Student comments were positive, “I have learnt a lot of new and helpful information.” Many comments indicated specific clinical thinking about professional issues raised by peers, “I do think the school nurse should implement teaching since childhood is a high risk time for appendicitis.” In addition, students provided positive feedback to each other, “Great job with appendicitis! I liked how you politely put, ‘Patient refused to ambulate.’” Students were challenged by some of the unknowns in their caseload and looked up additional information, “After viewing the PowerPoint I did some research and found that with Non-Hodgkins Lymphoma it often may occur without fever at first. That intrigued me. Also, a biopsy is the definitive diagnosis. I wish we would have been back on the floor to find out what the biopsy revealed.” This faculty member guided the virtual conversation to stress common safety themes applicable to the group of clients under care.
In summary, the SBAR template was an efficient and effective method of coping with a weather emergency and teaching safety information. Future groups will develop NCLEX style questions at the knowledge/comprehension level and application/analysis level. The NCLEX style questions together with a survey tool can form the basis of more formalized evaluation of this method.