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Abstract：
BACKGROUND: Structured Situation, Background, Assessment, and Recommendation (SBAR) training technique have been widely utilized in clinical and educational settings. Therefore, the current study investigated the effectiveness of an SBAR-based educational program in students\' self-efficacy and clinical decision-making skills.
METHODS: This quasi-experimental study was conducted using a pretest and posttest design and a control group at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. A total of 70 three- and fourth-year students were recruited for the study using the census method. The students were randomly assigned to the intervention and control groups. The intervention group participated in an SBAR-based educational course consisting of eight sessions held in 4 weeks. Differences in the levels of self-efficacy and clinical decision-making skills before and after participation in the SBAR course were assessed and compared. Data were analyzed using descriptive tests, the Mann-Whiney U test, paired and independent t-tests, and the Wilcoxon test.
RESULTS: The intervention group demonstrated significantly higher levels of self-efficacy with a mean score of 140.66 ± 22.43 (P < 0.001) and clinical decision-making with a mean score of 75.31 ± 7.72 (P < 0.001); while in the control group, the mean score of self-efficacy and clinical decision-making skills was 85.34 ± 18.15 and 65.51 ± 4.49, respectively. Moreover, the Mann-Whitney U test showed that the levels of students\' clinical decision-making skills were promoted to the next level after the intervention (P < 0.001); it means the distribution of the level of intuitive-interpretive skill was upgraded from 0 to 22.9%.
CONCLUSIONS: The SBAR-based training programs can promote the self-efficacy and clinical decision-making skills of anesthesiology nursing students. Considering the weakness of the anesthesiology nursing curriculum at the undergraduate level in Iran, it can be expected that the SBAR-based training course should be included as an educational intervention in the curriculum of anesthesiology nursing students.
METHODS: This quasi-experimental study was conducted using a pretest and posttest design and a control group at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. A total of 70 three- and fourth-year students were recruited for the study using the census method. The students were randomly assigned to the intervention and control groups. The intervention group participated in an SBAR-based educational course consisting of eight sessions held in 4 weeks. Differences in the levels of self-efficacy and clinical decision-making skills before and after participation in the SBAR course were assessed and compared. Data were analyzed using descriptive tests, the Mann-Whiney U test, paired and independent t-tests, and the Wilcoxon test.
RESULTS: The intervention group demonstrated significantly higher levels of self-efficacy with a mean score of 140.66 ± 22.43 (P < 0.001) and clinical decision-making with a mean score of 75.31 ± 7.72 (P < 0.001); while in the control group, the mean score of self-efficacy and clinical decision-making skills was 85.34 ± 18.15 and 65.51 ± 4.49, respectively. Moreover, the Mann-Whitney U test showed that the levels of students\' clinical decision-making skills were promoted to the next level after the intervention (P < 0.001); it means the distribution of the level of intuitive-interpretive skill was upgraded from 0 to 22.9%.
CONCLUSIONS: The SBAR-based training programs can promote the self-efficacy and clinical decision-making skills of anesthesiology nursing students. Considering the weakness of the anesthesiology nursing curriculum at the undergraduate level in Iran, it can be expected that the SBAR-based training course should be included as an educational intervention in the curriculum of anesthesiology nursing students.
摘要：
背景：结构情况，背景,评估,和推荐（SBAR）培训技术已广泛用于临床和教育环境。因此,本研究调查了基于SBAR的教育计划对学生自我效能和临床决策技能的有效性。
方法：这项准实验研究是在AhvazJundishapur医科大学使用前测和后测设计以及对照组进行的，Ahvaz,伊朗。使用人口普查方法共招募了70名三年级和四年级学生。将学生随机分为干预组和对照组。干预组参加了基于SBAR的教育课程，该课程由4周内举行的八次课程组成。评估并比较了参加SBAR课程前后自我效能感和临床决策技能水平的差异。使用描述性测试对数据进行分析，Mann-WhineyU测试,配对和独立t检验，还有Wilcoxon测试.
结果：干预组的自我效能感水平明显高于对照组，平均得分为140.66±22.43（P<0.001），临床决策水平明显高于对照组，平均得分为75.31±7.72（P<0.001）。自我效能感和临床决策技能的平均得分为85.34±18.15和65.51±4.49。此外，Mann-WhitneyU检验显示，干预后学生的临床决策技能水平提升到了一个新的水平(P<0.001)；这意味着直觉解释技能水平的分布从0提升到22.9%。
结论：以SBAR为基础的培训方案可以提高麻醉护生的自我效能和临床决策能力。考虑到伊朗本科阶段麻醉学护理课程的薄弱，可以预期,以SBAR为基础的培训课程应作为教育干预措施纳入麻醉护生的课程中.
方法：这项准实验研究是在AhvazJundishapur医科大学使用前测和后测设计以及对照组进行的，Ahvaz,伊朗。使用人口普查方法共招募了70名三年级和四年级学生。将学生随机分为干预组和对照组。干预组参加了基于SBAR的教育课程，该课程由4周内举行的八次课程组成。评估并比较了参加SBAR课程前后自我效能感和临床决策技能水平的差异。使用描述性测试对数据进行分析，Mann-WhineyU测试,配对和独立t检验，还有Wilcoxon测试.
结果：干预组的自我效能感水平明显高于对照组，平均得分为140.66±22.43（P<0.001），临床决策水平明显高于对照组，平均得分为75.31±7.72（P<0.001）。自我效能感和临床决策技能的平均得分为85.34±18.15和65.51±4.49。此外，Mann-WhitneyU检验显示，干预后学生的临床决策技能水平提升到了一个新的水平(P<0.001)；这意味着直觉解释技能水平的分布从0提升到22.9%。
结论：以SBAR为基础的培训方案可以提高麻醉护生的自我效能和临床决策能力。考虑到伊朗本科阶段麻醉学护理课程的薄弱，可以预期,以SBAR为基础的培训课程应作为教育干预措施纳入麻醉护生的课程中.
