Related Experiment Video
Updated: May 22, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Assessing the efficacy of adaptive learning for enhancing communication skills utilizing ISBAR in healthcare
Alice Mei Ling Chan1, Wai Kwong Poon2, Belle Yuen Ching Lau1
1Tung Wah College, School of Nursing, 31 Wylie Road, Homantin, Kowloon, Hong Kong, China.
Aim:
To explore the effectiveness of adaptive learning in enhancing students' competence in using the Introduction-Situation-Background-Assessment-Recommendation (ISBAR) communication framework during clinical handovers.
Background:
Effective communication is essential for improving patient outcomes. Although the ISBAR framework is widely used in healthcare settings, relevant training remains limited in nurse assistant programs.
Design:
Quasi-experimental pretest-posttest design.
Methods:
Fifty-five participants from two healthcare programs at a tertiary education institute were allocated to experimental (n = 24) and control (n = 31) groups. All participants received in-person training on ISBAR use during clinical handovers. Following the workshop, the experimental group was given access to the Area9 Rhapsode™ adaptive learning platform. Communication outcomes, including visual analogue scale, ISBAR performance and communication clarity, were assessed using both self-reported and objective measures. Analysis of covariance was conducted to examine group differences.
Results:
Both groups demonstrated improvements in communication outcomes following the intervention. However, after adjustment for baseline performance and study year, no statistically significant differences were observed between groups across all outcomes. Study year and baseline scores were significant predictors of performance. A trend towards improved clarity was observed in the intervention group.
Conclusions:
The adaptive learning intervention did not demonstrate a significant effect beyond standard teaching after controlling for confounders. Findings highlight the influence of learner characteristics and the importance of integrating adaptive learning with structured teaching approaches.
Related Concept Videos
01:29SBAR I: Understanding the Concept
Standardized methods of communication have been developed to ensure that information is...
01:14SBAR II: Application of SBAR
SBAR Report from a Nurse to a Health Care Provider
S: "Hello, Dr. Smith. This is Jane, RN, from the Med Surg unit. I am calling to tell you about Ms. White in Room 210, who is experiencing increased pain and redness at her incision site. Her recent...
01:21Barriers to Effective Communication II
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
01:30Barriers to Effective Communication I
Communication barriers include the following:
Physiological barriers: They are limitations caused by a person's health condition or disability, such as hearing loss, poor eyesight, illness, or unconsciousness. An example to overcome this barrier...
01:25Role of Communication in the Nursing Process II: Planning and Implementation
01:08Role of Communication in the Nursing Process III: Evaluation and Documentation