Effectiveness of Nurse-led Educational Intervention on Therapeutic Communication of Undergraduate Nursing Students by Using 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.