Nursing Students' Experiences with a Communication Mnemonic in the Clinical Setting

Autor/in	Sabatini, Roxanne
Titel	Nursing Students' Experiences with a Communication Mnemonic in the Clinical Setting
Quelle	(2019), (212 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-4962-9
Schlagwörter	Hochschulschrift; Dissertation; Nursing Students; Mnemonics; Information Transfer; Communication Skills; Clinical Experience; Resilience (Psychology); Nursing Education; Curriculum Design + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mnemotechnik; Informationsübertragung; Kommunikationsstil; Pflegepädagogik; Lehrplangestaltung
Abstract	Clinical communication is a major contributing factor to a culture of safety for competent and effective patient care. Communication is a salient factor in the enculturation of nursing students as they transition to practice. The mnemonic for situation, background, assessment, and recommendation (SBAR) has been used to improve information transfer in many industries and recently in healthcare. Nursing students are educated in the use of the SBAR clinical communication mnemonic in the classroom and simulation settings to improve their clinical communication skills. However, there is little known about the nursing student experience with SBAR use within the clinical environment. The purpose of this basic qualitative study, which utilized in-depth interviews, was to gain a better understanding of how senior associate degree nursing students or recent nurse graduates from these schools describe their experience with the SBAR mnemonic within the clinical learning environment. Evaluation of the data led to the development of multiple themes sorted into categories of nursing student's perceived benefits and challenges in the use of SBAR and resiliency strategies employed to overcome these barriers. Nursing students in this study experienced various challenges learning to organize and prioritize data when receiving or providing clinical communication due to their inexperience, lack of confidence, and the student role within the clinical setting. The nursing students overcame these challenges with support from their faculty and internal and external resources to negotiate their role as they transition to the practice of nursing. The information gained from this study can assist nursing curriculum designers, faculty, and academic partnership clinical sites to address the learning needs of nursing students and novice nurses to facilitate their clinical communication skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01