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Background and Aim: Nursing care is complex and critical, making it vital to communicate health information using standardized methods. By using the SBAR (Situation - Background - Assessment - Recommendation) method, nurses can provide a complete and clear clinical picture of the patient's condition to the nurse receiving the patient. Conducting a shift handover audit allows for a comparison of the current shift handover process with the standard procedure, enabling the identification and resolution of any issues. Improving the shift handover process is crucial for the effective transfer of health information and addressing challenges that may arise during shift work delivery. The present study was conducted to investigate the effect of promoting changes in nursing shift work on the satisfaction of nurses in the emergency department of at Baqiyatallah Hospital in Tehran, Iran. The standard SBAR tool was utilized for this purpose. Methods: The present study is a semi-experimental study conducted before and after an intervention on 35 nurses who were randomized based on entry criteria in the emergency department of Baqiyatollah Hospital in Tehran from 2023 to 2024. Initially, the delivery of shift work in the emergency department and nurses' satisfaction levels were assessed through a questionnaire. Subsequently, the current situation was compared with the SBAR checklist, and an SBAR training program for nurses was developed based on identified deficiencies. Following the training sessions, a review of the materials and clarification of any issues were conducted. Subsequently, the practical application of shift delivery on patients' beds was assessed using the SBAR checklist. All participants were then asked to complete the nurses' satisfaction survey once again. Results: This study revealed that the SBAR score after the intervention (49.49) was significantly higher than the average SBAR score before the intervention (21.31) (P<0.05). Additionally, the satisfaction scores of nurses after the intervention were significantly higher than those of nurses before the intervention (P<0.05). Conclusion: Implementing the SBAR standard method for shift work delivery addresses the challenges faced in nursing shift work and enhances the nursing care process, ultimately boosting nurse satisfaction. [ABSTRACT FROM AUTHOR]

Abstract Background Checklists are a common tool used in order to mitigate risks caused by human factors and can facilitate the safe induction of anesthesia as well as handovers. SBAR (Situation, Background, Assessment, Recommendation) is a checklist recommended by the WHO and DGAI for handovers, while SOAP-M (Suction, Oxygen, Airway, Pharmaceuticals, Monitoring) is a checklist for the induction of anesthesia. This study investigates the implementation and adoption of these two checklists. Methods We conducted a single-center online survey one year after the implementation of SOAP-M and SBAR at a university hospital’s anesthesiology department, using scales from three validated questionnaires to assess safety attitudes as well as the behavior of staff and the perceived usefulness of the checklists. Results Staff with a high score in general attitude towards patient safety, as determined by the safety attitudes questionnaire, considered both checklists useful additions to their work environment. Nurses and physicians (p = 0.102) as well as groups divided according to work experience (p = 0.077) showed no significant differences in using SOAP-M and SBAR. Perceived usefulness was significantly higher (p

Background: Checklists are a common tool used in order to mitigate risks caused by human factors and can facilitate the safe induction of anesthesia as well as handovers. SBAR (Situation, Background, Assessment, Recommendation) is a checklist recommended by the WHO and DGAI for handovers, while SOAP-M (Suction, Oxygen, Airway, Pharmaceuticals, Monitoring) is a checklist for the induction of anesthesia. This study investigates the implementation and adoption of these two checklists. Methods: We conducted a single-center online survey one year after the implementation of SOAP-M and SBAR at a university hospital's anesthesiology department, using scales from three validated questionnaires to assess safety attitudes as well as the behavior of staff and the perceived usefulness of the checklists. Results: Staff with a high score in general attitude towards patient safety, as determined by the safety attitudes questionnaire, considered both checklists useful additions to their work environment. Nurses and physicians (p = 0.102) as well as groups divided according to work experience (p = 0.077) showed no significant differences in using SOAP-M and SBAR. Perceived usefulness was significantly higher (p < 0.001) among users of the checklists, and the same goes for positive reinforcement (p < 0.001), social cues (p = 0.0215) and goal cues (p = 0.0252). Conclusion: SOAP-M and SBAR are perceived as useful checklists for patient handovers and anesthesia induction by tertiary referral hospital's employees with high score in general safety attitude and were therefore commonly used one year after their introduction. No significant difference in checklist adoption between occupations as well as groups divided according to work experience could be found. Perceived usefulness is significantly higher among users of the checklist, who feel using the checklists provides more support. [ABSTRACT FROM AUTHOR]

Background: Surgical handover is associated with a significant risk of care failures. Existing research displays methodological deficiencies and little consensus on the outcomes that should be used to evaluate interventions in this area. This paper reports a protocol to develop a core outcome set (COS) to support standardisation, comparability, and evidence synthesis in future studies of surgical handover between doctors. Methods: This study adheres to the Core Outcome Measures in Effectiveness Trials (COMET) initiative guidance for COS development, including the COS-Standards for Development (COS-STAD) and Reporting (COS-STAR) recommendations. It has been registered prospectively on the COMET database and will be led by an international steering group that includes surgical healthcare professionals, researchers, and patient and public partners. An initial list of reported outcomes was generated through a systematic review of interventions to improve surgical handover (PROSPERO: CRD42022363198). Findings of a qualitative evidence synthesis of patient and public perspectives on handover will augment this list, followed by a real-time Delphi survey involving all stakeholder groups. Each Delphi participant will then be invited to take part in at least one online consensus meeting to finalise the COS. Ethics and dissemination: This study was approved by the Royal College of Surgeons in Ireland (RCSI) Research Ethics Committee (202309015, 7th November 2023). Results will be presented at surgical scientific meetings and submitted to a peer-reviewed journal. A plain English summary will be disseminated through national websites and social media. The authors aim to integrate the COS into the handover curriculum of the Irish national surgical training body and ensure it is shared internationally with other postgraduate surgical training programmes. Collaborators will be encouraged to share the findings with relevant national health service functions and national bodies. Discussion: This study will represent the first published COS for interventions to improve surgical handover, the first use of a real-time Delphi survey in a surgical context, and will support the generation of better-quality evidence to inform best practice. Trial registration: Core Outcome Measures in Effectiveness Trials (COMET) initiative 2675. http://www.comet-initiative.org/Studies/Details/2675. [ABSTRACT FROM AUTHOR]

Within the Interventional Radiology (IR) department at a large, academic medical center, instances of patient harm and sentinel events have occurred due to improper patient, procedure, or site verification. Literature review reveals the use of a pre-procedure safety checklist may contribute to the prevention of wrong-patient, wrong-procedure, or wrong-site events, and supports the use of the Situation, Background, Assessment, Recommendation model (SBAR) for pre-procedure handoff to improve communication among staff. The aim of this quality improvement initiative was to implement a pre-procedure handoff bundle to prevent wrong-patient, wrong-procedure, or wrong-site events. The pre-procedure handoff bundle, including completion of the Procedure Pass checklist and the performance of bedside handoff using Situation, Background, Assessment, Recommendation model was implemented over 15 weeks within the IR department. All inpatients and outpatients undergoing vascular or neurovascular intervention who were prepped for a procedure within the prep and recovery area were included for intervention. Weekly chart audits and review of morbidity and mortality reports were performed using the electronic health record to determine whether project outcomes were met. 100% of eligible patients (952/952) were included in data collection, with no occurrences of wrong-patient, wrong-procedure, or wrong-site events. Average Procedure Pass compliance was 31% (295/952), while average pre-procedure handoff compliance was 20% (190/952). Findings suggest that the implementation of a pre-procedure handoff bundle within the IR department was successful at preventing wrong-patient, wrong-procedure, or wrong-site events. The inclusion of a pre-procedure handoff bundle was both feasible and necessary to improve patient safety and staff communication within the IR department. • Wrong-patient, wrong-procedure, and wrong-site events are preventable medical errors. • The SBAR model and Procedure Pass safety checklist were used for the handoff bundle. • The preprocedure handoff bundle can improve patient outcomes and staff communication. [ABSTRACT FROM AUTHOR]

Copyright of SCENARIO: Official Italian Journal of ANIARTI is the property of ANIARTI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Family-based caregivers are increasingly important in the management of non-hospitalized lung cancer patients. However, lack of training can negatively impact care including diagnostic errors that can lead to delays in providing appropriate medical treatment. Acute respiratory failure (ARF) is common symptom of lung cancer and requires urgent intervention as well as adequate communication with healthcare professionals (HCPs) to enable appropriate decision-making and improve patient outcomes. Standardized tools such as the Situation, Background, Assessment, Recommendation (SBAR) tool and its French adaptation SAED, standing for Situation, Antécédent, Évaluation et Demande, are designed to facilitate communication among (HCPs).Additionally, digital interventions, such as serious games, are increasingly used to train HCPs though its use for caregivers has not been studied. This pilot study aims to assess an innovative serious game training using the SAED tool combined with standard instructions on self-efficacy for family-based caregivers of lung cancer patients when facing a simulated situation of ARF. The study also aims to examine caregivers' emotional state, quality of life, satisfaction and knowledge about the SBAR tool. Methods: A monocentric, randomized, controlled, open-label, superiority, parallel-arm trial will be conducted for 18 months with 3 mid-study assessments (NCT05839353). Family caregivers of lung cancer patients will be recruited at the University Hospital Center of Saint Pierre, Reunion Island, France. Participants will be randomized (1:1) into two groups: the experimental group receiving training using the SBAR/SAED tool and standard instructions for managing respiratory distress/dyspnea, and the control group, receiving standard instructions only. The primary outcome will be to determine perceived self-efficacy as measured by the Generalized Self-Efficacy Scale. Discussion: This study will present a preliminary assessment of training family caregivers in using the SBAR/SAED tool in simulated episodes of ARF in lung cancer patients. Our findings may provide valuable insights into effective training methods for caregivers in critical home care situations and could be widely used for lung cancer management.

Background: Handovers during medical emergencies are challenging due to time-critical, dynamic and oftentimes unorderly and distracting situations. We evaluated the effect of distraction-reduced clinical surroundings during handover on (1) the recall of handover information, (2) the recall of information from the surroundings and (3) self-reported workload in a simulated in-hospital cardiac arrest scenario. Methods: In a parallel group design, emergency team leaders were randomly assigned to receive a structured handover of a cardio-pulmonary resuscitation (CPR) either inside the room (“inside group”) right next to the ongoing CPR or in front of the room (“outside group”) with no audio-visual distractions from the ongoing CPR. Based on the concept of situation awareness, the primary outcome was a handover score for the content of the handover (0–19 points) derived from the pieces of information given during handover. Furthermore, we assessed team leaders’ perception of their surroundings during the scenario (0–5 points) and they rated their subjective workload using the NASA Task Load Index. Results: The outside group (n = 30) showed significant better recall of handover information than the inside group (n = 30; mean difference = 1.86, 95% CI = 0.67 to 3.06, p = 0.003). The perception of the surroundings (n = 60; mean difference = −0.27, 95% CI = −0.85 to 0.32, p = 0.365) and the NASA Task Load Index (n = 58; mean difference = 1.1; p = 0.112) did not differ between the groups. Conclusions: Concerning in-hospital emergencies, a structured handover in a distraction reduced environment can improve information uptake of the team leader.

Introduction: The study aimed to compare the effectiveness of computer-based teaching and face-to-face teaching strategies in terms of knowledge of clinically related courses among newly hired oncology nurses. Material and methods: A 2-group pre- and post-test design was performed. The study included 128 participants. The participants were randomly assigned into the study groups (control and experimental groups). Both groups attended a course on the SBAR technique, with one group using face-to-face teaching and the other using computer-based learning. Results: The study included 128 participants. Of them, 36.7% are male (n=47). The total mean age was 22.19 (SD=0.94). The total mean of the pre-test was 3.81/7 while the post-test was 5.82/7 for the experimental group. The total mean of the pre-test was 3.78/7, while the post-test was 5.51/7 for the control group. The paired t-test results showed that the differences between the pre- and post-test mean for each group were significant. The results showed no significant difference in the pre-test means between the experimental and control groups (p-value=.913). The difference in post-test mean between the experimental and control groups was significant (p-value=.04). Conclusion: Our findings suggest that both computer-based and face-to-face teaching strategies effectively increased knowledge levels among newly hired nurses. Importantly, the computer-based teaching approach demonstrated a statistically significant superiority in knowledge retention compared to face-to-face teaching. Abstract: Introducción: El estudio tuvo como objetivo comparar la efectividad de las estrategias de enseñanza basadas en ordenador y cara a cara en términos de conocimiento de cursos clínicamente relacionados entre enfermeros de oncología recién contratados. Materiales y métodos: Se realizó un diseño de pre y postprueba de dos grupos. El estudio incluyó 128 participantes. Los participantes fueron asignados al azar a los grupos de estudio (grupos de control y experimentales). Ambos grupos asistieron a un curso sobre la técnica SBAR, siendo un grupo instruido mediante enseñanza presencial y el otro a través de aprendizaje basado en ordenador. Resultados: El estudio incluyó 128 participantes. De ellos, el 36.7% eran hombres (n = 47). La edad media total fue de 22.19 (SD = 0.94). La media total de la preprueba fue de 3.81/7, mientras que la de la posprueba fue de 5.82/7 para el grupo experimental. La media total de la preprueba fue de 3.78/7, mientras que la de la posprueba fue de 5.51/7 para el grupo de control. Los resultados de la prueba t pareada mostraron que las diferencias entre la media de la preprueba y la posprueba para cada grupo fueron significativas. Los resultados mostraron que no hubo una diferencia significativa en las medias de la preprueba entre los grupos experimental y de control (valor de p = 0.913). La diferencia en la media de la posprueba entre los grupos experimental y de control fue significativa (valor de p = 0.04). Conclusión: La enseñanza basada en ordenador también puede considerarse una estrategia efectiva de enseñanza de habilidades de enfermería clínica. Nuestros hallazgos sugieren que tanto las estrategias de enseñanza basadas en ordenador como las presenciales aumentaron de manera efectiva los niveles de conocimiento entre las enfermeras recién contratadas. Importante destacar que el enfoque de enseñanza basado en ordenador mostró una superioridad estadísticamente significativa en la retención del conocimiento en comparación con la enseñanza presencial.

Abstract Background Structured Situation, Background, Assessment, and Recommendation (SBAR) training technique have been widely utilized in clinical and educational settings. Therefore, the current study investigated the effectiveness of an SBAR-based educational program in students’ self-efficacy and clinical decision-making skills. Methods This quasi-experimental study was conducted using a pretest and posttest design and a control group at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. A total of 70 three- and fourth-year students were recruited for the study using the census method. The students were randomly assigned to the intervention and control groups. The intervention group participated in an SBAR-based educational course consisting of eight sessions held in 4 weeks. Differences in the levels of self-efficacy and clinical decision-making skills before and after participation in the SBAR course were assessed and compared. Data were analyzed using descriptive tests, the Mann-Whiney U test, paired and independent t-tests, and the Wilcoxon test. Results The intervention group demonstrated significantly higher levels of self-efficacy with a mean score of 140.66 ± 22.43 (P

Transfer of care, moving hospitalized patients between care areas, is a critical point of vulnerability for healthcare organizations. Patient information handoff is an essential activity occurring frequently in hospital environments. Poor communication has been linked with adverse events and poor patient outcomes. This evidence-based quality project aimed to enhance the handoff process between the Emergency Department (ED) and Pediatric Intensive Care Unit (PICU) by standardizing transfer of care steps. This was accomplished through customizing a reporting tool to contain all the information the receiving department deemed necessary for safe patient care. A customized situation, background, assessment, recommendation (SBAR) form handoff tool was developed for ED to PICU transfers. This SBAR tool included information that PICU nurses identified as critical to transfer of care. Nurse perceptions were surveyed pre- and post-implementation. Patient safety event reports were tracked to evaluate events related to transfer of care before and after the practice change. An increased number of PICU nurses agreed the customized handoff tool was complete and organized. Additionally, more nurses agreed that handoff gave all information needed to safely care for critically ill patients transferred from the ED. Lastly, bedside patient checks increased, and patient safety events related to transfer of care decreased. This project demonstrated that implementation of a standardized transfer of care process coupled with a customized handoff tool increased PICU nurse perceptions that handoff was organized, and all information needed to safely care for critically ill patients was conveyed. Transfer of care processes between the ED and PICU should be standardized. The use of customized tools may improve information exchange between nurses and ensure that all vital patient information is communicated. • Emergency and critical care nurses have different perceptions information necessary for transfer of care. • It is important for nurses transferring patients to convey all information needed by the receiving department. • A customized SBAR worksheet can be used as a tool to standardize transfer of care communication. [ABSTRACT FROM AUTHOR]

Copyright of KONTAKT - Journal of Nursing & Social Sciences related to Health & Illness is the property of University of South Bohemia in Ceske Budejovice, Faculty of Health & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The nursing education curriculum requires students to achieve effective communication competence, including handover using the Situation, Background, Assessment, Recommendation (SBAR) method. High-fidelity learning medias are needed that can internalize the experience of activities as in their realization. Learning media with Virtual Dry Lab (VDL) can display multimedia learning, both audio, visual, video, text and interactive quizzes that can be accessed online. This study aims to determine the effect of Virtual Dry Lab on Handover Compliance with the SBAR Method for Nursing Students. Method: This study used a pre-experimental design with an Intact Group Comparison design among 58 of nursing students (29 of control and intervention groups). The time given for giving VDL to the intervention group and giving lectures to the control group was 100 minutes. This research instrument used an observation sheet that describes the handover stages with 16 steps. The data were analyzed using the Man-Whitney non-parametric test. Results: Result showed that p=0.279 so that there was no significant difference between the intervention group and the control group. Meanwhile, the mean of the intervention group was 82.75 (SD±14.23), and the mean of control group was 76.93 (SD±18.75). Conclusion: Compared to the lecture and discussion method, VDL has no significant difference on students' compliance on using Handover with SBAR. It implies that the VDL has the same effect as the conventional learning method for students' compliance on using SOP Handover with SBAR. Thus, VDL can be used as a substitution method for lecture and discussion. [ABSTRACT FROM AUTHOR]

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Structured Situation, Background, Assessment, and Recommendation (SBAR) training technique have been widely utilized in clinical and educational settings. Therefore, the current study investigated the effectiveness of an SBAR-based educational program in students' self-efficacy and clinical decision-making skills. Methods: This quasi-experimental study was conducted using a pretest and posttest design and a control group at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. A total of 70 three- and fourth-year students were recruited for the study using the census method. The students were randomly assigned to the intervention and control groups. The intervention group participated in an SBAR-based educational course consisting of eight sessions held in 4 weeks. Differences in the levels of self-efficacy and clinical decision-making skills before and after participation in the SBAR course were assessed and compared. Data were analyzed using descriptive tests, the Mann-Whiney U test, paired and independent t-tests, and the Wilcoxon test. Results: The intervention group demonstrated significantly higher levels of self-efficacy with a mean score of 140.66 ± 22.43 (P < 0.001) and clinical decision-making with a mean score of 75.31 ± 7.72 (P < 0.001); while in the control group, the mean score of self-efficacy and clinical decision-making skills was 85.34 ± 18.15 and 65.51 ± 4.49, respectively. Moreover, the Mann-Whitney U test showed that the levels of students' clinical decision-making skills were promoted to the next level after the intervention (P < 0.001); it means the distribution of the level of intuitive-interpretive skill was upgraded from 0 to 22.9%. Conclusion: The SBAR-based training programs can promote the self-efficacy and clinical decision-making skills of anesthesiology nursing students. Considering the weakness of the anesthesiology nursing curriculum at the undergraduate level in Iran, it can be expected that the SBAR-based training course should be included as an educational intervention in the curriculum of anesthesiology nursing students. [ABSTRACT FROM AUTHOR]

Introduction: Handover is a key factor in the continuity of care and is the most vital communication means among nurses. Using an identical method for this can enhance the quality of the handover. Objective: To evaluate the effect of a shift reporting training program using the Situation, Background, Assessment, Recommendation tool on nurses' knowledge and practice and their perception of shift handoff communication in noncritical departments. Methods: A quasiexperimental research design. The study was held in noncritical departments on 83 staff nurses. Researcher used a knowledge questionnaire, an observation checklist, and two perception scales were used to collect data. Statistical data analysis was performed with SPSS using descriptive, chi-square or Fisher exact tests, correlation coefficient, multiple linear regression model. Results: Nurses varied in age from 22 to 45 years old, with 85.5% of them being female. After the intervention, their knowledge rose from 4.8% to 92.8% (p <.001), the adequate practice reached 100%, and their perception of the process had significant improvement (p <.001). Using multivariate analysis, the study involvement was the main significant independent positive predictor of nurses' knowledge and scores, and these latter were positive predictors of their perception. Conclusion: Using the shift work reporting method had a significant effect among the study participants using Situation, Background, Assessment, and Recommendation tool and improved their knowledge, practice and perception of shift handoff communication. [ABSTRACT FROM AUTHOR]

Background: Incomplete communication between staff and providers may cause adverse outcomes for nursing home residents. The Situation-Background-Assessment-Recommendation (SBAR) tool is designed to improve communication around changes in condition (CIC). An adapted SBAR was developed for the Centers for Medicare and Medicaid Services demonstration project, OPTIMISTIC, to increase its use during a resident CIC and to improve documentation. Methods: Four Plan-Do-Study-Act (PDSA) cycles to develop and refine successive protocol implementation of the OPTIMISTIC SBAR were deployed in four Indiana nursing homes. Use of SBAR, documentation quality, and participant surveys were assessed pre- and post-intervention implementation. Results: OPTIMISTIC SBAR use and documentation quality improved in three of the four buildings. Participants reported improved collaboration between nurses and providers after SBAR intervention. Conclusion: Successive PDSA cycles implementing changes in an OPTIMISTIC SBAR protocol for resident CIC led to an increase in SBAR use, improved documentation, and better collaboration between nursing staff and providers. [ABSTRACT FROM AUTHOR]

Communication breakdowns during emergencies threaten patient safety. In nursing homes (NHs) vulnerable residents may experience emergencies at any time. Concerns over clinical complexity and diverse communication styles among interprofessional practitioners heighten the need for standardized methods to improve practitioners' communication skills. This study explores communication structures among 32 practitioners in four NHs using in-depth interviews following a formalized Situation-Background-Assessment-Recommendation (SBAR) framework. Network analysis, a deductive approach to qualitative data analysis, and case analysis were performed for a comprehensive understanding of interprofessional communication in 48 emergency cases identified during interviews. Findings identified the flow of information, messaging, and management strategies that were expected of receivers during interprofessional communication. These results could help develop training regimens or guidelines to improve cooperative interprofessional communication, allowing practitioners to provide appropriate emergency care for NH residents. [ABSTRACT FROM AUTHOR]

Introduction 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. Methods 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. Results 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. Discussion 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.

Background: At present, there is no specific teaching method for doctor-patient communication for oncology residents. This study combined BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) teaching model and SBAR (situation-background-assessment-recommendation) communication model to try a new teaching and assessment model of doctor-patient communication, aiming to explore and improve the teaching method of doctor-patient communication for oncology residents., Methods: Ninety residents were randomly divided into two groups: the experimental group (n = 45) was trained with the BOPPPS teaching model combined with the SBAR communication model, the routine teaching method was adopted in the control group (n = 45). Indicators of assessment included doctor-patient communication skills, satisfaction with teaching, and patient satisfaction., Results: The scores for doctor-patient communication ability were significantly better in experimental group than control group (p < 0.05). The degree of satisfaction degree (very satisfied + satisfied) of the experimental group were higher than control group (p < 0.05). The overall teaching satisfaction of the experimental group was 100.00%, the control group was 77.78%, p < 0.001. Patients' satisfaction with the residents in the experimental group (93.3%) was significantly higher than control group (80.0%), p = 0.043., Conclusion: The application of the BOPPPS combined with the SBAR can effectively enhance residents' doctor-patient communication ability and improve teaching satisfaction and patient satisfaction. This new model can effectively improve resident physician‒patient communication ability, which is worth actively promoting in clinical teaching work., (© 2024 The Author(s). Journal of Evaluation in Clinical Practice published by John Wiley & Sons Ltd.)

To examine the effectiveness of a comprehensive diabetes education class on improving nurses' self-efficacy in glycemic management and physician communication, with a focus on using the SMILE (Sugar Trend, Medications, Intravenous fluid, Labs, and Eating) SBAR (Situation, Background, Assessment, Recommendation) as a communication tool. The secondary aim of this study was to investigate the translation of knowledge into practice, in this case, inpatient glycemic control. Inpatient glycemic management for patients living with diabetes can be challenging. Therefore, as patient advocates, nurses must be able to identify what clinical data warrants a call to the physician to facilitate timely decisions and interventions. Data was collected from a purposive sample of 28 registered nurses from a single general medicine unit. A t -test was used to analyze nurses' pretest-posttest perceptions of self-efficacy in nine content areas. Kruskal-Wallis H analysis was also conducted on patients' median blood glucose values over four months (July–October 2023). The results suggest the class was effective in improving nurses' perceived knowledge and self-efficacy in all nine content areas, with the highest mean difference increase of 1.46 for I have sufficient knowledge regarding the SMILE SBAR and [will] use it as a tool for communicating with the physician , p < 0.05. A comparison of 403 patients' median blood glucose values were also statistically significantly different across four months, χ 2(3) = 21.088, p < 0.0001. Continued efforts to prevent and manage inpatient glycemic control should focus on enhancing nurse-physician communication and teamwork with simple yet effective tools such as the SMILE SBAR. • Diabetes education classes can enhance nurses' confidence in managing diabetes. • Diabetes education classes can improve nurses' communication efficiency with physicians. • Incorporating diabetes education classes into nurses' orientation and competency training can ensure sustainability. [ABSTRACT FROM AUTHOR]

Objective  SBAR (situation, background, assessment and recommendation) is a structured format for the effective communication of critically relevant information. This tool was developed as a generic template to provide structure to the communication of clinical information between health care providers. Neonatal transport often presents clinically stressful circumstances where concise and accurate information is required to be shared clearly between multidisciplinary health care providers. A modified SBAR communication tool was designed to facilitate structured communication between nonphysician bedside care providers operating from remote sites and physicians providing decision-making support at receiving care facilities. Prospective interventional study was designed to evaluate the reliability of a "SBAR report to physician tool" in sharing clinically relevant information between multidisciplinary care providers on neonatal transport. Study Design  The study was conducted between 2011 and 2014 by a dedicated neonatal transport service based at McMaster Children's Hospital which provides care for approximately 500 infants in Southern Ontario annually. In the preintervention phase, 50 calls were randomly selected for the evaluation and 115 consecutively recorded transport calls following adoption of the reporting tool. The quality of calls prior to and after the intervention was assessed by reviewers independently. Inter-rater agreement was also assessed for both periods. Results  Inter-rater agreement between raters was moderate to perfect in most components of the SBAR "report to the physician tool" except for the assessment component, which showed fair agreement during both preintervention and postintervention periods. There was an improvement in global score (primary outcome) with a mean difference of 0.95 (95% confidence interval [CI]: 0.77–1.14; p  < 0.001) and in cumulative score with a mean difference of 8.55 (95% CI: 7.26–9.84; p  < 0.001) in postintervention period. Conclusion  The use of the SBAR report to physician tool improved the quality of clinical information shared between nonphysician members of the neonatal transport team and neonatal transport physicians. Key Points Long-Accurate and concise information sharing is crucial for decision-making in neonatal transport. Information sharing between multidisciplinary teams can be enhanced by using a commonly understood information sharing template. The SBAR report to physician tool improves the quality of information shared between multidisciplinary team members in neonatal transport. [ABSTRACT FROM AUTHOR]

Introduction Structured communication tools are associated with improvement in information transfer and lead to improved patient safety. Situation, Background, Assessment, Recommendation (SBAR) is one such tool. Because there is a paucity of instruments to measure SBAR effectiveness, we developed and validated an assessment tool for use with prepractice health professions students. Methods We developed the SBAR Brief Assessment Rubric for Learner Assessment (SBAR-LA) by starting with a preliminary list of items based on the SBAR framework. During an interprofessional team training event, students were trained in the use of SBAR. Subsequently, they were assigned to perform a simulated communication scenario demonstrating use of SBAR principles. We used 10 videos from these scenarios to refine the items and scales over two rounds. Finally, we applied the instrument on another subset of 10 students to conduct rater calibration and measure interrater reliability. Results We used a total of 20 out of 225 videos of student performance to create the 10-item instrument. Interrater reliability was .672, and for eight items, the Fleiss’ kappa was considered good or fair. Discussion We developed a scoring rubric for teaching SBAR communication that met criteria for validity and demonstrated adequate interrater reliability. Our development process provided evidence of validity for the content, construct, and response process used. Additional evidence from the use of SBAR-LA in settings where communication skills can be directly observed, such as simulation and clinical environments, may further enhance the instrument's accuracy. The SBAR-LA is a valid and reliable instrument to assess student performance.

This study aimed to determine the effects of simulation learning program using SBAR (Situation, Background, Assessment, Recommendation) techniques on undergraduate nursing students' clinical judgment and communication skills. A quasi-experimental research design (one-group pretest-posttest design) was used in this study. The participants included 88 students from a nursing college. There were statistically significant differences in clinical judgment, communication clarity, and communication confidence between pre-simulation learning using SBAR and post (t=10.32, p<.0001; t=6.05, p=<.0001; t=7.42, p=<.0001). The simulation learning program using SBAR was found to improve nursing students' clinical judgment as well as clarity and confidence in interprofessional communication. [ABSTRACT FROM AUTHOR]

Quality of life (QoL) preferences are an important consideration with respect to the Pharmacists' Patient Care Process (PPCP) and should be assessed prior to implementing a patient-centered plan. The objectives of this intervention were to determine if the design of a QoL activity impacts student performance, and to discern student perceptions of an innovative, case-based activity. Two cohorts of students in their second professional year were asked to present an article that included a QoL consideration. The two student cohorts were asked to complete the activity using a case report and modified SBAR (Situation, Background, Assessment, Recommendation) format. Presentations were graded using a rubric, and scores were assessed retrospectively. An unpaired t -test was used to examine differences. The final cohort of students was also asked to complete a survey to gather their perspectives. Results were described using descriptive statistics; thematic analyses were also performed. Students who completed the SBAR activity (N = 71) performed significantly better than those who completed the article (N = 98) presentation (95.62 ± 5.47 vs. 86.30 ± 16.54, P <.001). Those who completed the survey (N = 22) felt they made moderate to excellent progress explaining QoL (86%) and that the activity was helpful (68%). Overall, students reported an improved understanding of the patient's perspective. The PPCP requires that students must consider the patient's QoL in order to develop an optimal patient-centered plan. Activities such as this may improve student understanding of QoL implications. [ABSTRACT FROM AUTHOR]

• A theory-practice gap exists in nursing curricula amid interprofessional communication opportunities. • Barriers exist to creating and implementing meaningful collaborative experiences with other disciplines. • An interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing and first year physical therapist assistant students improved their confidence with interprofessional communication. Interprofessional communication is imperative to quality patient care and improved outcomes as well as a requirement of nursing education programs, however, gaps exist between theory and practice. Often, students are not exposed to interprofessional interactions until later in the program when simulation experiences are offered or a clinical opportunity arises. 29 Bachelor of Science in Nursing and three physical therapist assistant students ranging in age from 18-35 years. An interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing students and first year physical therapist assistant students was implemented utilizing a situation-background-assessment-recommendation structured communication tool to facilitate and organize their communication. A total of 15 out of 32 students reported an increase in confidence to communicate with other healthcare professionals after participation in the simulation. This experience provided evidence of the effectiveness of a collaborative simulated experience improving undergraduate nursing students' understanding and confidence with interprofessional communication prior to a clinical opportunity. [ABSTRACT FROM AUTHOR]

Introduction: One of the effective communication methods in nursing services is the SBAR (Situation, Background, Assessment, and Recommendation). SBAR is an easy framework for communicating important information between health professionals in the hospital. This study aimed to describe the application of the SBAR method in nurse handovers between shifts. Methods: The research design used a cross-sectional approach. A total of 102 nurses involved in this study were selected by purposive sampling. The research instrument used a questionnaire to evaluate perceptions, knowledge, attitudes, motivation, and application of the SBAR. The bivariate statistical test used Chi-square and the multivariate test used Multiple Logistic Regression. Results: The results showed that the p-value between the perception variables was (0.025 <0.05), knowledge (0.014 <0.05), attitude (0.034 <0.05), and motivation (0.037 <0.05). There was a significant relationship between perception, knowledge, attitude, motivation, and the application of the SBAR method. Conclusion: The dominant factor in applying the SBAR method is the attitude variable. The application of this method may be tested by enhancing the capacity of nurses in the hospital. [ABSTRACT FROM AUTHOR]

Ineffective nurse-physician communication in the nursing home setting adversely affects resident care as well as the work environment for both nurses and physicians. Using a repeated measures design, this quality improvement project evaluated the influence of SBAR (Situation; Background of the change; Assessment or appearance; and Request for action) protocol and training on nurse communication with medical providers, as perceived by nurses and physicians, using a pre-post questionnaire. The majority (87.5%) of nurses respondents found the tool useful to organize information and provide cues on what to communicate to medical providers. Limitations expressed by some nurses included the time to complete the tool, and communication barriers not corrected by the SBAR tool. Project findings, including reported physician satisfaction, support the use of SBAR to address both issues of complete documentation and time constraints.

Objective Laboratory professionals must communicate effectively on an interprofessional team. It is the responsibility of Medical Laboratory Science (MLS) programs to teach communication. The structured communication tool Situation, Background, Assessment, and Recommendation (SBAR) is one way to promote effective communication. Methods Students participated in a case-based simulation activity on the importance of teamwork/communication and the use of SBAR and completed a pre/post survey on communicating interprofessionally. Results Students reported increased confidence and competence with interprofessional communication after the activity with 4 of 5 questions demonstrating a statistically significant increase in scores post SBAR instruction. Conclusions Our study demonstrates that SBAR is a suitable communication tool that can be used to increase our MLS students' confidence and competency in interprofessional communication. Educators should use this communication tool to empower MLS students to be effective members of the healthcare team. [ABSTRACT FROM AUTHOR]

Introduction: Effective communication as part of an interprofessional team is a required standard of pharmacy education. The Situation, Background, Assessment, Recommendation (SBAR) communication technique is an evidence-based method shown to improve patient safety, and is embedded in some curricula of pharmacy and other health care professions. The aim of this study is to determine whether students can utilize the SBAR communication technique during an interprofessional skills assessment one year following initial instruction. Methods: Students are initially trained on the SBAR technique in an interprofessional setting using the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) method in the fall of the second professional year. One year later, students participated in a simulated interaction with a physician as part of the pulmonary module of the pharmacotherapeutics series. Faculty evaluators noted how many and which components of the SBAR technique students used during the interaction. The simulation was run for two academic years, results of which were compared. Results: There was a significant difference in the number of students who used all four components of SBAR. A significant difference also existed between the use of the "situation" and "background" components. Conclusion: The TeamSTEPPS method appears to be an effective method to train students on the SBAR communication technique and results in long term retention. Pharmacy programs should consider the use of the TeamSTEPPS method early in their curricula. [ABSTRACT FROM AUTHOR]

Objective: The number of patient handoffs has increased in recent years. In addition, technology has advanced in the medical field, leading to most providers carrying smartphones at work. Little is known about the effect of mobile devices and quality of patient handoffs. The objective of this study was to determine whether distraction affects the quality of sign-out among obstetrical providers.Design: A randomized, prospective study was conducted.Setting: Hospital.Participants Intervention: Obstetrical providers listened to a recorded sign-out vignette. Provider groups either were or were not exposed to a distraction while listening to the vignette. All providers had been told that they would be participating in a trial of two methods of sign-out, although in actuality they were all assigned to a single method. In the distraction arm, the participants were exposed to a 'distracting event' (a phone ring, which was answered by the proctor and followed by a brief conversation) that occurred midway through the vignette.Main Outcome Measure: Providers answered a 14-question survey testing recall of facts included in the vignette. The results of each group were analyzed using Fisher's exact test and Student's t-test.Results: Eighty-eight providers were randomized, 44 in the distraction group and 44 in the non-distracted group. The average scores on the survey were similar between groups (11.0 and 10.8, P = 0.57). In addition, the average scores for questions that occurred after the distraction did not differ between the distracted and non-distracted groups (6.4 vs 6.2, P = 0.42).Conclusions: We observed that a phone ring and brief response did not affect the obstetrical providers' recall of details of a standardized sign-out. More studies are warranted to determine if more frequent or longer distractions would change results. [ABSTRACT FROM AUTHOR]

Poorly executed handoffs, particularly those omitting important clinical information or conveying ambiguous instructions, increase the risk of adverse events among anesthetized patients. Currently, there are no specific standards for the training and assessment of anesthesia care handoff among student registered nurse anesthetists. The Anesthesia SBAR (AneSBAR) Handoff Rubric was developed to assess nurse anesthesia students on their SBAR (Situation, Background, Assessment, Recommendation) reporting skills. Nine anesthesia professionals participated in instrument validation. Thirty-four nurse anesthesia students participated in simulations involving patient handoff. Anesthesia professionals were surveyed on validity of the rubric. Nurse anesthesia students practiced simulated performances of surgical patient handoff and were rated using the rubric. The rubric was determined reliable and valid. The AneSBAR Rubric may be useful to teach, assess, and implement in simulation as a cognitive aid to assure complete and accurate transfer of patient information. • AneSBAR handoff rubric was proven reliable and valid using simulation. • AneSBAR rubric may be useful to teach and assess SRNAs in simulation. • SRNAs need to be educated on complete and accurate handoff patient information. [ABSTRACT FROM AUTHOR]

Background: Family-based caregivers are increasingly important in the management of non-hospitalized lung cancer patients. However, lack of training can negatively impact care including diagnostic errors that can lead to delays in providing appropriate medical treatment. Acute respiratory failure (ARF) is common symptom of lung cancer and requires urgent intervention as well as adequate communication with healthcare professionals (HCPs) to enable appropriate decision-making and improve patient outcomes. Standardized tools such as the Situation, Background, Assessment, Recommendation (SBAR) tool and its French adaptation SAED, standing for Situation, Antécédent, Évaluation et Demande , are designed to facilitate communication among (HCPs).Additionally, digital interventions, such as serious games, are increasingly used to train HCPs though its use for caregivers has not been studied. This pilot study aims to assess an innovative serious game training using the SAED tool combined with standard instructions on self-efficacy for family-based caregivers of lung cancer patients when facing a simulated situation of ARF. The study also aims to examine caregivers' emotional state, quality of life, satisfaction and knowledge about the SBAR tool., Methods: A monocentric, randomized, controlled, open-label, superiority, parallel-arm trial will be conducted for 18 months with 3 mid-study assessments (NCT05839353). Family caregivers of lung cancer patients will be recruited at the University Hospital Center of Saint Pierre, Reunion Island, France. Participants will be randomized (1:1) into two groups: the experimental group receiving training using the SBAR/SAED tool and standard instructions for managing respiratory distress/dyspnea, and the control group, receiving standard instructions only. The primary outcome will be to determine perceived self-efficacy as measured by the Generalized Self-Efficacy Scale., Discussion: This study will present a preliminary assessment of training family caregivers in using the SBAR/SAED tool in simulated episodes of ARF in lung cancer patients. Our findings may provide valuable insights into effective training methods for caregivers in critical home care situations and could be widely used for lung cancer management., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors. Published by Elsevier B.V.)

Background: Handovers during medical emergencies are challenging due to time-critical, dynamic and oftentimes unorderly and distracting situations. We evaluated the effect of distraction-reduced clinical surroundings during handover on (1) the recall of handover information, (2) the recall of information from the surroundings and (3) self-reported workload in a simulated in-hospital cardiac arrest scenario., Methods: In a parallel group design, emergency team leaders were randomly assigned to receive a structured handover of a cardio-pulmonary resuscitation (CPR) either inside the room ("inside group") right next to the ongoing CPR or in front of the room ("outside group") with no audio-visual distractions from the ongoing CPR. Based on the concept of situation awareness, the primary outcome was a handover score for the content of the handover (0-19 points) derived from the pieces of information given during handover. Furthermore, we assessed team leaders' perception of their surroundings during the scenario (0-5 points) and they rated their subjective workload using the NASA Task Load Index., Results: The outside group ( n  = 30) showed significant better recall of handover information than the inside group ( n  = 30; mean difference = 1.86, 95% CI = 0.67 to 3.06, p  = 0.003). The perception of the surroundings ( n  = 60; mean difference = -0.27, 95% CI = -0.85 to 0.32, p  = 0.365) and the NASA Task Load Index ( n  = 58; mean difference = 1.1; p  = 0.112) did not differ between the groups., Conclusions: Concerning in-hospital emergencies, a structured handover in a distraction reduced environment can improve information uptake of the team leader., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Background: The SBAR (situation, background, assessment, recommendation) method assists nurses in communicating information in nursing shift handover. Inaccurate shift handover can have a serious impact on patients due to poor communication. Optimal resource development can be done by coaching as the best guidance method from manager for directional discussion and guidance activity to learn to solve problem or do better job and build nursing leadership culture in clinical service. Objective: To analyze the effectiveness of coaching method using SBAR communication tool on nursing shift handovers. Methods: This was quasy experimental study with pretest posttest control group design. Fifty-four nurses were selected using consecutive sampling, which 27 assigned in the experiment and control group. An observation checklist was developed by the researchers based on the theory of Lardner to evaluate the effectiveness of the implementation of coaching using SBAR on nursing shift handover. Independent t-test, Mann-Whitney test and Wilcoxon test were used for data analyses. Results: There was an increase in coaching ability of head nurses in the implementation of SBAR in nursing handover after 2-weeks and 4-weeks of coaching. And there was also a significant improvement of the use of SBAR on nursing shift handover in the experiment group (p

Background: The SBAR (situation, background, assessment, and recommendation) is a standardized handover tool that has been utilized in health care settings. It has positive impacts on staff communication and patient quality of care. In Jordan, few reports are available about handover tools' impacts. Purpose: To evaluate the implementation of the SBAR among nurses in intensive care units (ICUs) in Jordan. Methods: A pretest--posttest quasi-experimental design was used. A convenience sample of 71 ICU nurses participated. The 43-item ICU physician-nurse questionnaire was used to measure SBAR effectiveness as measured by the following subscales: general relationship and communication, teamwork and leadership, and job satisfaction. Results: There was a significant improvement in posttest knowledge scores and in "general relationships and communication" and "satisfaction" scores. There was a significant improvement in both "general relationships and communication" and "satisfaction" posttest scores compared with their pretest scores (t = 16.709, 2.656; P < .001, P < .01) consecutively. Conclusions: This study revealed a strong indicator to encourage the SBAR utilization among nurses in health care settings. The SBAR has a positive impact on enhancing communication between nurses and increasing their job satisfaction. Thus, the utilization of such a standardized tool that maintains and assures good communication relationships shall increase level of satisfaction. Future studies are recommended to provide further evidence on its feasibility and efficacy as compared with traditional handover tools and among different health care contexts. [ABSTRACT FROM AUTHOR]

This quality improvement project aimed to increase patient safety by preventing errors through improving staff handoff communication in an outpatient hemodialysis unit. Lewin's theory of planned change was applied. Staff familiarity with the situation-background-assessment-recommendation (SBAR) communication format was assessed. Education regarding SBAR format and supporting tools was provided to staff prior to implementing the SBAR handoff format. Safety incidences were compared pre- and post-implementation. Data analysis supported a statistically significant improvement in reported error rates post implementation (p = 0.000). Implementing a standardized handoff communication form provided a mechanism for improving patient safety. [ABSTRACT FROM AUTHOR]