RESEARCH BRIEFSUtilizing an SBAR Workshop With Baccalaureate Nursing Students to Improve Communication SkillsStevens, Natalie; McNiesh, Susan; Goyal, DeepikaAuthor Information About the Authors Natalie Stevens, MS, RNC-OB, is a faculty lecturer at The Valley Foundation School of Nursing, San Jose State University, San Jose, California. Susan McNiesh, PhD, MS, RNC-OB, is an associate professor, and Deepika Goyal, PhD, FNP-C, is a professor, at The Valley Foundation School of Nursing. The authors are grateful to Teri Lind, simulation faculty, for her involvement in the obstetrical simulation sessions. For more information, contact Ms. Stevens at firstname.lastname@example.org. The authors have declared no conflict of interest. Online date: June 17, 2019 Nursing Education Perspectives: March/April 2020 - Volume 41 - Issue 2 - p 117-118 doi: 10.1097/01.NEP.0000000000000518 Buy Metrics Abstract This study evaluated the effectiveness of the Situation-Background-Assessment-Recommendation (SBAR) technique to reduce anxiety and increase self-confidence levels regarding health care communication among undergraduate nursing students. Baccalaureate nursing students (n = 35) completed anxiety and self-confidence questionnaires before and after an SBAR communication workshop and subsequent simulation. A statistically significant increase in postintervention self-confidence scores was noted with no significant difference in anxiety levels. The findings support the use of SBAR as an organizing tool to promote nursing students’ self-confidence during communication; however, further efforts are needed to qualitatively examine how this tool promotes these changes. © 2020 Lippincott Williams & Wilkins, Inc.