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Students Ability to Communicate a Critical Situation After Implementation of ISBARR in an Undergraduate Nursing Curriculum

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DOI:
https://doi.org/10.31686/ijier.vol1.iss2.102
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Abstract

Effective communication has been identified as a key factor in maintaining patient safety, promoting a professional attitude, and facilitating collaboration between health care professionals. This study evaluated whether the implementation of ISBARR (I=Identify Self, S=Situation, B=Background, R=Recommendations, R=Read Back Orders) into the curriculum improved nursing students ability to give a critical situation report. A sample of senior level students watched a videotaped critical situation and then gave an audiotaped ISBARR report. There were no significant differences in students ability to give an ISBARR report following implementation of ISBARR into the curriculum. There was a moderate correlation of ISBARR scores with grade point average (GPA). Students with higher GPAs did better in communicating a critical situation. As with any change, implementation of ISBARR into the curriculum will take time to be fully integrated. The true impact on student outcomes and performance may not be apparent for a number of years.

Author Biographies
  1. Linda Creadon Shanks, University of Akron

    College of Health Professions, School of Nursing

  2. Michele Enlow, University of Akron

    College of Health Professions, School of Nursing

  3. Jacqueline Guhde, University of Akron

    College of Health Professions, School of Nursing

References

American Association of Colleges of Nursing (2008). The Essentials of

Baccalaureate Education for Professional Nursing Practice. Retrieved from http://www.aacn.nche.edu/education-resources/baccessentials08.pdf

Enlow, M., Shanks, L, Guhde, J, Perkins, M. (2010). Incorporating interprofessional

communication skills (ISBARR) into an undergraduate nursing curriculum. Nurse Educator, 35(4), 176-180.

Grbach, W., Vincent, L, Struth, D. (2008). Reformulating SBAR to “I-SBAR-R”. Retrieved

from http://qsen.org/reformulating-sbar-to-i-sbar-r/

Guhde, J., in press. Evaluation tool to measure an interprofessional critical incident verbal report. Nursing Education Perspectives.

Keston, Karen, S. (2011). Role-play using SBAR technique to improve observed communication skills in senior nursing students. Journal of Nursing Education, 50(2), 79-87. DOI: https://doi.org/10.3928/01484834-20101230-02

National League for Nursing. (2011). Mission/Goals/Core Values. Retrieved from http://www.nln.org/aboutnln/ourmission.htm

Runy, L.A. (2008). Patient handoffs: The pitfalls and solutions of transferring patients

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Retrieved from http://www.hhnmag.com/hhnmag_app/jsp/articledisplay.jsp?dcrpath=HHNMAG/Article/data/05MAY2008/0805HHN_FEA_Gatefold&domain=HHNMAG

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Published
2013-10-01
Issue
Vol. 1 No. 2 (2013): International Journal for Innovation Education and Research
Section
Journal Articles
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Copyright (c) 2013 Linda Creadon Shanks, Michele Enlow, Jacqueline Guhde

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How to Cite

Shanks, L. C., Enlow, M., & Guhde, J. (2013). Students Ability to Communicate a Critical Situation After Implementation of ISBARR in an Undergraduate Nursing Curriculum. International Journal for Innovation Education and Research, 1(2), 1-5. https://doi.org/10.31686/ijier.vol1.iss2.102