To increase competency and confidence in the novice nursing student, principles of the Situation-Background-Assessment-Recommendation (SBAR) tool as advocated by the Institute for Healthcare Improvement and Quality and Safety Education for Nurses Institute are integrated into weekly postconference sessions. Clinical students at a skilled nursing facility care for the same resident for 1 week during an 8-week rotation. At the end of the week, the student provides a hand-off report using SBAR to a peer who has been assigned to care for the resident the following week of the clinical rotation. The student receiving report is encouraged to be an active participant, asking clarifying questions and requesting further information, as indicated, to be better prepared to care for the resident. The role of the clinical teacher during the interaction is to serve as a silent observer. Once the SBAR exchange is complete, the teacher provides feedback to enhance dissemination of pertinent data that are key to safe patient care practices, while encouraging positive interaction and collegiality. The SBAR exchange assists students to organize data and discuss findings in a nonthreatening manner. Quality of the exchange increases during the rotation, providing students with the foundation for the critical prioritization and communication skills necessary for safe patient care.