SBAR Example for Nurses — A Full Walkthrough
The scenario (fictional)
You are the nurse caring for Mr. R., a 72-year-old man on day 1 after a hip replacement, in room 4. He now reports increased pain and new shortness of breath that started about 20 minutes ago. You need a physician or other prescriber to assess him.
Situation
"Dr. Patel, this is the nurse on the orthopaedic unit calling about Mr. R. in room 4, day 1 after a hip replacement. He has new shortness of breath that started 20 minutes ago and his pain has increased to 8 out of 10."
One or two sentences, no history yet. The listener learns who is calling, who the patient is and what is happening right now.
Background
"He is 72 with no cardiac history. The surgery yesterday was uncomplicated. His oxygen saturation this morning was 96% on room air."
Only the facts that change how the listener thinks about this problem. His whole chart is not needed, but the baseline saturation is.
Assessment
"His saturation is now 91% on room air, his respiratory rate is 24 and he looks anxious. I am worried this could be a pulmonary embolism given the recent surgery."
This is your clinical read, built on the trend: 96% earlier, 91% now. It is acceptable to name what you are worried about. You are not making a diagnosis; you are telling the listener why you are concerned.
Recommendation
"I would like you to come and assess him now. Would you like me to start oxygen while we wait, and do you want any tests ordered?"
A specific ask with a timeframe, and an offer of what you can do in the meantime. Follow your workplace policy on what a nurse may start before an order and on when to call a rapid response team instead.
A weak version for contrast
"Hi, it is the nurse on ortho. Mr. R. in room 4 is not doing great. He had a hip replacement yesterday and he has some pain and is a bit short of breath. I thought you should know."
Nothing here is false, but the listener does not know the numbers, the trend, how urgent it is, or what you want. The caller has done the noticing but left the thinking to the listener.
Close the loop and document
If the physician gives orders, repeat them back. Say when you will update them and what finding would make you call again sooner. After the situation is stable or handed over, document the change you observed, the time you contacted the physician, what was said and ordered, what you did and how the patient responded, in line with your employer's documentation policy.
Why this example works
- Each part is short and answers one question: what is happening, what matters, what do I think, what do I need.
- The assessment shows a trend, not just a single number.
- The recommendation is specific and invites a decision.
Where Fiabita fits
Fiabita's rewrite and SBAR tools can turn rough notes into clearer wording, and you review every line before it goes anywhere. Fiabita does not know your employer's policy, cannot certify that a note is compliant and does not replace your judgment, your instructor or your supervisor.
FAQ
Q: Is SBAR required everywhere in Canada?
No single rule applies everywhere. SBAR is widely taught and used, but the format your workplace expects comes from your employer's policy and your school's instructions.
Q: Can students use SBAR?
Yes. Practising it in simulation and with your preceptor before you need it is one of the safest ways to build the habit.
Q: Should I always name a diagnosis in the assessment?
Not necessarily. Say what you are worried about or that you are unsure. Naming a concern helps the listener prioritize; it is not a diagnosis.
Sources and further reading
- AHRQ TeamSTEPPS: SBAR — definition and purpose of SBAR
- CNO Documentation practice standard (revised September 2025) — Ontario standard, useful as a model elsewhere; check your own regulator