A Novel Format for Student Post Conference and Teaching SBAR Communication

Submitter Information

Author: Jacqueline G. Ioli, MSN, RN, CRNP, PNP-BC
Title: Doctoral Student, Widener University
Institution: Widener University
Email: jgioli@mail.widener.edu

Competency Category(s)
Safety, Teamwork and Collaboration

Learner Level(s)
Pre-Licensure ADN/Diploma, Pre-Licensure BSN

Learner Setting(s)
Clinical Setting

Strategy Type
Case Studies

Learning Objectives

After participation in this interactive learning activity, sharing their own work with peers, learns ware able to analyze their roles in QSEN competency 1, Patient Centered Care: a) knowledge of nursing roles in assuring coordination, integration & continuity of care; c) attitudes, values continuous improvement of own communication skills.
QSEN competency 5, Safety: c) value own role in preventing errors.

Strategy Overview

Based on Vygotsky’s theory of creating frameworks for learning, this PowerPoint teaches the principles of SBAR, guiding student how to sum up their patient’s situation, background, assessment, recommendation for care.  In addition, students referenced an image from a website related to their patient.  Additional slides asked students to describe the medical diagnosis, safety implications and lesson learned.  Students took care to avoid identifying details and excluded patient initials & facility.  Patients were described only by age, gender & presenting problem.    A recent weather emergency provided an opportunity to trial this tool by using it as a virtual post conference medium. Students completed the PowerPoint and emailed the document to the group.  During the weather emergency, students read and commented on peers’ patients from home.  The instructor contacted students by phone to review their PowerPoint and engaged the student in discussion.

Submitted Materials

117.QSEN-Exercise.ppt

Additional Materials

Evaluation Description

Student comments were positive, “I have learnt a lot of new and helpful information.”  Many comments indicated specific clinical thinking about professional issues raised by peers, “I do think the school nurse should implement teaching since childhood is a high risk time for appendicitis.”   In addition, students provided positive feedback to each other, “Great job with appendicitis! I liked how you politely put, ‘Patient refused to ambulate.’”  Students were challenged by some of the unknowns in their caseload and looked up additional information, “After viewing the PowerPoint I did some research and found that with Non-Hodgkins Lymphoma it often may occur without fever at first. That intrigued me. Also, a biopsy is the definitive diagnosis. I wish we would have been back on the floor to find out what the biopsy revealed.”  This faculty member guided the virtual conversation to stress common safety themes applicable to the group of clients under care.
In summary, the SBAR template was an efficient and effective method of coping with a weather emergency and teaching safety information.  Future groups will develop NCLEX style questions at the knowledge/comprehension level and application/analysis level.  The NCLEX style questions together with a survey tool can form the basis of more formalized evaluation of this method.