Date of Conferral

3-30-2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Patricia Schweickert

Abstract

This doctoral project was conducted at a family practice clinic to assess the impact of staff education on the clinic staff knowledge of the use of situation, background, assessment, recommendation (SBAR) as a communication tool. Miscommunication among healthcare staff is a practice problem at the clinic caused by unstructured sharing of information, which often results in delay in patient care, occurrence of medical errors, and decrease in patient safety, thus the need to address this problem. The purpose of the project was to use staff education on SBAR to increase the clinic staff knowledge on the use of SBAR as a communication tool. The project was guided by the practice-focused question: Does a staff education program regarding the use of SBAR as a communication tool for effective communication among healthcare staff improve knowledge? The Johns Hopkins evidence-based practice (EBP) model was used for analytical strategy to translate the evidence to answer the project question. Twenty-five scholarly articles on SBAR were used. A pretest/posttest questionnaire was used to assess the impact of staff education, which was presented as an interactive PowerPoint presentation, on SBAR. The project had a total of 10 participants. The average knowledge pretest score was 40% and the average knowledge posttest score was 86%, resulting in an increase of 46% percentage points. Recommendations include expansion of the project scope to larger more diverse participants and integration of SBAR staff education into routine professional development. The project potential implications for nursing practice is promotion of a culture of accountability, professionalism, and increased staff confidence that ensures clarity in communication.

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