Abstract: Objective: To explore the application and effects of the standardized SBAR (Situation-Background-Assessment-Recommendation) communication mode in the bedside teaching for nursing students. Methods: A total of 94 undergraduate nursing students in 2015 grade were assigned into the control group (n=48) and the experimental group (n=46). Regular bedside teaching was applied to the control group, and SBAR communication mode was used on the base of regular teaching mode for the experimental group. Clarity of communication questionnaire and bedside teaching effect questionnaire were used to compare the effects after the intervention. Results: There was statistic difference in clarity of communication between the two groups (P<0.05). For the evaluation of teaching effects, there was statistic difference in nursing assessment ability, community skills, ability to analyze and solve problems, and grasping the key points in case report (P<0.05). Conclusion: The SBAR communication mode in nursing bedside teaching is benefit to improve the quality of communication, the students' communication ability and problem analyzing and solving ability. The nursing students' ability in making suggestions in SBAR communication mode should be further improved.

Key words: nursing; students; SBAR; communication; bedside teaching