PDF(Pubmed)
Abstract：
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.
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.
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.
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.
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.
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.
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.
摘要：
UASSIGNED：专业人员之间的沟通失败估计是导致三分之二的严重医疗保健相关事故的一个因素。在提供者之间传送患者信息期间使用标准化通信协议提高了患者安全性。使用“情况”设计了针对一年级卫生专业学生的跨专业教育（IPE）活动，背景,评估,建议(SBAR)工具作为结构化通信框架。IPE文学，包括专门为SBAR定制的有效测量工具，用于设计跨专业团队培训日（ITTD）并评估学习者在SBAR技能方面的收益。
UNASSIGNED：来自六个教育项目的学习者参加了ITTD，其中包括教学，小组讨论,和使用SBAR协议的角色扮演。在ITTD事件前后，使用SBAR学习者评估简要评估规则（SBAR-LA）对个体学习者进行了SBAR沟通技巧评估。学习者收到了书面的临床小插图，并提交了自己的视频记录，以模拟使用SBAR与另一位医疗保健专业人员进行交流。使用SBAR-LA规则对前次和后次进行评分。计算归一化增益分数以估计可归因于ITTD的改进。
未经评估：60％的参与者SBAR-LA得分增加。对于活动前没有展示的技能，平均学习者从ITTD获得了44%的技能。学习者在10个SBAR-LA技能中有5个表现出统计学上的显着增加。
UNASSIGNED：在医疗保健提供者之间利用结构化通信对患者安全的价值已得到证明；然而，评估IPE教学的沟通技巧有效性具有挑战性。使用SBAR-LA，沟通技巧被证明可以提高ITTD。
UNASSIGNED：来自六个教育项目的学习者参加了ITTD，其中包括教学，小组讨论,和使用SBAR协议的角色扮演。在ITTD事件前后，使用SBAR学习者评估简要评估规则（SBAR-LA）对个体学习者进行了SBAR沟通技巧评估。学习者收到了书面的临床小插图，并提交了自己的视频记录，以模拟使用SBAR与另一位医疗保健专业人员进行交流。使用SBAR-LA规则对前次和后次进行评分。计算归一化增益分数以估计可归因于ITTD的改进。
未经评估：60％的参与者SBAR-LA得分增加。对于活动前没有展示的技能，平均学习者从ITTD获得了44%的技能。学习者在10个SBAR-LA技能中有5个表现出统计学上的显着增加。
UNASSIGNED：在医疗保健提供者之间利用结构化通信对患者安全的价值已得到证明；然而，评估IPE教学的沟通技巧有效性具有挑战性。使用SBAR-LA，沟通技巧被证明可以提高ITTD。
