Effectiveness of Nurse-led Educational Intervention on Therapeutic Communication of Undergraduate Nursing Students by Using SBAR tool: Effectiveness of Nurse-led Educational Intervention

Aleena Ilyas; Amjad Ali; Tanseer Ahmed

doi:10.54393/pjhs.v4i10.1026

Authors

Aleena Ilyas St. James Institute of Nursing and Health Sciences, Karachi, Pakistan
Amjad Ali Dow Institute of Nursing and Midwifery, Dow University of Health Sciences, Karachi, Pakistan
Tanseer Ahmed Dow Institute of Nursing and Midwifery, Dow University of Health Sciences, Karachi, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v4i10.1026

Keywords:

Nurse, Therapeutic Communication, SBAR Tool

Abstract

Efficient communication is most noteworthy because it impacts patient quality care. A prepared tool can useful to adequately impart patient data, lessen unfavorable incidents, improve patient safety, enhance quality of care, and amplify the healthcare team members’ satisfaction. Objective: To identify the effectiveness of nurse-led educational intervention on therapeutic communication of undergraduate nursing students by using the SBAR tool. Methods: This pre & post-quasi-experimental study was conducted from Jan-2021 to May-2021 among 120 undergraduate students from two different nursing institutions in Karachi by using a purposive sampling technique. Ethical approval was obtained and written informed consent was taken from each participant in the study. Data was collected by adopting the SBAR tool comprising 10 multiple-choice questions. Nurse-led educational intervention was provided after pre-assessment through lectures and discussion in the classroom. Data were analyzed using SPSS version-23. Results: Results showed a mean ± SD of age 30.44±5.40 varied from 23 to 51 years. Most of the participants (51.7%) were female and 70.8% of the participants had working experience ranging from 2 to 10 years. In the pre-test assessment, most of the participants secured a 4 out of 10 score (25.0%) whereas 8 out of 10 score (29.2%) in the post-test. A significant impact on the knowledge of undergraduate nursing students after educational intervention (p<0.001) was seen. Conclusions: This study concludes that undergraduate student nurses have very low knowledge related to the SBAR tool for therapeutic communication. Nurse-led education interventions improve nursing knowledge and understanding of the SBAR tool, as evident by post-test scores.

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