Author: Melani Stephens Stallkamp, MSN, RN
Title: Assistant Professor
Institution: Good Samaritan College of Nursing
Online or Web-based Modules
- Apply communication practices that minimize risks associated with handoffs among providers and across transitions in care.
- Communicate observations or concerns related to hazards and errors to patients, families and the health care team.
- Discuss potential and actual impact of national patient safety resources, initiatives and regulations.
- Identify patient values, preferences and expressed needs to other members of the health care team through I-SBAR reporting.
- Describe patient centered care as it relates to teamwork, collaboration and communication.
Students are introduced to the concept of communication and I-SBAR reporting/safe patient handoff through lecture. To reinforce taught material through application, students are provided with the I-SBAR reporting activity. Students can complete this I-SBAR activity in lecture as a learning strategy, in a post conference to emphasize the content to the clinical environment, or as an independent study. This activity can be completed individually, as a group, or both. Students are given a blank I-SBAR form (attachment 1). Students are required to review nurse statements from a “Shift report handoff” (attachment 2) and apply these statements to the appropriate section on the I-SBAR form. Students are asked to address critical thinking questions that support patient-centered care, safety, teamwork and collaboration (attachment 3). Faculty is provided with a grading rubric and an answer key (attachment 4). The time allotted for this activity is 30 minutes. A debriefing can occur to discuss the activity and critical thinking questions as a group.
This learning strategy relates to quality and safety in education as I-SBAR reporting supports the National Patient Safety Goal #2, “to improve effectiveness of communication among caregivers.” In addition, with the use of this I-SBAR activity, it allows students and educators the opportunity to assess the value of I-SBAR reporting which will enhance the quality of patient-centered care.
Evaluation of this learning activity can be completed through the grading rubric. Collectively, the educator is able to identify the learning needs of students as it relates to communication/I-SBAR reporting and students can recognize their own learning needs regarding safe patient hand-offs.