Using SBAR to improve communication in interprofessional rehabilitation teams

Boaro, Nancy; Fancott, Carol; Baker, Ross; Velji, Karima; Andreoli, Angie

doi:10.1080/13561820902881601

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other models were designed to fulfill a specific IPE need; for example, surgical team collaboration and Comskil training for oncology-specific communication skills (Brown et al, 2010;Seymour et al, 2013) and thus were limited in their broader applicability. Boaro describes the use of an adaptation of the SBAR (Situation, Background, Assessment, Recommendation) tool for IP communication in a rehabilitation setting which included nursing, pharmacy, medical, and social work participants (Boaro et al, 2010) . These simulationfocused curricula require significant resources related to the simulation delivery, the development of cases/ scenarios, and the use of faculty trained in simulation and debriefing methods.…”

Section: Discussionmentioning

confidence: 99%

“…To address this and improve our educational process we identified existing models for communication among healthcare professionals (Apker, Propp, Zabava Ford, & Hofmeister, 2006;Boaro, Fancott, Baker, Velji & Andreoli, 2010;Ellingson, 2003;Wanzer et al, 2009), yet found little guidance for models of communication among IP healthcare teams which included patients as team members. Given the increasing emphasis on patient-centered care in many aspects of health care delivery, we believe that IPE should specifically address the inclusion of patients as part of the IP team.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Application and Student Perceptions of the PEEER© Model for Effective Healthcare Team Communications

Conigliaro¹,

Kuperstein²,

Welsh³

et al. 2015

Health &Amp; Interprofessional Practice

View full text Add to dashboard Cite

Few interprofessional education (IPE) models include patients and caregivers. To address this, we developed a novel model for teaching IP communication which included patients and caregivers as team members. We describe the model and our use of it in several health professions education curricula. We report preliminary data from learners regarding their experiences learning and utilizing the model as part of their IPE. Overall the model was positively viewed by students, although the perceived value of learning activities involving the model varied by discipline. Physical therapy, nursing, and pharmacy students valued the IPE model most, whereas medical students valued it the least.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Application and Student Perceptions of the PEEER© Model for Effective Healthcare Team Communications

Conigliaro¹,

Kuperstein²,

Welsh³

et al. 2015

Health &Amp; Interprofessional Practice

View full text Add to dashboard Cite

show abstract

“…[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

View full text Add to dashboard Cite

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.

show abstract

Using SBAR to improve communication in interprofessional rehabilitation teams

Cited by 2 publications

References 0 publications

Application and Student Perceptions of the PEEER© Model for Effective Healthcare Team Communications

Application and Student Perceptions of the PEEER© Model for Effective Healthcare Team Communications

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

Contact Info

Product

Resources

About