Structured Communication: Improving Patient Safety with SBAR

Dunsford, Jennifer

doi:10.1111/j.1751-486x.2009.01456.x

Cited by 53 publications

(39 citation statements)

References 4 publications

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“…16,18 This helps users form schemas and contributes to social capital. 3,6,20 Communication across disciplines is even more challenging, as each has its own language, paradigms, and methods. 3,6,20 Communication across disciplines is even more challenging, as each has its own language, paradigms, and methods.…”

mentioning

confidence: 99%

Improving Situation Awareness and Patient Outcomes Through Interdisciplinary Rounding and Structured Communication

Cornell

Townsend-Gervis

Vardaman

et al. 2014

JONA: The Journal of Nursing Administration

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confidence: 99%

Improving Situation Awareness and Patient Outcomes Through Interdisciplinary Rounding and Structured Communication

Cornell

Townsend-Gervis

Vardaman

et al. 2014

JONA: The Journal of Nursing Administration

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“…[19][20] Notably, we found this format conducive to training first-year EM residents in handoff communications. 10,16 Limitations of our study include gathering data in a simulated setting. Our future goal would be to examine patient presentations in the emergency department.…”

Section: Discussionmentioning

confidence: 99%

“…[12][13][14][15][16][17] We describe and evaluate the feasibility of a pilot SBAR training program to teach interphysician communication skills for first-year EM residents to use with patient handoffs.…”

Section: Introductionmentioning

confidence: 99%

Situation-Background-Assessment-Recommendation (SBAR) and Emergency Medicine Residents' Learning of Case Presentation Skills

Tews¹,

Liu²,

Treat³

2012

Journal of Graduate Medical Education

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Background To date, no standardized presentation format is taught to emergency medicine (EM) residents during patient handoffs to consulting or admitting physicians. The Situation-Background-Assessment-Recommendation (SBAR) is a common format that provides a consistent framework to communicate pertinent information. Objective The objective of this study was to describe and evaluate the feasibility of using SBAR to teach interphysician communication skills to first-year EM residents to use during patient handoffs. Methods An educational study was designed as part of a pilot curriculum to teach first-year EM residents handoff communication skills. A standardized SBAR reporting format was taught during a 1-hour didactic intervention. All residents were evaluated using pretest/posttest simulated cases using a 17-item SBAR checklist initially, and then within 4 months to assess retention of the tool. A survey was distributed to determine resident perceptions of the training and potential clinical utility. Results There was a statistically significant improvement from the resident scores on the pretest/posttest of the first case (P = .001), but there was no difference between posttest of the first case and pretest of the second case (P = .34), suggesting retention of the material. There was a statistically significant improvement from the pretest and posttest scores on the second case (P = .001). The survey yielded good reliability for both sessions (Cronbach alpha = 0.87 and 0.89, respectively), demonstrating statistically significant increases for the perceived quality of training, presentation comfort level, and the use of SBAR (P = .001). Conclusion SBAR was acceptable to first-year EM residents, with improvements in both the ability to apply SBAR to simulated case presentations and retention at a follow-up session. This format was feasible to use as a training method and was well received by our resident physicians. Future research will be useful in examining the general applicability of the SBAR model for interphysician communications in the clinical environment and residency training programs.

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“…Among the most frequently cited mnemonics is situation, background, assessment and recommendation (SBAR), which is used in a variety of disciplines and departments (Riesenberg, Leitzsch, & Little, 2009). The SBAR is effective for enhancing communication between clinicians by helping them to organise important information when the patients' condition changes or before high-risk operations (Dunsford, 2009). The SBAR can also contribute to improved patient safety (Beckett & Kipnis, 2009) and to reduce the incidence of unexpected death among patients (De Meester, Verspuy, Monsieurs, & Van Bogaert, 2013).…”

mentioning

confidence: 99%

The impact of a standardized inter-department handover on nurses’ perceptions and performance in Republic of Korea

2018

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Structured Communication: Improving Patient Safety with SBAR

Cited by 53 publications

References 4 publications

Improving Situation Awareness and Patient Outcomes Through Interdisciplinary Rounding and Structured Communication

Improving Situation Awareness and Patient Outcomes Through Interdisciplinary Rounding and Structured Communication

Situation-Background-Assessment-Recommendation (SBAR) and Emergency Medicine Residents' Learning of Case Presentation Skills

The impact of a standardized inter-department handover on nurses’ perceptions and performance in Republic of Korea

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