The Effect of Simulation-based SBAR Education Programs of Nursing Students

Min-Jeong, Chae

doi:10.5958/0976-5506.2019.04278.5

Cited by 6 publications

(5 citation statements)

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“…Regarding the scores used to evaluate academic performance, the two groups showed no difference in the quiz scores and the overall practicum scores; however, the SBAR simulation group scored much higher in communication performance, indicating that the SBAR simulation improved students’ communication skills. The study findings support those of previous studies that utilized the SBAR as a method of efficient communication and showed a significant effect of the SBAR tool on the improvement of communication skills (Chae 2019; Kim & Kim 2020; Uhm et al . 2019).…”

Section: Discussionsupporting

confidence: 90%

“…According to the Institute for Health Improvement (2020), the Situation‐Background‐Assessment‐Recommendation (SBAR) is an easy mechanism that is applied to construct an effective conversation, develop teamwork skills, and foster a culture of patient safety. Correspondingly, the effect of applying the SBAR technique is manifested in improved core competencies, such as communication skills (Chae 2019; Jeong & Kim 2020; Kim & Kim 2020; Uhm et al . 2019; Wang et al .…”

Section: Introductionmentioning

confidence: 99%

“…2019; Wang et al . 2015), safety care performance (Chae 2019), critical thinking skills (Kim & Kim 2020; Lee & Noh 2019), and problem‐solving skills (Kim & Kim 2020). However, although research has been conducted to develop guidelines for structured content and processes in mental health nursing handover (Cowan et al .…”

Section: Introductionmentioning

confidence: 99%

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Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

Lee

Jang

2021

Int J Mental Health Nurs

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This study analysed whether Situation‐Background‐Assessment‐Recommendation (SBAR) simulation, which uses a flipped learning method, improves undergraduate nursing students’ academic performance and core competencies when applied in the mental health nursing practicum, as compared with traditional in‐person simulations. To this end, a retrospective survey was employed. A group of 37 students who participated in the flipped learning‐based SBAR simulation practicum was compared with a group of 37 students who participated in the practicum using a traditional learning method, in terms of their academic performance and core competencies. The 90‐h practicum included four three‐hour SBAR simulation sessions. Students were assessed at baseline, immediately after the two‐week practicum, and four weeks later. The effects of group, time, and group‐by‐time interactions between the groups were verified using generalized estimating equations with an autoregressive correlation structure. Data were collected between March and July 2017, in South Korea. The results indicated that SBAR simulation significantly improved nursing students’ communication performance compared with the traditional learning method. The clinical practicum based on SBAR improved core competencies at the post‐practicum and four weeks later. In conclusion, the application of the flipped learning‐based SBAR simulation can improve nursing students’ communication skills and can be utilized as an effective teaching method to promote higher order competencies to apply, analyse, and evaluate knowledge beyond simple understanding and information recall. This study has addressed how academic performance and core competencies in nursing can be improved through SBAR simulation using a flipped learning method and shown its positive impact on nursing students’ communication skills and higher order competencies.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

Lee

Jang

2021

Int J Mental Health Nurs

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“…Various interventions for enhancing self-leadership showed positive outcomes. TBL,45 SBAR included simulations,50 a camp-style leadership program,39 video and simulation training,51 and a group art program showed improvement in self-leadership 36. In the student-led conference intervention,37 students exhibited an increase in self-perceived leadership competence.…”

Section: Resultsmentioning

confidence: 99%

Systematic Review on Characteristics and Effects of Leadership Development Interventions for Nursing Students

Akdeniz,

Duygulu

2023

Nurse Educator

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Background: Effective nursing leadership improves health care quality, patient well-being, and nursing staff outcomes. Newly graduated nurses face challenges in transitioning into leadership roles. Thus, examining the leadership development interventions for nursing students is critical. Purpose: This systematic review examined the characteristics and effectiveness of leadership development interventions designed for and implemented with undergraduate nursing students. Methods: A comprehensive search covered Scopus, CINAHL Ultimate, ScienceDirect, MEDLINE, WOS Core Collection, Journals@Ovid, JSTOR Journals, and ERIC databases. Included studies were assessed using the Mixed Methods Appraisal Tool. Results: The final review comprised 19 studies showcasing positive impacts on leadership development. The interventions varied in leadership approach, design and content, structure, qualifications, student involvement, and outcomes. Conclusions: Leadership development interventions are effective in enhancing nursing students' leadership. Nevertheless, future interventions should prioritize well-structured content, and studies must incorporate robust methodologies.

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“…According to the Institute for Health Improvement (2020), Situation, Background, Assessment, and Recommendation (SBAR) is a simple mechanism for the establishment of effective dialogue, development of teamwork, and promotion of patient safety culture. Moreover, the application of the SBAR method plays a great role in the promotion of basic capacities, such as communication skills, clinical safety considerations, critical thinking, and problem-solving skills [ 12 – 14 ]. The successful implementation of the SBAR technique can ensure the satisfaction of both patients and the staff in high-risk environments, such as ICU, emergency departments, and operation theaters [ 15 ].…”

Section: Introductionmentioning

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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The Effect of Simulation-based SBAR Education Programs of Nursing Students

Cited by 6 publications

References 0 publications

Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

Effects of flipped‐learning‐based simulation for nursing students: a retrospective survey

Systematic Review on Characteristics and Effects of Leadership Development Interventions for Nursing Students

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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