Development of a Model to Prepare Nursing Students for Entry into the Nursing Professional in Interdisciplinary Communication with the SBAR Technique
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Abstract
The objective of this study was to develop a model to prepare nursing students to learn to communicate professionally within an interdisciplinary team using the SBAR technique. The research included 1) studying the need for readiness preparation for communication with interdisciplinary team members using the SBAR technique; 2) developing a readiness preparation model to communicate with interdisciplinary team members using the SBAR technique; and 3) studying the results of using the developed model for readiness preparation to prepare nursing students to communicate professionally with interdisciplinary team members using the SBAR technique. The research and development were divided into 3 phases. In the first phase, needs assessment, the sample population was chosen through purposive sampling, which consisted of 25 nursing instructors, 25 professional nurses, 5 doctors, and 45 nursing students. The second and the third phase consisted of model development and testing on a sample of the fourth-year nursing students. This sample consisted of 60 students that were allocated to the experimental group and 30 to the control group. The research instruments included 1) semi-structured focus group discussion questions; 2) the developed readiness preparation model ; and 3) an evaluation form to assess knowledge, skills, and attitudes in applying the model. Data were analyzed using descriptive statistics and t-tests. The results indicated that 1) the need for readiness preparation consisted of (1) readiness preparation for nursing students to learn to communicate professionally with interdisciplinary team members was not clearly covered in the present curriculum; (2) nursing students were not confident in their ability to communicate effectively; and (3) they lacked knowledge and understanding of how to thoroughly communicate information. The readiness preparation model that was developed consisted of: (1) an intensive and pro-active SBAR lesson; and (2) practice in SBAR communication skills via virtual simulations. Following practicing communication using the model, the average knowledge and skills scores of the experimental group were different to a statistically significant degree at .05 level. The attitude scores were not different to a statistically significant degree.
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บทความและรายงานวิจัยในวารสารพยาบาลกระทรวงสาธารณสุข เป็นความคิดเห็นของ ผู้เขียน มิใช่ของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของสมาคมศิษย์เก่าพยาบาลกระทรวงสาธารณสุข ซึ่งสามารถนำไปอ้างอิงได้
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