Application of SBAR: A Quality Enhancement Project Among Healthcare Students
Location
DeVos 117E
Start Date
7-1-2011 9:45 AM
End Date
7-1-2011 10:00 AM
Description
Purpose of Presentation: To develop one's own professional approach in communicating with another discipline requires preparation, verbal practice, and performance feedback. The Situation- Background- Assessment- Recommendation (SBAR) is a technique to communicate patient information that requires immediate attention or action. The overall goal was for healthcare student to exchange SBAR communications and receive feedback on his/her performance. Evaluate the course activity as well as the utilization of BlackboardlWebCT, online, as a delivery method for future quality enhancement programs.
Background/Significance: TeamSTEPPS is an evidence-based framework to optimize team performance across the healthcare delivery system and is quickly gaining notice as a gold standard for interprofessional team skills. One of the four teachable-learnable skills is communication which is the core of the TeamSTEPPS framework. Prior to graduation, students rarely, if any, have opportunity to actually communicate with other healthcare professionals while in his/her professional role. The ability to communicate concisely and accurately is paramount for professionals to provide safe quality care and a must in healthcare education curricula.
Methodology: The study was a continuous quality improvement (Cal) project that involved multiple undergraduate programs: nursing; allied health sciences (PT, PA, and OT); and pharmacy. Students enrolled into a separate course where they were provided educational material concerning SBAR, a video case scenario, and evidence based supplemental material. Students were then paired with a different discipline. Based on a change in the scenario and using Hamilton's 2008 SBAR Rubric, each student pair exchanged plans of care.
Results: A total of 21 0 students participated in the cal project with 93% being paired with a different discipline. A total of 80% completed the assignment and of those who completed 96% received feedback.
Conclusions: SBAR is a teachable skill that is easily recognized by all students as a safe and effective method of communicating among providers. Interprofessional Communication Activity is needed at the entry level for all professions. Recommendations for online learning for communication skills include a) start with face-to-face interactions, b) anticipate technical issues & navigation barriers, c) progress with the incorporate Skype, Web Ex, etc. to increase personal contact and reduce reading time.
Application of SBAR: A Quality Enhancement Project Among Healthcare Students
DeVos 117E
Purpose of Presentation: To develop one's own professional approach in communicating with another discipline requires preparation, verbal practice, and performance feedback. The Situation- Background- Assessment- Recommendation (SBAR) is a technique to communicate patient information that requires immediate attention or action. The overall goal was for healthcare student to exchange SBAR communications and receive feedback on his/her performance. Evaluate the course activity as well as the utilization of BlackboardlWebCT, online, as a delivery method for future quality enhancement programs.
Background/Significance: TeamSTEPPS is an evidence-based framework to optimize team performance across the healthcare delivery system and is quickly gaining notice as a gold standard for interprofessional team skills. One of the four teachable-learnable skills is communication which is the core of the TeamSTEPPS framework. Prior to graduation, students rarely, if any, have opportunity to actually communicate with other healthcare professionals while in his/her professional role. The ability to communicate concisely and accurately is paramount for professionals to provide safe quality care and a must in healthcare education curricula.
Methodology: The study was a continuous quality improvement (Cal) project that involved multiple undergraduate programs: nursing; allied health sciences (PT, PA, and OT); and pharmacy. Students enrolled into a separate course where they were provided educational material concerning SBAR, a video case scenario, and evidence based supplemental material. Students were then paired with a different discipline. Based on a change in the scenario and using Hamilton's 2008 SBAR Rubric, each student pair exchanged plans of care.
Results: A total of 21 0 students participated in the cal project with 93% being paired with a different discipline. A total of 80% completed the assignment and of those who completed 96% received feedback.
Conclusions: SBAR is a teachable skill that is easily recognized by all students as a safe and effective method of communicating among providers. Interprofessional Communication Activity is needed at the entry level for all professions. Recommendations for online learning for communication skills include a) start with face-to-face interactions, b) anticipate technical issues & navigation barriers, c) progress with the incorporate Skype, Web Ex, etc. to increase personal contact and reduce reading time.