Effect of the situation-background-assessment-recommendation model combined with the mini-CEX assessment on the clinical communication, clinical thinking and comprehensive clinical abilities of nursing interns

This study aimed to explore the short-term effects of the Situation–Background–Assessment–Recommendation (SBAR) model combined with the mini-clinical evaluation exercise (mini-CEX) on the clinical communication ability, clinical thinking ability and comprehensive clinical ability of nursing interns during 3 weeks of internship. Using a convenience sampling method, this study included 405 trainee nurses who interned at the First Affiliated Hospital of Anhui University of Science and Technology between September 2023 and October 2024. The enrolled interns were randomly divided into a control group (n = 201, traditional clinical nursing teaching) and an observation group (n = 204, SBAR model + mini-CEX (with emphasis on basic knowledge of common clinical diseases and specialised nursing operations, language communication skills and key requirements for case nursing)) according to the random number table method. The theoretical and operational assessment results of interns before and after intervention were compared. Compared with the control group, nursing interns in the observation group had a significantly increased theoretical assessment score (87.62 ± 4.45 vs. 89.51 ± 7.15), operational assessment score (91.55 ± 2.13 vs. 94.72 ± 1.94), total clinical communication ability score (73.14 ± 10.41 vs. 75.19 ± 8.05), total clinical thinking ability score (77.31 ± 6.57 vs. 84.60 ± 8.56) and mini-CEX assessment score (78.95 ± 8.99 vs. 88.37 ± 8.57) after intervention (p < 0.05). Moreover, nursing interns in the observation group had superior clinical communication ability (75.19 ± 8.05 vs. 67.96 ± 7.89), clinical thinking ability (84.60 ± 8.56 vs. 80.52 ± 8.91) and mini-CEX assessment rating (88.37 ± 8.57 vs. 86.34 ± 8.61) after intervention than those before intervention (p < 0.05). In addition, the overall teaching satisfaction of the observation group was increased compared with the control group (81.09%, p < 0.05). The combined SBAR model and mini-CEX assessment significantly enhanced nursing interns‘ clinical communication, clinical thinking and comprehensive practice abilities. These improvements were validated across theoretical examinations, operational assessments and clinical scenarios, demonstrating practical value for optimising clinical nursing quality. Through structured training and real-time feedback, this approach may exert long-term effects on interns‘ professional mindset cultivation.