Date
7-15-2024
Department
School of Nursing
Degree
Doctor of Philosophy
Chair
Cynthia Goodrich
Keywords
nursing education, self-efficacy, interprofessional communication, quantitative, ISBARR, quasi-experimental, NGSES
Disciplines
Nursing
Recommended Citation
Taylor, Stacy Nicole, "Examining the Effects of an ISBARR Educational Intervention on Self-Efficacy of Senior-Level Nursing Students within a Transition to Practice Course: A Quasi-Experimental Study" (2024). Doctoral Dissertations and Projects. 5799.
https://digitalcommons.liberty.edu/doctoral/5799
Abstract
The purpose of this study was to examine the effects of an introduction, situation, background, assessment, requests/recommendations, and repeatback/readback (ISBARR) educational intervention on self-efficacy of senior-level nursing students' within a Transition to Practice course at one Christian university in the southeast United States. The theoretical framework utilized in this study was Bandura's theory of self-efficacy. This study was a quasi-experimental design with a control and intervention group. The control group was in the Fall 2023 semester, and the intervention group was in the Spring 2024 semester. Each participant completed a pre-test and post-test, which was the New Generalized Self-Efficacy Scale. The intervention was a pre-recorded ISBARR education PowerPoint and a simulation activity. At the conclusion of the study, data was analyzed using an independent t-test and Mann-Whitney U test. The results found that there was a statistical difference in the intervention group as opposed to the control group, with a medium effect size. Recommendations for future research are to carry out this same study at more institutions to see if the same results would be obtained on a larger scale.
