School of Nursing, The University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA.
School of Nursing and Health Sciences, Robert Morris University, Moon Township, Pennsylvania, 15108, USA.
Nurse Educ Pract. 2019 Feb;35:21-26. doi: 10.1016/j.nepr.2018.12.011. Epub 2019 Jan 4.
Communicating with healthcare providers is a core tenant in the Quality and Safety Education for Nurses and Institute of Medicine teamwork and collaboration competency but remains a major concern for pre-licensure nursing students and novice nurses. Pre-licensure nursing students rarely have opportunities to practice interprofessional communication skills with other healthcare providers even though lack of this skill competency may lead to patient harm. This article explores the feasibility of using story-guided online deliberate practice sessions as an educational strategy to improve students' interprofessional critical communication competency. The design and testing of asynchronous online deliberate practice session prototypes is described and the implementation and evaluation of two online deliberate practice sessions into a nursing course is reported. The online format provided students with convenient opportunities to develop competency in critical communication skills using SBAR in a safe environment. Results from the prototype testing and student evaluation indicated that students had an overall positive experience. The online deliberate practice sessions provided a low-cost, flexible practice experience to develop critical communication skills and were evaluated as highly satisfactory and easy to navigate. The optimal number of practice sessions needed to attain competency, retain skills, and impact patient outcomes require further longitudinal study.
与医疗保健提供者进行沟通是护士质量和安全教育以及医学研究所团队合作和协作能力的核心要素，但仍然是护理专业学生和新手护士的主要关注点。尽管缺乏这种技能能力可能会导致患者受到伤害，但护理专业学生很少有机会与其他医疗保健提供者一起练习跨专业沟通技巧。本文探讨了使用故事引导的在线刻意练习作为一种教育策略来提高学生跨专业关键沟通能力的可行性。描述了异步在线刻意练习原型的设计和测试，并报告了将两个在线刻意练习纳入护理课程的实施和评估。在线格式为学生提供了便利的机会，使他们能够在安全的环境中使用 SBAR 发展关键沟通技能的能力。原型测试和学生评估的结果表明，学生的总体体验非常积极。在线刻意练习为发展关键沟通技巧提供了一种低成本、灵活的练习体验，并且被评估为非常满意且易于操作。需要进一步的纵向研究来确定达到能力、保持技能和影响患者结果所需的最佳练习次数。
