Abstract
Background: Ineffective communication in healthcare has been tied to medical errors and provider stress (Chaharsoughi et al., 2014). Many nursing students struggle when communicating in the clinical setting because they lack confidence. When left unaddressed, this issue can follow students as they begin their nursing careers. Purpose: The study focused on measuring how confident undergraduate nursing students felt communicating with patients, visitors, nurses, and faculty in the clinical setting prior to and after instructor-led interventions. Methods: 17 first-year baccalaureate nursing students from Nicholls State University volunteered to participate. Participants were asked to anonymously complete a survey prior to and after interventions. Conversation scripts and the situation-background-assessment-recommendation (SBAR) technique were utilized. Prior to beginning their clinical rotation, they practiced these techniques in the lab with their clinical instructor through role-play and simulation. Eventually, students were able to apply these techniques to real situations in the clinical setting. Results: Findings revealed that gaining exposure to and practicing different communication techniques in simulation helped students build confidence when communicating with patients, patient families, nurses, and clinical faculty. Students reported feeling more confident in all categories after interventions. Conclusions: There is a need for baccalaureate nursing educators to provide students with the necessary tools and training to communicate effectively in the clinical setting. Using SBAR and scripted conversations in simulation is an easy and low-cost method of introducing and developing communication skills.
Recommended Citation
Granier, C. (2020). Communicating Confidently: Skills for Nursing Student Clinical Success. Journal of Interprofessional Practice and Collaboration, 2(2). Retrieved from https://repository.ulm.edu/ojihp/vol2/iss2/4
Included in
Health Communication Commons, Higher Education and Teaching Commons, Interprofessional Education Commons, Other Nursing Commons, Scholarship of Teaching and Learning Commons
