Effects of Teaching by Using Role-play in Case scenario on Knowledge Practice and Attitude of Shift Report with SBAR technique: in 4TH year nursing student of BCNC

Main Article Content

Pathama Nonsee
Jintana Pornsumritchok
Suttini Wattanakul
Paweena Yotsurin
Pakwipa Tancharoen

Abstract

          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.

Downloads

Download data is not yet available.

Article Details

Section
บทความวิจัย (Research articles)

References

1) Anthony, M.K., & Preuss, G. (2002). Models of care: The influence of nurse Communication on patient safety. [Electrical version]. Nursing Economics, 20(5), 209-215.

2) Ascano-Martin F. (2008). Shift report and SBAR: strategies for clinical post-Conference. Nurse Education today, 33(5), 190-191.

3) Charuwanno, R., Wongchanglor, J. & Pongsananurak, T. (2014). Effects in teaching by using SBAR technique on knowledge attitude and practice in taking and giving report among nursing students. Journal of The Royal Thai Army Nurses, 3, 390-397. (in Thai).

4) Collins, G. (2014). Using simulation to development handover skills. [Electrical version]. Nurse Times, 110(8), 12-14.

5) Erfanian, F. Khadivzadeh, T., Khadem, N.& Khajedelooie, M. (2009). The effect of teaching by role playing on students’ counseling and screening skills toward IUD clients. [Electrical version]. Iranian Journal of Medical Education, 8(2), 275-283.

6) Fatemeh. V., Fereshteh, D., Mahboobeh, M. & Seyed Mohammad J. S. (2016). Effects of applying role playing approach on nursing students’ education. [Electrical version]. International Journal of Humanities And Cultural Studies (IJHCS). ISSN 2356-5926.

7) Girdley, D., Johnson, C.& Kwekkeboom K. (2009). Facilitating a culture of safety and patient-centered care through use of a clinical assessment tool in undergraduate Nursing education. [Electrical version]. Journal Nurse Education, 48(12), 702-705

8) Janpilom, N., Sengsri, S. & Kongmanus, K. (2018). Attitudes of nursing Instructors and students towards simulation based learning in The subject of nursing practice. Boromarajonani College of Nursing, Uttaradit Journal, 10(2), 222. (in Thai).

9) Kelman, H. C. (1967). Human use of human subjects: The problem of deception in social psychological experiments. [Electrical version]. Psychological Bulletin, 67, 1-11.

10) Kesten, KS. (2011). Role-play using SBAR technique to improve observed communication skill in senior nursing students. [Electrical version]. Journal of Nursing Education, 50(2), 79-87. PMid: 21210611

11) Khemmani, T. (2012). Sadkason. (Phim khrang thi 4) [The Science of Teaching. (4thed.)]. Bangkok: Chulalongkorn University Press. (in Thai).

12) Lancaster RJ, Westphal J. &Jambunathan J. (2015). Using SBAR to promote clinical Judgment in undergraduate nursing students. [Electrical version]. Journal of Nursing Education, 54(3 Suppl.), 31-34. PMid: 25692739

13) Leonard, M., Graham, S. & Bonacum D. (2004). The human factor: The critical Importance of effective teamwork and communication in providing Safe care. [Electrical version]. Quality Safe Health Care, 13, 185-190.

14) Mi Yu & Kyung ja Kang. (2017). Effectiveness of a role-play simulation program involving the SBAR technique: A quasi-experimental study. [Electrical version]. Nursing Education Today, 53, 41-47.

15) Narges, T.C., Shahnaz, A., & Shahnaz, A. (2014). Comparision the effect of teaching of SBAR technique with role play and lecturing on communication skill of nurses. [Electrical version]. Journal of Sciences, 3(2), 141-147.

16) Rachel, S. (2015). Role-play and student engagement: reflections from the classroom.[Electrical version]. Teaching in Higher Education, 20(5), 481-492.

17) Rafii, F., Oskouie, F., Mohammadi, R., Yarandi, A. F., Peyrovi, H.& Haghani H. (2007). Caring behaviors of student nurses following clinical experience through Role play and traditional method. [Electrical version]. Iran Journal of Nursing, 20(50), 7-19.

18) Raines, M. (2007). Give it to me: The development of a tool for shift change report in a Level I Trauma Center. [Electrical version]. Journal of Emergency Nursing, 33, 358-360.

19) Riesenberg, L. A., Leitzsch, J., & Cunningham, J. M. (2010). Nursing handoffs: A systematic review of the literature. [Electrical version]. The American Journal of Nursing, 110(4), 24-34.

20) Tipmontree, S. (2013). Effectiveness of role playing in an “English for hospitality services” Classroom. Faculty of Liberal Arts and Management Science: Prince of Songkla University, Thailand. (in Thai).

21) Weiwen Wang, Zhan Liang, Alice, & Brian Greene. (2015). Improving Chinese nursing students’ Communication skills by utilizing video-stimulated recal and role-play case scenarios to introduce them to the SBAR technique. [Electrical version]. Nursing Education Today, 53(7), 881-887.

22) World Health Organization [WHO]. (2007). Communication During Patient Hand-overs. Retrieved (2020, April 9) from http://bit.ly/ecCnXg

Most read articles by the same author(s)