Students Ability to Communicate a Critical Situation After Implementation of ISBARR in an Undergraduate Nursing Curriculum
DOI:
https://doi.org/10.31686/ijier.vol1.iss2.102Keywords:
communication, ISBARR, SBAR, nursing studentsAbstract
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.
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Copyright (c) 2013 Linda Creadon Shanks, Michele Enlow, Jacqueline Guhde
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