• Journal of Digital Convergence
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• v.17 no.9
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• pp.213-220
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• 2019

The purpose of this study was to identify to identify the relationship between knowledge of the SBAR(Situation-Background-Assessment-Recommendation) Attitudes towards SBAR and critical thinking disposition of nursing students. Subjects were 101 associate nursing students associate nursing students(3rd). The data were collected using self -report questionnaire from August 31 to October 26, 2018. Data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation using SPSS Win 23. The score for knowledge of the SBAR was 3.26, Attitudes towards SBAR scoring 3.31, Critical thinking disposition scoring 3.50. Knowledge of the SBAR(r=.46, p<.001) and Attitudes towards SBAR(r=.23, p=.023) were significantly positive correlation with critical thinking disposition in nursing students. Therefore, to increase the critical thinking disposition of nursing students, It is necessary to develop the program for increase knowledge of the SBAR and attitudes towards SBAR of nursing students.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.253-260
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• 2018

The purpose of this study was to investigate the effect of SBAR(Situation-Background-Assessment-Recommendation) reports on communication clarity, communication skill and report confident for nursing students. This study used a one group pre-post test design. The subjects of this study were 44 nursing students from G city, and collected by self - report questionnaires from march 6 to april 20, 2018. Data were analyzed by frequencies, paried t-test using SPSS Win 23.0. After SBAR reports education, levels of nursing student's communication clarity(t=-8.12, p<.001), communication skill(t=-4.37, p<.001) and report confident(t=-7.67, p<.001) were significantly higher than levels before SBAR reports education. SBAR reports education improved the communication clarity communication skill and report confident. It is recommended to use a lot of SBAR in clinical practice.

• Journal of muscle and joint health
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• v.23 no.2
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• pp.105-113
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• 2016

Purpose: The purpose of this study was to investigate the effect of Situation-Background-Assessment-Recommendation (SBAR) reports on communication clarity and nurse-physician collaborative relationships. Methods: SBAR forms in one group were measured at baseline, at 2 weeks, and at 4 weeks postintervention. The subjects were 30 nurses who worked in a general ward of a general hospital in B city, Korea. A 45-minute SBAR education was provided to all subjects. Data was collected between September to October 2015. The collected data was analyzed using a repeated measure ANOVA. Results: After SBAR reports, levels of nurse's communication clarity and nurse-physician collaborative relationships were significantly higher than levels before SBAR reports. Conclusion: SBAR reports improved the communication clarity and nurse-physician collaborative relationships. It is recommended to use a lot of SBAR in clinical practice.

• Journal of the Korean Data and Information Science Society
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• v.28 no.2
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• pp.407-419
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• 2017

In this paper, we aim to evaluate the effect of simulation training with a focus on the application of SBAR for the improvement of communication skills of nursing students with physician. The results of the analysis of 25 videos recorded pre/post-simulation were as follows: In terms of the SBAR score, "the most recently measured vital signs" in stage B increased significantly (Z = -2.448, p =.014); the frequency of step-by-step progress in SBAR did not advance to the SBA or SBAR stage in the pre-simulation stage, but increased to 48% post-simulation. The frequencies of SBAR evaluation items mentioned in the post-simulation were the following order: the name of the patient (96%), nurse's name (80%), most recently measured oxygen saturation (76%), and main symptoms (60%). The results of the nurse's judgment (A), request for additional prescription or request for the doctor's direct patient visit (R) were not mentioned. Therefore, it is necessary to consider the application of SBAR in simulation training, which requires problem solving through cooperation with physicians, because it has a positive effect on education in nurse-physician communication.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.2
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• pp.115-126
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• 2018

Purpose: This study intends to examine the effects of a stepwise communication education program among nursing college students, focusing on scenarios and nursing case-based role playing. Methods: The study design was a one-group repeated measure ANOVA. Participants were 27 nursing students in practice. Students participated in 5-week stepwise communication education program using SBAR; including 1 week of lecture education, 4 weeks of scenarios and nursing case-based role playing. The data were collected at each level of the education process: pre-education, after 1 week of lectures, and after completion of scenarios and nursing case-based role playing. Repeated measures ANOVA was used to determine changes in SBAR technique knowledge and communication self-efficacy. Results: The stepwise communication education program using SBAR was effective in increasing SBAR technique knowledge, and communication self-efficacy. The lecture-based education was effective only in the area of SBAR technique knowledge and its subscale, attitudes towards SBAR. However, scenarios and nursing case-based role playing was broadly effective across communication self-efficacy, SBAR technique knowledge, and its subscale, knowledge of the SBAR. Conclusion: Based on this study, we propose that it is necessary to confirm the effect of long-term SBAR communication education using scenarios and nursing case-based role playing in nursing students' practice.

• Korean Journal of Clinical Pharmacy
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• v.33 no.2
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• pp.135-142
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• 2023

Background: Pharmacists communicate with a variety of healthcare experts to prevent medication errors. Situation-Background-Assessment-Recommendation (SBAR) is a tool used for concise and accurate communication. In 2018, we developed the pharmacy-SBAR (P-SBAR) to deliver pharmacists intervention more quickly and effectively through quality improvement activities. Objectives: This study evaluates the efficacy of P-SBAR on pharmacists' intervention activities before and after the implementation of P-SBAR applications. We assessed the impact of P-SBAR on reducing the burden of intervention work, promoting pharmacists' participation, and enhancing the acceptance rate. Methods: This is a retrospective study of the two groups before and after P-SBAR implementation. All pharmacists' intervention records during two periods (2016-2017 and 2019-2020) were extracted from the data warehouse system at Kyunghee University Hospital at Gangdong, Seoul. The outcome was the number of inpatients and pharmacists who participated in the prescription monitoring activity, the number of interventions, and the physicians' acceptance rate. Results: Although the total number of inpatients decreased (364,753 vs. 348,229), the number of pharmacists who participated in intervention activity increased (monthly mean: 15.8 vs. 18.0, p=0.001). The total number of interventions (2,767 vs. 4,389), the frequency of full acceptance (2,018 vs. 3,710), and the monthly acceptance rate increased significantly (73.8% vs. 83.8%, p<0.001). Conclusion: P-SBAR improved accessibility and convenience by digitalizing the intervention activities performed in an offline environment. Improvement in work burden and acceptance rate using P-SBAR is expected to contribute toward reducing medication errors.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.171-182
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• 2024

The purpose of the study was to review the evidence of effects of SBAR for communication in domestic nursing students. Four databases were searched for articles publised until June 2023 that databases include RISS, KISS, DBpia & KCI. Key word used for search include 'nursing students,' 'nursing,' 'SBAR,' 'communication.' Of 57 papers searched, seventeen studies were selected for data analysis. Studies evaluated outcomes including communication clarity, communication competence, communication confidence, critical thinking ability, self-efficacy, reporting confidence, clinical judgment, and communication satisfaction that most studies reported positive effects while some figures were not statistically significant. Accordingly, we intend to analyze the characteristics and contents of communication interventions using SBAR, evaluate their effectiveness, and use them as evidence for future follow-up research on communication interventions using SBAR.

• International Journal of Contents
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• v.17 no.3
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• pp.30-37
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• 2021

This study aimed to determine the effects of simulation learning program using SBAR (Situation, Background, Assessment, Recommendation) techniques on undergraduate nursing students' clinical judgment and communication skills. A quasi-experimental research design (one-group pretest-posttest design) was used in this study. The participants included 88 students from a nursing college. There were statistically significant differences in clinical judgment, communication clarity, and communication confidence between pre-simulation learning using SBAR and post (t=10.32, p<.0001; t=6.05, p=<.0001; t=7.42, p=<.0001). The simulation learning program using SBAR was found to improve nursing students' clinical judgment as well as clarity and confidence in interprofessional communication.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.605-614
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• 2023

The purpose of this study is to understand the difference in nursing process competence, critical thinking disposition, and SBAR technique knowledge of nursing students according to practical methods. The subjects of the study were 20 students who participated in clinical practice and 18 students who participated in alternative clinical practicum. The collected data were analyzed by t-test, Mann-Whitney U-test, and Kruskal Wallis test. As a result of the study, there was no significant difference between nursing students' nursing process competence, critical thinking disposition, SBAR utilization ability, and perception of use depending on clinical practice and alternative clinical practicum. In clinical practice, nursing process competence and SBAR technical knowledge were significantly higher when college life satisfaction was high. In in-school practice, which is an alternative clinical practicum, critical thinking disposition and SBAR technical knowledge were high when nursing major satisfaction was high, and critical thinking disposition was high when grade were high. In preparation for future pandemic situations, a systematic clinical alternative practicum education plan should be prepared to improve nursing process competence, critical thinking tendency, and SBAR technique knowledge.

• Journal of Korean Clinical Nursing Research
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• v.24 no.1
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• pp.23-33
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• 2018

Purpose: The purpose of this study was to investigate the effect of SBAR communication program on nurse's perception about communication and attitudes toward patient safety. Methods: A single-group pre-post experimental study was conducted. A SBAR education program was provided to 167 nurses working in 9 general wards of a hospital in Seoul. A total of 153 questionnaires were included for the final analysis. Statistical analysis included analysis of variance, paired sample t-test, and Cochran-Mantel-Haenzel test. Results: After applying SBAR communication education, nurses perceived significant improvement in three of the five categories of communication between nurses and doctors; satisfaction (p=.001), accuracy (p=.001), and understanding (p=.002). The indicators of communication between nurses were also improved significantly in the order of accuracy (p=.001), satisfaction (p=.001), shift communication (p=.001), and openness (p=.016). The scores of nurse's attitudes toward patient safety demonstrated a significant increase in the five categories out of the six; perception of management (p=.001), working condition (p=.001), safety climate (p=.001), teamwork climate (p=.001), job satisfaction (p=.012). Conclusion: It is recommended that nurses and doctors use SBAR communication in their practice. Developing education programs and utilization methods is required for the effective establishment of SBAR communication.