As the nurse leader, this situation presents an opportunity to address the student nurses’ concerns and create a more supportive learning environment. Here’s how you can approach it:

1. Assess the situation:

• Gather more information about the specific concerns: Speak individually with student nurses to understand their challenges with ISBAR and their perceptions of how nurses use it differently.
• Observe handoffs conducted by various nurses: This will help you identify any inconsistencies in how ISBAR is applied and highlight areas for improvement.

2. Address the fear of mistakes:

• Normalise making mistakes: Remind student nurses that making mistakes is part of the learning process and emphasize the importance of open communication to address errors constructively.
• Focus on learning opportunities: Encourage them to view mistakes as chances to improve their understanding and communication skills. Offer to role-play handoffs and provide constructive feedback in a safe environment.

3. Standardize ISBAR usage:

• Review and clarify expectations: Organize a training session or workshop to review the core principles of ISBAR and the facility’s specific expectations for its use.
• Develop an ISBAR template: Provide a standardized template for handoffs outlining the expected content for each section (Identify, Situation, Background, Assessment, Recommendation) to ensure consistency.
• Promote peer support: Encourage experienced nurses to act as mentors and provide feedback to student nurses on their ISBAR handoffs.

4. Build confidence:

• Celebrate successes: Acknowledge and praise student nurses when they effectively use ISBAR during handoffs.
• Provide opportunities for independent practice: Gradually delegate handoff responsibilities to student nurses with increasing complexity as their confidence grows.
• Empower them to ask questions: Create an environment where student nurses feel comfortable asking questions and seeking clarification from both peers and instructors.

Additional tips:

• Address underlying causes: Explore if there are any underlying factors contributing to the students’ lack of confidence, such as workload, limited support, or unclear expectations.
• Seek feedback: Ask senior nurses and educators for their input on improving the use of ISBAR and addressing student concerns.
• Make it sustainable: Regularly reassess and monitor the effectiveness of the implemented strategies and make adjustments as needed.

By taking these steps, you can address the student nurses’ concerns about ISBAR, create a more standardized and supportive learning environment, and ultimately ensure successful handoffs to deliver safe and effective patient care.