Effectiveness of an Adapted SBAR Communication Tool for a Rehabilitation Setting

Abstract

Effective communication and teamwork have been identified in the literature as key enablers of patient safety. The SBAR (Situation-Background-Assessment-Recommendation) process has proven to be an effective communication tool in acute care settings to structure high-urgency communications, particularly between physicians and nurses; however, little is known of its effectiveness in other settings. This study evaluated the effectiveness of an adapted SBAR tool for both urgent and non-urgent situations within a rehabilitation setting. In phase 1 of this study, clinical staff, patient and family input was gathered in a focus-group format to help guide, validate and refine adaptations to the SBAR tool. In phase 2, the adapted SBAR was implemented in one interprofessional team; clinical and support staff participated in educational workshops with experiential learning to enhance their profi

Nurses’ perceptions regarding using the SBAR tool for handoff communication in a tertiary cancer center in Qatar

“…Findings revealed that using the SBAR tool was helpful in both personal and team communications, which ultimately affected perceived changes in safety culture within the rehabilitation setting. [25] Published by Sciedu Press 3. METHODS…”

Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique

“…Methods such as standardized patient videotaping and feedback, role-play, and computer instruction have been used to teach communication skills (Kameg et al, 2009). Several studies have used a combination of didactic and interactive instructional methods (such as role-play) to teach the SBAR technique and reveal positive effects on nurses' communication knowledge, attitudes, and ability (Ascano-Martin, 2008;Boyle & Kochinda, 2004;Velji et al, 2008;Kesten, 2011). For example, Kesten (2011) evaluated the communicative performance scores of undergraduate nursing students (n = 115) using a standardized SBAR tool.…”

“…Therefore, it is crucial that nursing students have opportunities to learn and practice communication strategies to accurately understand medical instructions, effectively communicate with patients, and efficiently provide shift reports to other staff nurses. Moreover, it is also important for nursing students to learn how to communicate and report critical situations clearly and correctly, and in a standardized manner, to physicians and/or other healthcare providers (Velji et al, 2008).…”

Observation of interprofessional collaborative practice in primary care teams: An integrative literature review

“…Despite growing evidence that interprofessional collaboration can improve patient safety (Proudfoot et al, 2007;Velji et al, 2008), patient satisfaction (Proudfoot et al, 2007), improve health care quality and health outcomes (Strasser et al, 2008), increase job satisfaction (Proudfoot et al, 2007) and result in better staff recruitment and retention (Borrill et al, 2000), interprofessional collaboration has been variably adopted in primary care settings (Xyrichis and Lowton, 2008).…”