Wang Weiwen, Liang Zhan, Blazeck Alice, Greene Brian
University of Pittsburgh, School of Nursing, Pittsburgh, PA, USA.
University of Pittsburgh, School of Nursing, Pittsburgh, PA, USA.
Nurse Educ Today. 2015 Jul;35(7):881-7. doi: 10.1016/j.nedt.2015.02.010. Epub 2015 Feb 25.
Effective communication among healthcare workers is critically important for patient safety and quality care. The purpose of this pilot study was to evaluate outcomes of a workshop designed to teach Chinese nursing students to use the Situation-Background-Assessment-Recommendation (SBAR) communication tool and examine their attitudes toward utilizing SBAR as a communication tool.
A convenience sample of 18 master's degree nursing students at a Chinese university was introduced to SBAR through a workshop. The workshop combined the SBAR tool, video-stimulated recall and role-play case scenarios to illustrate potential positive and negative communication-related patient outcomes. Students completed a 12-item questionnaire before and after participating in the workshop. Four of the items examined the four elements of the SBAR tool (situation, background, assessment, recommendation, score range 0-20), and eight of the items evaluated students' self-perceived attitudes towards utilizing the SBAR tool in their clinical practice (score range 0-40).
Pre- and post-workshop scores on the four elements of the SBAR tool demonstrate significant improvement in knowledge of SBAR (14.0±2.9 vs. 16.6±2.2, respectively; p=0.009). Pre- and post-workshop scores on the items testing students' self-perceived abilities also demonstrate significant improvement (26.9±3.5 vs. 32.6±4.5, respectively; p<0.01) in using SBAR. Total scores increased significantly from 40.9±5.0 to 49.2±5.9 (p<0.01). Moreover, 93.8% of the students agreed and strongly agreed that they would use SBAR during clinical practice.
Participating in the SBAR workshop in combination with video-stimulated recall and role-play case scenarios significantly improved the Chinese nursing students' knowledge of SBAR and their self-perceived attitudes towards using SBAR tool. Future studies using a larger sample size and longer post-workshop follow-up are needed to confirm the long-term benefits of the workshop.
医护人员之间的有效沟通对于患者安全和优质护理至关重要。本试点研究的目的是评估一个旨在教授中国护理专业学生使用情况-背景-评估-建议（SBAR）沟通工具的工作坊的效果，并考察他们对将SBAR用作沟通工具的态度。
以一所中国大学的18名护理学硕士研究生为便利样本，通过一个工作坊向他们介绍SBAR。该工作坊结合了SBAR工具、视频激发回忆和角色扮演案例场景，以说明与沟通相关的潜在积极和消极患者结局。学生们在参加工作坊前后完成了一份12项问卷。其中4项考察SBAR工具的四个要素（情况、背景、评估、建议，分数范围为0至20），另外8项评估学生对在临床实践中使用SBAR工具的自我认知态度（分数范围为0至40）。
SBAR工具四个要素的工作坊前后得分显示，学生对SBAR的知识有显著提高（分别为14.0±2.9和16.6±2.2；p = 0.009）。测试学生自我认知能力的项目在工作坊前后的得分也显示，使用SBAR有显著提高（分别为26.9±3.5和32.6±4.5；p<0.01）。总分从40.9±5.0显著提高到49.2±5.9（p<0.01）。此外，93.8%的学生同意并强烈同意他们会在临床实践中使用SBAR。
参加结合了视频激发回忆和角色扮演案例场景的SBAR工作坊显著提高了中国护理专业学生对SBAR的知识以及他们对使用SBAR工具的自我认知态度。需要未来使用更大样本量和更长工作坊后随访时间的研究来证实该工作坊的长期益处。
