Situation, Background, Assessment, Recommendation (SBAR) Education for Health Care Students: Assessment of a Training Program.

Autor:	Davis BP; Associate Professor, Division of Physical Therapy, Department of Rehabilitation Medicine, Emory University School of Medicine., Mitchell SA; Associate Professor of Clinical Anesthesia, Vice Chair of Education, and Statewide Assistant Clerkship Director, Department of Anesthesia, Indiana University School of Medicine., Weston J; Assistant Professor, Emory University Nell Hodgson Woodruff School of Nursing., Dragon C; Assistant Professor, Physician Assistant Program, Department of Family and Preventive Medicine, Emory University School of Medicine., Luthra M; Assistant Professor, Department of Medicine, Emory University School of Medicine., Kim J; Associate Professor, Department of Medicine, Emory University School of Medicine., Stoddard H; Professor, Department of Medicine, Emory University School of Medicine., Ander D; Professor, Department of Emergency Medicine, Emory University School of Medicine.
Jazyk:	angličtina
Zdroj:	MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2023 Jan 03; Vol. 19, pp. 11293. Date of Electronic Publication: 2023 Jan 03 (Print Publication: 2023).
DOI:	10.15766/mep_2374-8265.11293
Abstrakt:	Introduction: Interprofessional communication failures are estimated to be a factor in two-thirds of serious health care-related accidents. Using a standardized communication protocol during transfer of patient information between providers improves patient safety. An interprofessional education (IPE) event for first-year health professions students was designed using the Situation, Background, Assessment, Recommendation (SBAR) tool as a structured communication framework. IPE literature, including a valid measurement tool specifically tailored for SBAR, was utilized to design the Interprofessional Team Training Day (ITTD) and evaluate learner gains in SBAR skills. Methods: Learners from six educational programs participated in ITTD, which consisted of didactics, small-group discussion, and role-play using the SBAR protocol. Individual learners were assessed using the SBAR Brief Assessment Rubric for Learner Assessment (SBAR-LA) on SBAR communication skills before and after the ITTD event. Learners received a written clinical vignette and submitted video recordings of themselves simulating the use of SBAR to communicate to another health care professional. Pre- and postrecordings were scored using the SBAR-LA rubric. Normalized gain scores were calculated to estimate the improvement attributable to ITTD. Results: SBAR-LA scores increased for 60% of participants. For skills not demonstrated before the event, the average learner acquired 44% of those skills from ITTD. Learners demonstrated statistically significant increases for five of 10 SBAR-LA skills. Discussion: The value to patient safety of utilizing structured communication between health care providers is proven; however, evaluating IPE teaching of communication skills effectiveness is challenging. Using SBAR-LA, communication skills were shown to improve following ITTD. (© 2023 Davis et al.)
Databáze:	MEDLINE
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