对本科护理专业学生开展基于SBAR的工作坊以提高沟通技巧
Utilizing an SBAR Workshop With Baccalaureate Nursing Students to Improve Communication Skills.
作者信息
Stevens Natalie, McNiesh Susan, Goyal Deepika
机构信息
About the Authors Natalie Stevens, MS, RNC-OB, is a faculty lecturer at The Valley Foundation School of Nursing, San Jose State University, San Jose, California. Susan McNiesh, PhD, MS, RNC-OB, is an associate professor, and Deepika Goyal, PhD, FNP-C, is a professor, at The Valley Foundation School of Nursing. The authors are grateful to Teri Lind, simulation faculty, for her involvement in the obstetrical simulation sessions. For more information, contact Ms. Stevens at
出版信息
Nurs Educ Perspect. 2020 Mar/Apr;41(2):117-118. doi: 10.1097/01.NEP.0000000000000518.
This study evaluated the effectiveness of the Situation-Background-Assessment-Recommendation (SBAR) technique to reduce anxiety and increase self-confidence levels regarding health care communication among undergraduate nursing students. Baccalaureate nursing students (n = 35) completed anxiety and self-confidence questionnaires before and after an SBAR communication workshop and subsequent simulation. A statistically significant increase in postintervention self-confidence scores was noted with no significant difference in anxiety levels. The findings support the use of SBAR as an organizing tool to promote nursing students' self-confidence during communication; however, further efforts are needed to qualitatively examine how this tool promotes these changes.
本研究评估了情况-背景-评估-建议（SBAR）技术在降低本科护理学生医疗保健沟通焦虑并提高其自信心方面的有效性。护理学学士学生（n = 35）在参加SBAR沟通工作坊及随后的模拟前后完成了焦虑和自信心问卷。干预后自信心得分有统计学意义的增加，焦虑水平无显著差异。研究结果支持将SBAR作为一种组织工具，以促进护理学生在沟通中的自信心；然而，需要进一步努力从定性角度研究该工具如何促进这些变化。
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