shift Report Training Program and its Effect on Nurses’ Knowledge and Practice and Their Perception of Shift Handoff Communication

Ghonem

El-Husany

2023

SAGE Open Nursing

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“…Improved confidence (5 students) Shin, 2019). Providing students with the opportunity to observe and engage in handovers, as included in the educational programme implemented in this study, contributes to improving handover confidence.…”

Section: Discussionmentioning

confidence: 96%

“…There is a growing recognition that it is essential to promote the communication skills of nursing students, allowing them to gain experience in clinical handover prior to their employment as new nurses and being assigned the responsibility of patient care. However, few students are given the opportunity to learn handover skills by simulation in a supported educational environment (Lee et al, 2016;Malone et al, 2016); by using situation, background, assessment and recommendation methods (Do & Shin, 2019); or by teaching sessions that include watching videos depicting positive or negative examples of patient handover followed by a guided discussion (Park & Im, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Patient handover education programme based on situated learning theory for nursing students in clinical practice

Kim

Lim

Kim

2021

Int J of Nursing Practice

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Aim: If not conducted correctly, nursing handover can threaten patient safety, and so nursing students require good handover education. This study evaluated a handover education programme based on situated learning theory in a clinical practicum.Methods: A quasi-experimental design and convenience sampling technique were used. The participants (fourth-grade nursing students recruited from a college in the C province of South Korea) were assigned to an intervention group (n = 38) or a control group (n = 39). A handover education programme that included lectures, expert observations, role playing, peer learning and reflection was received by the intervention group. The control group attended lectures and observed handovers.The handover skills of all participants were tested 2 weeks before and on the last day of the clinical practicum. Handover performance ability, handover clinical judgement ability and handover self-efficacy were outcome variables.Results: Significant improvements in handover performance ability, handover clinical judgement ability and handover self-efficacy were observed in the intervention group compared with the control group. Conclusion:The significance of this study lies in the development and application of a programme based on situated learning theory for handover education. Application of theory-based handover education in clinical practicums is recommended to improve the handover capabilities of nursing students.

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“…Among other findings of the current study, this might be highlighted that SBAR-based training could promote SECP scores in the anesthesiology nursing students. In a study conducted by Do et al (2019), it was demonstrated that SBAR-based training is effective in the promotion of self-efficacy of nursing students [ 32 ]. The results of another study by Kim et al (2016) showed that SBAR could improve nurses’ clinical competence and self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of the SBAR-Based training program in self-efficacy and clinical decision-making of undergraduate anesthesiology nursing students: a quasi-experimental study

et al. 2023

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Background Structured Situation, Background, Assessment, and Recommendation (SBAR) training technique have been widely utilized in clinical and educational settings. Therefore, the current study investigated the effectiveness of an SBAR-based educational program in students’ self-efficacy and clinical decision-making skills. Methods This quasi-experimental study was conducted using a pretest and posttest design and a control group at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. A total of 70 three- and fourth-year students were recruited for the study using the census method. The students were randomly assigned to the intervention and control groups. The intervention group participated in an SBAR-based educational course consisting of eight sessions held in 4 weeks. Differences in the levels of self-efficacy and clinical decision-making skills before and after participation in the SBAR course were assessed and compared. Data were analyzed using descriptive tests, the Mann-Whiney U test, paired and independent t-tests, and the Wilcoxon test. Results The intervention group demonstrated significantly higher levels of self-efficacy with a mean score of 140.66 ± 22.43 (P < 0.001) and clinical decision-making with a mean score of 75.31 ± 7.72 (P < 0.001); while in the control group, the mean score of self-efficacy and clinical decision-making skills was 85.34 ± 18.15 and 65.51 ± 4.49, respectively. Moreover, the Mann-Whitney U test showed that the levels of students’ clinical decision-making skills were promoted to the next level after the intervention (P < 0.001); it means the distribution of the level of intuitive-interpretive skill was upgraded from 0 to 22.9%. Conclusion The SBAR-based training programs can promote the self-efficacy and clinical decision-making skills of anesthesiology nursing students. Considering the weakness of the anesthesiology nursing curriculum at the undergraduate level in Iran, it can be expected that the SBAR-based training course should be included as an educational intervention in the curriculum of anesthesiology nursing students.

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Development of Handoff Education Program using SBAR for Nursing Students and Its Effect on Self-efficacy, Communication Ability and Clinical Performance Ability

Cited by 7 publications

References 17 publications

SBAR Shift Report Training Program and its Effect on Nurses’ Knowledge and Practice and Their Perception of Shift Handoff Communication

SBAR Shift Report Training Program and its Effect on Nurses’ Knowledge and Practice and Their Perception of Shift Handoff Communication

Patient handover education programme based on situated learning theory for nursing students in clinical practice

Effectiveness of the SBAR-Based training program in self-efficacy and clinical decision-making of undergraduate anesthesiology nursing students: a quasi-experimental study

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