Red Cross College of Nursing, Chung-Ang University, Seoul, Korea.
Int J Ment Health Nurs. 2021 Oct;30(5):1263-1273. doi: 10.1111/inm.12885. Epub 2021 May 24.
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.
本研究分析了在心理健康护理实习中，使用翻转学习方法的情景-背景-评估-建议 (SBAR) 模拟是否比传统的面对面模拟更能提高本科护理学生的学业成绩和核心能力。为此，采用了回顾性调查。将一组 37 名参加基于翻转学习的 SBAR 模拟实习的学生与一组 37 名参加传统学习方法实习的学生进行比较，比较他们的学业成绩和核心能力。90 小时的实习包括四次三小时的 SBAR 模拟课程。学生在基线、实习两周后和四周后进行评估。使用具有自回归相关结构的广义估计方程验证了组间、时间间以及组间-时间间的相互作用的效果。数据于 2017 年 3 月至 7 月在韩国收集。结果表明，与传统学习方法相比，SBAR 模拟显著提高了护理学生的沟通表现。基于 SBAR 的临床实习提高了实习后的和四周后的核心能力。总之，基于翻转学习的 SBAR 模拟可以提高护理学生的沟通技巧，并且可以作为一种有效的教学方法，以促进应用、分析和评估知识的高阶能力，超越简单理解和信息回忆。本研究探讨了如何通过基于翻转学习的 SBAR 模拟来提高护理学生的学业成绩和核心能力，并展示了其对护理学生沟通技巧和高阶能力的积极影响。
