Kostoff Matthew, Burkhardt Crystal, Winter Abigail, Shrader Sarah
University of Kansas School of Pharmacy, Lawrence and Wichita, Kansas.
Am J Pharm Educ. 2016 Nov 25;80(9):157. doi: 10.5688/ajpe809157.
To determine the impact of an interprofessional simulation using the SBAR (situation-background-assessment-recommendation/request) communication tool on pharmacy students' self-perception of interprofessional competence and reactions towards interprofessional collaboration. Ninety-six pharmacy students participated in an interprofessional simulation within a required applications-based capstone course. Pharmacy students collaborated with nursing students on multiple patient cases in various settings using the SBAR communication tool over the telephone. Pharmacy students' responses to all 20 items on the Interprofessional Collaborative Competency Attainment Survey (ICCAS) completed after participating in the simulation indicated significant positive changes. The themes identified in students' reflection papers indicated the simulation was beneficial and student responses on satisfaction surveys were positive with a mean score of 4.2 on a 5-point Likert scale. Implementation of an interprofessional simulation using the SBAR communication tool improved pharmacy students' self-perception of interprofessional competence and attitudes toward interprofessional collaboration.
为了确定使用SBAR（情况-背景-评估-建议/请求）沟通工具的跨专业模拟对药学专业学生跨专业能力的自我认知以及对跨专业合作的反应的影响。96名药学专业学生在一门基于应用的必修顶点课程中参与了跨专业模拟。药学专业学生与护理专业学生通过电话，使用SBAR沟通工具就多个不同场景中的患者病例进行合作。参与模拟后，药学专业学生对跨专业协作能力达成调查（ICCAS）中所有20项内容的回答显示出显著的积极变化。学生反思论文中确定的主题表明该模拟是有益的，并且学生在满意度调查中的回答是积极的，在5分制李克特量表上的平均得分为4.2。使用SBAR沟通工具进行跨专业模拟的实施提高了药学专业学生对跨专业能力的自我认知以及对跨专业合作的态度。
