title: Using SBAR to promote clinical judgment in undergraduate nursing students.
abstract: The purpose of this study was to describe how students identify and interpret multiple embedded clinical cues in a case study, and then reflect these using SBAR (Situation, Background, Assessment, and Recommendation). Using Tanner's model of clinical judgment, a descriptive design was used to examine SBAR assignments completed by second-semester nursing students (n = 80). The majority of students (n = 62, 77.5%) in the study were unable to successfully follow all of the clinical judgment phases of the model: noticing, interpreting, responding, and reflecting. Although SBAR is an important tool for communicating clinical information, gaps exist between noticing and interpreting clinical cues, and forming an appropriate course of action.
authors.forename: Rachelle J
authors.initials: RJ
authors.lastname: Lancaster
authors.forename: Judith
authors.initials: J
authors.lastname: Westphal
authors.forename: Jayalakshmi
authors.initials: J
authors.lastname: Jambunathan
mesh_terms: D002983:Clinical Competence; D003463:Cues; D003657:Decision Making; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D033183:Interdisciplinary Communication; D007600:Judgment; D008297:Male; D015402:Nursing Education Research; D055815:Young Adult