Effective communication is a core competency in nursing education, and structured communication tools are increasingly assessed in university assignments. One of the most widely used frameworks is SBAR, which stands for Situation, Background, Assessment, and Recommendation.
This article provides a detailed SBAR example nursing students can use to understand how the framework works in academic contexts. It explains what lecturers expect in each section and how SBAR demonstrates safe, professional clinical communication.
What Is SBAR in Nursing
SBAR is a standardised communication tool originally developed to improve patient safety by ensuring clear, concise information transfer between healthcare professionals. In nursing practice, it is commonly used during handovers, escalation of care, and interprofessional communication.
In university nursing programmes, SBAR is often assessed through written assignments, simulations, and reflective tasks. Students are evaluated not only on clinical accuracy but also on how logically and clearly they structure information.
SBAR is designed to reduce ambiguity and support timely clinical decision-making.
Why SBAR Is Used in Nursing Assignments
Nursing educators use SBAR because it mirrors real-world communication standards. It helps students practise prioritising information and speaking with clarity under pressure.
From an assessment perspective, SBAR allows markers to clearly see a student’s clinical reasoning process. Each section builds on the previous one, making gaps in understanding easy to identify.
Overall Structure of an SBAR Communication
SBAR follows a fixed four-part structure. Each element has a distinct purpose and should not overlap with the others. Maintaining this structure is critical for achieving high marks.
| SBAR Element | Purpose |
|---|---|
| Situation | Identify the immediate clinical issue |
| Background | Provide relevant patient history and context |
| Assessment | Present clinical findings and interpretation |
| Recommendation | State what action is needed or requested |
Situation: Stating the Immediate Concern
The Situation section briefly explains why communication is taking place. It should answer the question: what is happening right now that requires attention?
In nursing assignments, this section should be concise and focused. It often includes the patient’s name or identifier, location, and the urgent concern.
Common Errors in the Situation Section
Students sometimes include too much background information here, which weakens clarity. The situation should be limited to the immediate issue only.
Overloading the Situation section with details is a frequent marking error.
Background: Providing Relevant Context
The Background section gives essential clinical context that helps the listener or reader understand the situation. This may include diagnoses, recent procedures, medications, or relevant observations.
In academic SBAR examples, background information should be selective rather than exhaustive. Only details that influence the current problem should be included.
Assessment: Clinical Interpretation
The Assessment section reflects the nurse’s professional judgment. Here, students explain what they think is happening based on the available data.
This is often the most challenging part of SBAR assignments because it requires interpretation rather than description. Strong assessments link observations to possible clinical deterioration or improvement.
Assessment demonstrates a nurse’s ability to recognise and interpret clinical change.
Recommendation: Proposing Action
The Recommendation section states clearly what is needed next. This might include requesting a medical review, suggesting interventions, or asking for diagnostic tests.
In university assignments, recommendations should be realistic, within scope of practice, and aligned with the scenario provided.
| Scenario | Recommendation Example |
|---|---|
| Patient deterioration | Request urgent medical review |
| Pain not controlled | Review analgesia prescription |
| Abnormal vital signs | Order further observations and tests |
Complete SBAR Example Nursing Scenario
A complete SBAR example nursing assignment integrates all four elements into a logical, professional communication. Each section should be clearly labelled unless otherwise instructed.
In written assessments, SBAR is often applied to case studies or simulated patients. Using formal clinical language while remaining concise is key.
Academic Writing Style for SBAR Assignments
SBAR assignments require a professional tone that reflects real clinical communication. Sentences should be clear, direct, and free from informal language.
Abbreviations should follow nursing standards and be explained if required by the marking rubric.
Common Mistakes in SBAR Nursing Assignments
Many students lose marks due to structural issues rather than lack of clinical knowledge.
- Blurring assessment and recommendation
- Including irrelevant background details
- Making vague or unrealistic recommendations
- Using casual or non-clinical language
A clear understanding of SBAR structure helps prevent these errors.
Using an SBAR Example for Learning
SBAR examples are best used as learning tools rather than templates to copy. Examiners value original application of the framework to the specific scenario.
Understanding why information belongs in each section is more important than memorising phrasing.
Final Guidance for Nursing Students
SBAR is a foundational communication skill in nursing education and clinical practice. Strong SBAR assignments demonstrate clarity, prioritisation, and professional judgment.
By following the SBAR structure carefully and applying it thoughtfully to academic scenarios, students can meet university expectations and develop skills directly transferable to clinical practice.
Comments