College of Nursing, Konyang University, Room 308 Ganhohakwan, 158 Gwanjeodong-ro, Seo-gu, Daejeon 35369, South Korea.
College of Nursing, Konyang University, Room 505 Ganhohakwan, 158 Gwanjeodong-ro, Seo-gu, Daejeon 35369, South Korea; Department of Health Communication, Graduate School of Medicine, University of Tokyo, Tokyo, Japan.
Nurse Educ Today. 2022 Feb;109:105252. doi: 10.1016/j.nedt.2021.105252. Epub 2021 Dec 13.
Situation-Background-Assessment-Recommendation reporting is a structured communication tool. In other studies of simulation-based education, learning was found to increase with increases in the level of flow during scenarios. Also, communication using SBAR was found to facilitate more focus on clinical situations. However, the generalizability of those findings in nursing education and the specific benefits of combining SBAR with simulation remain unclear.
The aims of this study are to incorporate SBAR reporting into simulation-based nurse education, and measure its effects on the students' flow, communication competence, and communication self-efficacy among nursing students, to collect basic data for the development of effective nursing curricula.
This study used a non-equivalent, quasi-experimental pre-post parallel design.
The intervention was administered in a simulation center at a nursing school in South Korea.
One hundred and twenty fourth-year nursing students were recruited through convenience sampling.
The participants were quasi-randomly allocated to the control (n = 52) and SBAR (n = 68) groups. The integrated simulation course was conducted twice each week. Learning and reporting SBAR was included as a component of simulation-based education for the intervention group in each session (three scenarios). The dependent variables were communication competence, communication self-efficacy, and flow in the simulation.
SBAR did not affect communication competence or communication self-efficacy in simulation-based education. In contrast, while flow increased in both groups, the increase was greater in the SBAR group.
SBAR can increase nursing students' flow in simulations. Further studies should focus on how SBAR during simulation-based education affects nursing students' practical competency.
情境-背景-评估-建议（SBAR）报告是一种结构化的沟通工具。在其他基于模拟的教育研究中，发现学习者在情景模拟中体验到更高的流畅感时，学习效果会提高。此外，使用 SBAR 进行沟通被发现有助于更关注临床情况。然而，这些发现对护理教育的普遍适用性以及 SBAR 与模拟相结合的具体益处尚不清楚。
本研究旨在将 SBAR 报告纳入基于模拟的护士教育中，并衡量其对护理学生的流畅感、沟通能力和沟通自我效能感的影响，为开发有效的护理课程收集基础数据。
本研究采用非等效、准实验前后平行设计。
干预措施在韩国一所护理学校的模拟中心进行。
通过便利抽样，招募了 120 名四年级护理学生。
参与者被准随机分配到对照组（n=52）和 SBAR 组（n=68）。每周进行两次综合模拟课程。在每个模拟课程中，干预组都将学习和报告 SBAR 作为基于模拟的教育的一部分（三个情景）。依赖性变量是模拟中的沟通能力、沟通自我效能感和流畅感。
SBAR 并没有影响护理学生在基于模拟的教育中的沟通能力或沟通自我效能感。相比之下，虽然两个组的流畅感都有所提高，但 SBAR 组的提高更为显著。
SBAR 可以提高护理学生在模拟中的流畅感。进一步的研究应关注在基于模拟的教育中使用 SBAR 如何影响护理学生的实践能力。
