Situation, background, assessment, recommendation (SBAR) technique education enhances pharmacy student communication ability and confidence

Brust-Sisti, Lindsay A.; Sturgill, Marc G.; Volino, Lucio R.

doi:10.1016/j.cptl.2019.01.006

Cited by 16 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The reality of today’s healthcare environment is that providers are responsible for several patients at a time and can easily confuse one patient with another. Other barriers to communication include high-stress working environments, rapidly changing medical teams, and lack of structure in professional communication [ 2 , 3 , 4 , 5 , 6 , 7 ]. One systematic approach to optimize teamwork is the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS ® ), which consists of various communication tools, such as the SBAR (situation, background, assessment, recommendation) oral communication technique, team huddle, call-outs, and check-back [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…The SBAR offers a systematic framework for team huddles to ensure that the most relevant information is provided to justify recommendations regarding patient management [ 9 ]. Several studies have provided insight into student training on the SBAR tool [ 3 , 4 , 5 , 6 , 7 ]. Kostoff and colleagues described an IPE activity that focused on using the SBAR in phone sessions involving nursing and pharmacy students.…”

Section: Introductionmentioning

confidence: 99%

“…Attitudes on the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) improved after this activity and written reflections indicated positive improvements in their communication abilities [ 3 ]. In a uniprofessional study, Brusti-Sisti and colleagues found that SBAR training improved pharmacy student confidence and ability to relay information systematically [ 4 ]. Similarly, Shrader and colleagues found that pharmacy student communication skills significantly improved after SBAR-focused simulations [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

DelNero

Vyas

2021

Pharmacy

View full text Add to dashboard Cite

Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

DelNero

Vyas

2021

Pharmacy

View full text Add to dashboard Cite

show abstract

“…16,17,19 One study described a telephone simulation consisting of pharmacy student learners and their ability to communicate pharmacotherapy recommendations using the SBAR (situation, background, assessment, recommendation) technique. 16 Another study used a telephone simulation to assess pharmacy students’ ability to answer a drug information question and to improve communication and professionalism skills. 19 This study differs from previous research as it focuses specifically on improving telephone communication skills within pharmacy practice, focusing on interprofessional scenarios.…”

Section: Introductionmentioning

confidence: 99%

Hello Operator? A Pharmacy Practice Simulation to Increase Student Confidence in Telephone Communication Skills

Rude

Kelsch

Fingarson

et al. 2022

Journal of Pharmacy Technology

View full text Add to dashboard Cite

Background: Communicating interprofessionally using the telephone is an essential skill within pharmacy practice. Student pharmacists’ ability to perform this task effectively and efficiently may be hindered by generational changes, social anxiety, and very few opportunities to practice these skills. Objective: The purpose of this study was to develop and implement a simulation allowing students to practice interprofessional communication and assess the simulation’s impact on students’ confidence in providing pharmacy-related interventions to another health care professional via telephone. Methods: Faculty developed a simulation focused on interprofessional telephone communication. Baseline student information was collected to quantify pharmacy work experience in terms of practice setting, duration of employment, and skills. Presimulation and postsimulation surveys evaluated self-assessed telephone-related skills, attitudes, and confidence. Quantitative data were analyzed with descriptive statistics. Qualitative data were evaluated through a thematic analysis of students’ reflective responses to 2 open-ended questions. Results: Of the 53 pharmacy students that participated in the simulation, 44 (83%) and 43 (81%) completed the anonymous presimulation and postsimulation surveys. Students significantly improved as reflected in the following response: “I have confidence in my ability to provide pharmacy-related interventions to another health care professional in a logical and concise manner via telephone call.” Significant improvement also occurred in the ability to work independently, communicate an order change to another health care professional, justify recommendations, answer a drug information question, and discuss recommendations in a logical and concise manner. Conclusion: The simulation discussed in this article provided students an opportunity to practice interprofessional telephone communication in a low-risk environment and resulted in significant growth in confidence and skills.

show abstract

“…The communication mode of SBAR mainly includes four parts. S (Situation): the current situation, including the general situation of patients and the existing problems; B (Background): including the patient's chief complaint, hospitalization diagnosis, and changes in the patient's condition after admission; A (Assessment): including the patient's vital signs and changes in the patient's condition; R (Recommendation): Recommendation on problem handling [6][7]. The communication mode of SBAR is embodied in all aspects of nurses'work, mainly involving nurses' reporting to doctors, patient transfer and handover, nursing transfer and shift, and nursing education [8].…”

Section: Introductionmentioning

confidence: 99%

A Study on the Knowledge of SBAR of Clinical Nurses in Hospital Blood Glucose Management

Jiang¹,

Luo²,

Zhou³

et al. 2020

AJNS

View full text Add to dashboard Cite

Objective: To investigate the clinical nurses' knowledge of SBAR's (Situation, Background, Assessment, Recommendation) blood glucose management in a large hospital of Guangzhou and to provide a basis for the training and promotion of SBAR's blood glucose management knowledge in the hospital. Methods: 100 clinical nurses from a large hospital of Guangzhou were selected as the research objects. Data were collected by means of questionnaire survey to investigate and analyze the clinical nurses' knowledge of SBAR's management of blood glucose. Results: The awareness rate of SBAR in clinical nurses was 42.55%. The awareness rate of SBAR in the management of blood glucose in hospital was 23.40%, and the clinical significance of SBAR in the management of high and low blood glucose was 39.36%. With the improvement of educational background, professional title and working years, the scores of nurses on SBAR related knowledge gradually increased, and the higher education background had a significant impact on SBAR related knowledge (P < 0.05). The scores of nurses who received SBAR training were higher than those who did not received (P < 0.01). The knowledge most desired by clinical nurses in the management of in-hospital blood glucose was analyzed by SBAR (61.43%), and the clinical significance of SBAR in the management of non-endocrine blood glucose (50%). Conclusion: clinical nurses' knowledge of SBAR management of blood glucose in the hospital is relatively inadequate, and unified norms and standards should be formulated in terms of SBAR model analysis of high and low blood glucose and timely treatment.

show abstract

Situation, background, assessment, recommendation (SBAR) technique education enhances pharmacy student communication ability and confidence

Cited by 16 publications

References 7 publications

Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Hello Operator? A Pharmacy Practice Simulation to Increase Student Confidence in Telephone Communication Skills

A Study on the Knowledge of SBAR of Clinical Nurses in Hospital Blood Glucose Management

Contact Info

Product

Resources

About