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The teaching courses in nursing administration need to provide students with knowledge, ability and skills of shift report that they can put into practice upon graduation. The purposes of this quasi-experimental research (two group with control group) were to examine the average of the knowledge, practice and attitude of shift report with SBAR (Situation, Background, Assessment, Recommendation) technique of nursing students which teaching by role-play in case scenario and lecture. Research subjects were 68 fourth year nursing students from Boromarajonani College of Nursing Chiangmai which were purposive sampling assigned into one experiment group and one control group. Research instruments were shift report with SBAR technique plan, knowledge test, practice test and attitude assessment developed by the researcher and contents were validated by groups of experts. The reliability of knowledge, practice and attitude tests measured as Cronbach’s coefficient alpha were .86, .84 and .91 respective. Statistical techniques used in data analysis were mean, standard deviation and independent t-test.
It was found that average knowledge and practice scores of shift report with SBAR technique after teaching by using role-play in case scenario were significantly higher than teaching by lecture at 0.05. Average attitude score towards teaching and learning was also significantly higher than teaching by lecture at 0.05 after teaching by using role-play in case scenario. The results of this study can be applied the role-play for the teaching courses of shift report with SBAR. This is in order to the improvement of shift report in their future works.
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Boromarajonani College of Nursing, Uttaradit Journal attribution-non-commercial 4.0 international (CC BY-NC 4.0). For more detail please visit https://creativecommons.org/licenses/by-nc/4.0/ . The ideas and opinions expressed in the Boromarajonani College of Nursing, Uttaradit are those of the authors and not necessarily those of the editor .
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