Date of Award

Summer 2022

Document Type


Degree Name

Master of Science in Nursing (MSN)

Committee Chair

Ashley Isaac-Dockery


New graduate nurses face many challenges as they transition to professional practice (Mongale et al., 2018). Support from transition to practice (TTP) programs can have a tremendous impact on the success of a new graduate nurse and improve retention rates (Silvestre, 2017). Research identifies a gap in new graduate knowledge of communication skills (Song & McCreary, 2020). Education on improving communication using a standard format can impact patient outcomes and improve provider confidence (Marshall et al., 2008). Research also links provider confidence and proficiency to improved outcomes (Owens & Keller, 2018). Benner’s Novice to Expert Theory provides a theoretical foundation to understand new graduate nurses’ learning needs and develop education for new graduate nurses (Ozdemir, 2019). Situation, background, assessment, and recommendation (SBAR) format can communicate clinical and non-clinical needs (Jurns, 2016). New graduate nurses have a baseline knowledge of SBAR format due to its prevalence in patient reporting structure. By educating new graduate nurses on alternative uses for SBAR format, this project aims to improve proficiency in communication. A sample of twenty-seven new graduate nurses was presented with information on how to use SBAR format to communicate needs. The new graduate nurses participated in an activity where they applied SBAR format to a case scenario. Post-education survey results demonstrate increased confidence and proficiency in the utilization of SBAR format. The new graduate nurses identified the information from the presentation as applicable and usable in their practice. Future research is needed to continue supporting new graduate nurses' transition to clinical practice with skills including communication as a cornerstone to success.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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