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Utilizing an SBAR Workshop With Baccalaureate Nursing Students to Improve Communication Skills.
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- Author(s): Stevens, Natalie; McNiesh, Susan; Goyal, Deepika
- Source:
Nursing Education Perspectives (Wolters Kluwer Health). Mar/Apr2020, Vol. 41 Issue 2, p117-118. 2p. - Source:
- Additional Information
- Subject Terms: PSYCHOLOGY of college students; ABILITY; ANXIETY; CLINICAL trials; MEDICAL communication; COMMUNICATIVE competence; CONFIDENCE; RESEARCH methodology; NURSING students; QUESTIONNAIRES; ROLE playing; STATISTICAL sampling; SIMULATED patients; STATISTICS; T-test (Statistics); ADULT education workshops; TRAINING; STATISTICAL power analysis; DATA analysis; QUANTITATIVE research; PRE-tests & post-tests; EDUCATIONAL outcomes; DESCRIPTIVE statistics; INFERENTIAL statistics
- Subject Terms:
- Abstract: 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. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Nursing Education Perspectives (Wolters Kluwer Health) is the property of Wolters Kluwer Health and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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