1. Rosales, Marc DNP, RN, CCRN, CNE
  2. Chabalowski, Brittny DNP, APRN, AGACNP-BC

Article Content

The COVID-19 pandemic has led to significant changes in student availability for clinical experiences. In our nursing prelicensure program, facilities limited the number of students and eliminated spaces for clinical postconference. As a result, a process was put in place to facilitate conferences online. After clinical practice, instructors directed students to create a 5- to 7-minute video giving an SBAR (Situation, Background, Assessment, Recommendation) report on 1 of their patients. Students posted this video on a discussion board in the learning management system, made only for their clinical team. After posting their video, students and their clinical instructors watched the videos while creating a handwritten report using an SBAR template as if they were the incoming nurse. For each SBAR report, students identified relevant questions for the reporting nurse. Next, they met with their instructors online the next day for an hour. The instructors chose 2 cases based on the topics taught in the companion didactic course. Students asked questions to the student who gave the report and provided feedback to their peers. The instructors reported students' growth in critical thinking and clinical judgment. They also stated that students started anticipating questions in subsequent weeks, and their reports improved significantly. Finally, students expressed increased confidence in participating in handoff with nurses in clinical practice. This strategy is recommended to develop safe communication practices and encourage teamwork and collaboration.