Effects of Simulation-based SBAR Education Program on Communication Clarity and Communication Self-Confidence in Nursing Students

Abstract

: This study verified the effects of the Situation, Background, Assessment, Recommendation (SBAR) education program using simulation on nursing students' communication clarity and communication self-confidence. A one group pre- and post-test quasi-experimental research design was used. The participants were comprised of 82 fourth-year nursing students (17 men and 65 women) enrolled in a simulation course. Data were analyzed using SAS 9.2. Pre-post differences in communication clarity and communication self-confidence before and after the simulation-based communication education were analyzed by conducting a t-test. Communication clarity and communication self-confidence according to participants’ general characteristics were analyzed by conducting a t-test and ANOVA, followed by a Scheffe post-hoc test. The results revealed that there were statistically significant differences in communication clarity and communication self-confidence between pre- and post-SBAR education program using emergency patient care simulation. This study obtained the following findings: The mean score for communication clarity statistically significantly improved after the simulation-based SBAR education program from 3.84 to 4.17 (t=5.86, p<.0001). In this study, communication self-confidence statistically significantly improved after the SBAR education program from 6.49 points to 7.18 (t=5.53, p=<.0001). Nursing students improved their communication clarity and communication self-confidence suitable for complex and emergency clinical situations through the SBAR education program using simulation. Consequently, the participants found it possible to communicate clearly and confidently as a clinical nurse after graduation, collaborate with medical teams, and improve patient safety and nursing quality.