DOI QR코드

DOI QR Code

The Relationship among Knowledge of the SBAR, Attitudes towards SBAR and Critical Thinking Disposition for Nursing Students

SBAR 사용능력, SBAR 이용인식 및 비판적 사고성향 간의 관계

  • Lee, Oi Sun (Department of Nursing, Gyeongnam Geochang University) ;
  • Noh, Yoon Goo (Department of Nursing, Changwon National University)
  • 이외선 (경남도립거창대학 간호학과) ;
  • 노윤구 (국립창원대학교 간호학과)
  • Received : 2019.06.17
  • Accepted : 2019.09.20
  • Published : 2019.09.28

Abstract

The purpose of this study was to identify to identify the relationship between knowledge of the SBAR(Situation-Background-Assessment-Recommendation) Attitudes towards SBAR and critical thinking disposition of nursing students. Subjects were 101 associate nursing students associate nursing students(3rd). The data were collected using self -report questionnaire from August 31 to October 26, 2018. Data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation using SPSS Win 23. The score for knowledge of the SBAR was 3.26, Attitudes towards SBAR scoring 3.31, Critical thinking disposition scoring 3.50. Knowledge of the SBAR(r=.46, p<.001) and Attitudes towards SBAR(r=.23, p=.023) were significantly positive correlation with critical thinking disposition in nursing students. Therefore, to increase the critical thinking disposition of nursing students, It is necessary to develop the program for increase knowledge of the SBAR and attitudes towards SBAR of nursing students.

본 연구는 간호대학생의 SBAR(상황-배경-사정-제안) 사용능력, SBAR 이용인식 및 비판적 사고성향 간의 관계를 파악하기 위해 시도되었다. 간호대학 3학년에 재학 중인 101명을 대상으로 설문지를 이용하여 2018년 8월 31일부터 2018년 10월 26일까지 자료를 수집하였다. SPSS WIN 23으로 빈도, t-test, ANOVA, Pearson's correlation로 분석하였다. 연구결과 간호대학생의 SBAR 사용능력은 5점 만점에 3.26점, SBAR 이용 인식은 3.31점, 비판적 사고성향은 3.50점으로 나타났다. SBAR 사용능력(r=.46, p<.001)과 SBAR 이용인식(r=.23, p=.023)은 비판적 사고성향과 정의 상관관계가 있는 것으로 나타났으며, SBAR 사용능력은 SBAR 이용 인식(r=.16, p=.113)과 관계가 없는 것으로 나타났다. 따라서 간호대학생의 비판적 사고성향을 향상시키기 위해서는 SBAR 사용능력과 SBAR 이용인식을 향상 시킬 수 있는 프로그램의 개발 및 적용이 필요하다.

Keywords

References

  1. Y. O. Jeoung et al. (2016). Effects of an Education Program for Effective Nursing Intershift Handoff Communication on Nurses' Intershift Performance, Self-Efficacy, and Interrelationship Stress among Clinical Nurses: A Pilot Study. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 25(3), 176-186. DOI:https://doi.org/10.12934/jkpmhn.2016.25.3.176
  2. E. J. Kim. (2018). The Effect of Simulation-based SBAR Training Program on Nursing Students Communication and Clinical Judgement. Unpublished doctoral dissertation, Chonnam national University, Gwangju.
  3. W. J. Kim & S. Y. Kim. (2016). A study on the effects of the nursing management practice SBAR on nursing students' self-expressiveness, communication skills, and ability to think critically. Journal of The Journal of Learner-Centered Curriculum and Instruction, 16(9), 457-472. DOI:https://doi.org/10.22251/jlcci.2016.16.9.457
  4. H. Y. Lee. (2016). Effects of SBAR application on Communication and Self-Leadership in Hospital Nurses. Unpublished master's thesis, Dona-A University, Busan.
  5. H. N. Gang. (2018). Development and Evaluation of a Communication Program for Patient Safety for Nursing Students. Unpublished doctoral dissertation, Seoul national University. Seoul.
  6. M. S. Hyun, H. J. Cho & M. A. Lee. (2016). Effect of SBAR-collaborative communication program on the nurses' communication skills and the collaboration between nurses and doctors. Journal of Korean Academy of Nursing Administration, 22(5), 518-530. DOI :https://doi.org/10.11111/jkana.2016.22.5.518
  7. Y. K. Ha, Y. J. Lee & Y. H. Lee. (2017). Simulation training applying SBAR for the improvement of nursing undergraduate students' interdisciplinary communication skills. The Korean Data & Information Science Society, 28(2), 407-419. DOI :https://doi.org/10.7465/jkdi.2017.28.2.407
  8. Y. G. Noh & I. S. Lee. (2018). Effect of Stepwise Communication Education Program using SBAR among Nursing Students: Focusing on Scenarios and Nursing Case-based Role Playing. The Journal of Korean Academic Society of Nursing Education, 24(2), 115-126. DOI :https://doi.org/10.5977/jkasne.2018.24.2.115
  9. O. S. Lee. (2018). The Effects of SBAR Reports Education on Communication Clarity, Communication Skill and Report Confident for Nursing Students-Adult Nursing Clinical Practicum. Journal of Digital Convergence, 16(10), 253-260. DOI: https://doi.org/10.14400/JDC.2018.16.10.253
  10. J. Y. Do. (2018). Development and Effects of Handoff Education Program Using SBAR For Nursing Students. Unpublished master's thesis, Ewha Womans University, Seoul.
  11. H. S. Agarwal et al. (2012). Standardized postoperative handover process improves outcomes in the intensive care unit: a model for operational sustainability and improved team performance. Critical care medicine, 40(7), 2109-2115. DOI: https://doi.org/10.1097/CCM.0b013e3182514bab
  12. W. Wang, Z. Liang, A. Blazeck & B. Greene. (2015). Improving chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique. Nurse Education Today, 35(7), 881-887. https://doi.org/10.1016/j.nedt.2015.02.010
  13. J. Yoon. (2004). Development of an Instrument for the Measurement of Critical Thinking Disposition : In Nursing. Unpublished doctoral dissertation, Catholic University, Seoul.
  14. M. Y. Kim & K. S. Kim. (2018). The Effect of SBAR Communication on Nurse's Perception about Communication and Attitudes toward Patient Safety. Journal of Korean Clinical Nursing Research, 24(1), 23-33. DOI:https://doi.org/10.22650/JKCNR.2018.24.1.23
  15. H. Y. Kim, Y. J. Jeong, J. Y. Kang & H. S. Mun. (2016). The Effect of SBAR reports on communication clarity and nurse-physician collaborative relationships: A one group pretest-posttest design. Journal of muscle and joint health, 23(2), 105-113. DOI :https://doi.org/10.5953/JMJH.2016.23.2.105
  16. J. H. Yoon & E. J. Lee. (2018). The Effect of Team Based Simulation Learning Using SBAR on Critical Thinking and Communication Clarity of Nursing Students. Journal of the Korea Academia-Industrial cooperation Society, 19(9), 42-49. DOI:https://doi.org/10.5762/KAIS.2018.19.9.42
  17. S. J. Park & H. S. Choi. (2018). The Effect of Case-Based SBAR Communication Training Program on Critical Thinking Disposition, Communication Self-Efficacy and Communication Competence of Nursing Students. Journal of the Korea Academia-Industrial cooperation Society, 19(11), 426-434. DOI : https://doi.org/10.5762/KAIS.2018.19.11.426