Department of Nursing, Honam University, 100, Honamdae-gil, Gwangsan-gu, Gwangju 62399, Republic of Korea.
Nurse Educ Today. 2021 May;100:104847. doi: 10.1016/j.nedt.2021.104847. Epub 2021 Mar 5.
A nurse, as the main subject of decision-making in clinical settings, experiences various situations that require communication with a range of health care providers. The communication process is important to the process of recognizing problems and choosing one among the available alternatives after reflection, which requires communication skills based on critical thinking. Communication competence is one of the basic competencies of nurses, and it is also important for providing qualitative healthcare service.
To investigate how Situation, Background, Assessment, and Recommendation Stepwise Education Program (SBAR SEP) developed on the basis of the revised Bloom's Taxonomy affects nursing students on their communication competence and critical thinking.
Non-equivalent control group pretest-posttest design.
A university in South Korea.
A total of 96 nursing college students (48 in the experimental group and 48 in the control group).
The subjects were allocated using convenience sampling to one of the two groups: SBAR SEP or control. Subjects in SBAR SEP group received a lecture-style training of SBAR a week prior to clinical practicum and performed role-play during the two-week clinical practicum. The duration of the SBAR SEP role-play intervention was 2 weeks, twice a week, for 120 min each session. A control group performed a regular case presentation in the clinical practicum. Data were collected from August to October 2019. Data were analyzed using descriptive statistics, χ test, independent t-test, and ANCOVA using SPSS 25.0.
A significant increase was observed in the scores of communication competence (p < .001) and critical thinking (p < .001) in the experimental group compared with the control group.
The SBAR SEP for nursing students is an effective educational method that improves communication competence and critical thinking under similar circumstances at the clinical site.
护士作为临床决策的主要主体，会遇到各种需要与各种医疗保健提供者进行沟通的情况。沟通过程对于在反思后识别问题并从可用替代方案中选择方案的过程很重要，这需要基于批判性思维的沟通技巧。沟通能力是护士的基本能力之一，对于提供高质量的医疗保健服务也很重要。
调查基于修订后的布鲁姆分类法开发的情况-背景-评估-建议逐步教育计划（SBAR SEP）如何影响护理学生的沟通能力和批判性思维。
非等效对照组前后测设计。
韩国一所大学。
共有 96 名护理学院学生（实验组 48 名，对照组 48 名）。
采用便利抽样法将受试者分配到实验组或对照组中的一组：SBAR SEP 或对照组。SBAR SEP 组的受试者在临床实习前一周接受了 SBAR 的讲座式培训，并在两周的临床实习中进行角色扮演。SBAR SEP 角色扮演干预的持续时间为 2 周，每周 2 次，每次 120 分钟。对照组在临床实习中进行常规病例报告。数据收集于 2019 年 8 月至 10 月进行。使用 SPSS 25.0 进行描述性统计、χ 检验、独立 t 检验和协方差分析。
实验组的沟通能力（p<.001）和批判性思维（p<.001）评分均显著高于对照组。
对于护理学生来说，SBAR SEP 是一种有效的教育方法，可在临床环境下类似情况下提高沟通能力和批判性思维。
