In clinical settings, teamwork plays a vital role in improving patient care outcomes. Effective and structured communication within the team ensures that a holistic service is provided to patients. However, unclear and inadequate communication between healthcare professionals is a common problem. Such communication problems can be one of the main factors that compromise patient safety and lead to medication errors. Nurses play a key role in this process as they are the healthcare professionals who interact most with patients. Nurses need to not only correctly understand the instructions to be given to the patient, but also to convey information about the patient clearly and accurately to other nurses, doctors and other members of the healthcare team. In this context, opportunities to communicate using a common language and develop these skills form an essential part of the education of nursing students. The use of structured communication tools, especially SBAR, can play an important role in the prevention of medical errors while improving the clinical decision-making skills of future nurses. The SBAR (Situation, Background, Assessment, Recommendation) communication tool is a structured model used to ensure effective communication in healthcare. "The Effect of SBAR Communication Program on Clinical Decision Making and Medical Error Awareness Levels of Nursing Students: A Mixed Method Study" is a mixed method research using experimental and qualitative research designs. The data of the research will be collected with the "Student Information Form", "Clinical Decision Making Scale in Nursing" and "Medical Error Scale for Nursing Students" "Semi-Structured Interview Form". Quantitative data processing and statistical analysis will be done with SPSS (Statistical Package for the Social Sciences) software. Qualitative data analysis will be done using hand coding and content analysis method. As a result, this research will clearly demonstrate the benefits of integrating communication tools such as SBAR into nursing education, contribute to the development of new methods in education and the reduction of medical errors.
Being a student registered in the nursing department,
Having clinical practice experience (being a 3rd year student),
Not being a student in an exchange program such as Erasmus,
Coming with a vertical transfer exam
No clinical practice experience
Parallel
SBAR training with cases
Other interventionThe researcher will hold a face-to-face meeting with the students in the intervention group and provide information about the purpose of the study, the content of the training, the Student Guidelines for the SBAR Role Playing Application and the research process. Then, "SBAR Training with Cases" will be given. In addition, a group will be established via Whatsapp and communication during the process will be provided through this channel. The days and times of the training will be determined by looking at the students' course schedules. The training will be carried out in the Skills Laboratory of the Faculty of Health Sciences at Yüzüncü Yıl University.
Clinical Decision Making in Nursing
It was developed by Jenkins (1983) to measure the perceptions of clinical decision-making of nursing students and nurses. Validity and reliability studies in Türkiye were conducted by Durmaz-Edir and Sarıkaya (2015). The scale; Exploring options and ideas (10 items) (1, 3, 6, 7, 16, 22, 27, 30, 32, 37), exploring goals and values (10 items) (2, 9, 10, 14, 21, 31, 33, 35, 38, 40), evaluating consequences (10 items) (13, 17, 18, 23, 25, 26, 28, 29, 34, 39) and searching for information and adopting new information objectively (10 items) (4, 5, 8, 11, 12, 15, 19, 20, 24), 36 items) consists of four subscales and 40 items. The options on a five-point Likert scale are; (1) Never (2) Rarely (3) Sometimes (4) Often (5) Always. The scale's 22 items (1, 3, 5, 7, 8, 9, 10, 11, 14, 16, 17, 18, 20, 26, 27, 28, 29, 33, 35, 36, 37, 38) have positive and 18 items (2, 4, 6, 12, 13, 15, 19, 21, 22, 23, 24, 25, 30, 31, 32, 34, 39, 40) have negative values. The 18 scale items with negative meanings ar
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Aytap DİNCER
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Ataturk University
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