Clinical Evaluation of Baccalaureate Nursing Students Using SBAR Format: Faculty versus Self Evaluation

Clinical training is of paramount importance in nursing education and clinical evaluation is one of the most challenging responsibilities of nursing faculty. The use of objective tools and criteria and involvement of the students in the evaluation process are some techniques to facilitate quality learning in the clinical setting. Aim: The aim of the present study was to assess the relationship of self and faculty evaluation of clinical competency of baccalaureate nursing students using SBAR tool. Methods: A cross-sectional comparative design was adopted. 53 undergraduate nursing students enrolled for pediatric nursing course during the study period were included in the study. Three pediatric nursing clinical faculty conducted evaluation of these students with SBAR tool followed by self-evaluation by students using the same tool. The data were analyzed using SPSS software descriptive (mean and standard deviation) and inferential (Independent sample t-test and Pearson correlation coefficients) statistics. Results: There was no significant difference between self and faculty evaluation on most of the domains of the tool and there was a significant correlation between self and faculty evaluation on all the four domains of SBAR. Conclusion: The results of the present study support the use of SBAR tool and self-evaluation along with faculty evaluation to facilitate clinical learning of undergraduate nursing students.