title: Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique.
abstract: OBJECTIVE
  Effective communication among healthcare workers is critically important for patient safety and quality care. The purpose of this pilot study was to evaluate outcomes of a workshop designed to teach Chinese nursing students to use the Situation-Background-Assessment-Recommendation (SBAR) communication tool and examine their attitudes toward utilizing SBAR as a communication tool.
  
  
  METHODS
  A convenience sample of 18 master's degree nursing students at a Chinese university was introduced to SBAR through a workshop. The workshop combined the SBAR tool, video-stimulated recall and role-play case scenarios to illustrate potential positive and negative communication-related patient outcomes. Students completed a 12-item questionnaire before and after participating in the workshop. Four of the items examined the four elements of the SBAR tool (situation, background, assessment, recommendation, score range 0-20), and eight of the items evaluated students' self-perceived attitudes towards utilizing the SBAR tool in their clinical practice (score range 0-40).
  
  
  RESULTS
  Pre- and post-workshop scores on the four elements of the SBAR tool demonstrate significant improvement in knowledge of SBAR (14.0±2.9 vs. 16.6±2.2, respectively; p=0.009). Pre- and post-workshop scores on the items testing students' self-perceived abilities also demonstrate significant improvement (26.9±3.5 vs. 32.6±4.5, respectively; p<0.01) in using SBAR. Total scores increased significantly from 40.9±5.0 to 49.2±5.9 (p<0.01). Moreover, 93.8% of the students agreed and strongly agreed that they would use SBAR during clinical practice.
  
  
  CONCLUSIONS
  Participating in the SBAR workshop in combination with video-stimulated recall and role-play case scenarios significantly improved the Chinese nursing students' knowledge of SBAR and their self-perceived attitudes towards using SBAR tool. Future studies using a larger sample size and longer post-workshop follow-up are needed to confirm the long-term benefits of the workshop.
authors.affiliation: University of Pittsburgh, School of Nursing, Pittsburgh, PA, USA. Electronic address: weiwen@pitt.edu.
authors.forename: Weiwen
authors.initials: W
authors.lastname: Wang
authors.affiliation: University of Pittsburgh, School of Nursing, Pittsburgh, PA, USA.
authors.forename: Zhan
authors.initials: Z
authors.lastname: Liang
authors.affiliation: University of Pittsburgh, School of Nursing, Pittsburgh, PA, USA.
authors.forename: Alice
authors.initials: A
authors.lastname: Blazeck
authors.affiliation: University of Pittsburgh, School of Nursing, Pittsburgh, PA, USA.
authors.forename: Brian
authors.initials: B
authors.lastname: Greene
mesh_terms: D000328:Adult; D002681:China; D003142:Communication; D004511:Education, Nursing, Graduate; D004521:Educational Measurement; D005260:Female; D006801:Humans; D033183:Interdisciplinary Communication; D008297:Male; D009723:Nurse-Patient Relations; D061214:Patient Safety; D010865:Pilot Projects; D012381:Role Playing; D000066908:Simulation Training; D013338:Students, Nursing; D011795:Surveys and Questionnaires
keywords: Communication/inter-professional communication; Nursing education; Role-play case scenarios; SBAR; Video-stimulated recall