This document discusses SBARR, a communication tool used to standardize nurse-physician handoffs. It begins by explaining that SBARR stands for Situation, Background, Assessment, Recommendation, and Read-back. It then describes each component of SBARR and provides examples of the information that should be included. The document emphasizes that SBARR improves safety by ensuring all relevant patient information is communicated clearly and concisely between clinicians.
This presentation describes the use of the SBAR tool. This SBAR tool was developed by Kaiser Permanente. Please feel free to sue and reproduce these materials in the spirit of patient safely, and please retain this footer in the spirit of appropriate recognition.
SBAR communication model in healthcare organizationAbdalla Ibrahim
Introducing SBAR as an effective communication model in healthcare organization that seeks to foster patient safety through proper transfer of patient information at the transition point.
This presentation describes the use of the SBAR tool. This SBAR tool was developed by Kaiser Permanente. Please feel free to sue and reproduce these materials in the spirit of patient safely, and please retain this footer in the spirit of appropriate recognition.
SBAR communication model in healthcare organizationAbdalla Ibrahim
Introducing SBAR as an effective communication model in healthcare organization that seeks to foster patient safety through proper transfer of patient information at the transition point.
Communication using the SBAR tool, Patient Safety Team, NHS Improving Quality,
more at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety.aspx
We are all engaged in a hospital-wide a system of
patient flow or patient care. We are each part of the
whole. The emergency department is connected
to the ICU. The ICU is connected to the OR. The
discharge and discharge processes are connected
to our admission capabilities and capacity. It’s
like the “Dry Bones” song you learned as a child,
“The foot bone’s connected to the leg bone, the
leg bone’s connected to the knee bone, the knee
bone’s connected to the thigh bone” and so forth.
Overall flow, or “the system,” can only be improved
by applying several key strategic concepts to these
disparate but equal parts.
Preventing falls in the SNF environment can be a challenge. Learn how to become a fall CSI and inspire your interdisciplinary team to meet the challenge of Falls Reduction. Improve patient care and survey outcomes.
1. Learn to detail the Benefit of Root Cause analysis.
2. Gain an understanding of the Fall Investigation process.
3. Develop a clear understanding of accurate coding in Section M.
4. Learn how to verbalize the benefit of interdisciplinary involvement and follow-up for Fall Events.
Fall-related injuries can be some of the most common, disabling, and expensive health conditions encountered by adults, especially older adults. According to researcher Janice Morse, approximately 14% of all falls in hospitals are accidental, another 8% are unanticipated and 78% are anticipated falls. Guideline to prevent falls in the hospital has helped to bring down the numbers and improve patient safety.
Patient safety is the absence of preventable harm to a patient during the process of health care and reduction of risk of unnecessary harm associated with health.
Communication using the SBAR tool, Patient Safety Team, NHS Improving Quality,
more at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety.aspx
We are all engaged in a hospital-wide a system of
patient flow or patient care. We are each part of the
whole. The emergency department is connected
to the ICU. The ICU is connected to the OR. The
discharge and discharge processes are connected
to our admission capabilities and capacity. It’s
like the “Dry Bones” song you learned as a child,
“The foot bone’s connected to the leg bone, the
leg bone’s connected to the knee bone, the knee
bone’s connected to the thigh bone” and so forth.
Overall flow, or “the system,” can only be improved
by applying several key strategic concepts to these
disparate but equal parts.
Preventing falls in the SNF environment can be a challenge. Learn how to become a fall CSI and inspire your interdisciplinary team to meet the challenge of Falls Reduction. Improve patient care and survey outcomes.
1. Learn to detail the Benefit of Root Cause analysis.
2. Gain an understanding of the Fall Investigation process.
3. Develop a clear understanding of accurate coding in Section M.
4. Learn how to verbalize the benefit of interdisciplinary involvement and follow-up for Fall Events.
Fall-related injuries can be some of the most common, disabling, and expensive health conditions encountered by adults, especially older adults. According to researcher Janice Morse, approximately 14% of all falls in hospitals are accidental, another 8% are unanticipated and 78% are anticipated falls. Guideline to prevent falls in the hospital has helped to bring down the numbers and improve patient safety.
Patient safety is the absence of preventable harm to a patient during the process of health care and reduction of risk of unnecessary harm associated with health.
The development of a Patient Safety Programme for Primary Care is being informed by the learning from two ongoing primary care safety projects. This session highlights the approaches used, the early findings and describes how to sustain and spread the success of this work.
How evidence affects clinical practice in egyptWafaa Benjamin
Evidence based medicine is the gold standard for clinical care.
It implies the integration of best research evidence with clinical expertise and patient values.
There is still a wide gap between availability of evidence and its incorporation into routine practice in our country.
Barriers to implementation could be personal, social, institutional, financial and legal barriers.
True practice of evidence based care can only occur where evidence based decisions coincide with patients’ beliefs and clinicians’ preferences.
Continuing medical education programs should be set with integrating evidence based medicine teaching and learning within clinical training.
The importance of presence of local national guidelines which need to take into account variation in expertise, resources and patient preferences across our geographical and cultural contexts .
Customisation of a guideline to meet the local needs of a target patient population is critical to successful implementation.
Copyright 2014 American Medical Association. All rights reserv.docxbobbywlane695641
Copyright 2014 American Medical Association. All rights reserved.
The Connection Between Evidence-Based
Medicine and Shared Decision Making
Evidence-based medicine (EBM) and shared decision
making (SDM) are both essential to quality health care,
yet the interdependence between these 2 approaches
is not generally appreciated. Evidence-based medicine
should begin and end with the patient: after finding
and appraising the evidence and integrating its infer-
ences with their expertise, clinicians attempt a deci-
sion that reflects their patient’s values and circum-
stances. Incorporating patient values, preferences, and
circumstances is probably the most difficult and poorly
mapped step—yet it receives the least attention.1 This
has led to a common criticism that EBM ignore s
patients’ values and preferences—explicitly not its
intention.2
Shared decision making is the process of clinician
and patient jointly participating in a health decision af-
ter discussing the options, the benefits and harms, and
considering the patient’s values, preferences, and cir-
cumstances. It is the intersection of patient-centered
communication skills and EBM, in the pinnacle of good
patient care (Figure).
One Without the Other?
These approaches, for the most part, have evolved in
parallel, yet neither can achieve its aim without the other.
Without SDM, authentic EBM cannot occur.3 It is a
mechanism by which evidence can be explicitly brought
into the consultation and discussed with the patient.
Even if clinicians attempt to incorporate patient prefer-
ences into decisions, they sometimes erroneously
guess them. However, it is through evidence-informed
deliberations that patients construct informed prefer-
ences. For patients who have to implement the deci-
sion and live with the consequences, it may be more per-
tinent to realize that it is through this process that
patients incorporate the evidence and expertise of the
clinician, along with their values and preferences, into
their decision-making. Without SDM, EBM can turn into
evidence tyranny. Without SDM, evidence may poorly
translate into practice and improved outcomes.
Likewise, without attention to the principles of EBM,
SDM becomes limited because a number of its steps are
inextricably linked to the evidence. For example, discus-
sions with patients about the natural history of the con-
dition, the possible options, the benefits and harms of
each, and a quantification of these must be informed by
the best available research evidence. If SDM does not in-
corporate this body of evidence, the preferences that pa-
tients express may not be based on reliable estimates
of the risks and benefits of the options, and the result-
ing decisions not truly informed.
Why Is There a Disconnect?
A contributor to the existing disconnect between EBM
and SDM may be that leaders, researchers, and teach-
ers of EBM, and those of SDM, originated from, and his-
torically tended to practice, research, publish, and col-
labo.
PDAs for Nursing Students: Technology at Your FingertipsCynthia.Russell
A slideshow prepared for a class presentation on the use of PDAs in nursing schools. Data are presented for two surveys, one with students who were required to use PDAs and one with students who were not required to use PDAs.
Strategies to Deal with Collaborative Healthcare CommunicationAggregage
https://www.connectedhealthpulse.com/frs/21894009/streamlining-patient-care--the-integration-of-collaborative-healthcare-software/email
Due to the impact of COVID-19, integrating telehealth software into practices and organizations has become the new normal. In turn, this has increased the effectiveness of collaborative healthcare by strengthening communication amongst healthcare workers and helping combat the woes of burnout. Communication between patients and healthcare providers has also improved, allowing patients to reach their providers easily and decreasing turnaround time.
But what happens when the doctor’s pager is constantly going off, the phones are constantly ringing, and the emails won’t stop? While collaborative healthcare has significantly improved patient care, we also see the negative effects it has on healthcare staff driven by message and alert fatigue.
After this webinar, you will walk away with insight on the following:
The discussion surrounding collaborative healthcare communication
• Better stakeholder engagement to deal with message and alert fatigue
• How to optimize unified communication and collaboration tools
• The importance of setting work-life balance expectations when implementing software
BACKGROUND Before starting this assignment, please view these video.docxlascellesjaimie
BACKGROUND: Before starting this assignment, please view these videos:
How Do Vaccines Prevent Illness?
https://www.youtube.com/watch?v=abBpWqFV7kw
Preventive Care
https://www.youtube.com/watch?v=9rkVBh8wV14
CASE ASSIGNMENT:
Use information from the modular background readings as well as any good quality resource you can find. Cite all sources and provide a reference list at the end of your paper.
The following items/requirements/questions will be assessed:
Part 1: Discuss the following:
The nature of the problem associated with physician awareness and education and physician involvement in quality assurance processes. Concentrate your efforts on how physicians are educated. Or aren’t they educated on this process?
The steps taken to increase provider awareness and active involvement in the quality assurance process.
What works and what does not.
Your recommendations for further or continued improvements.
Part 2: The following items/requirements/questions will be assessed in particular:
Managed care philosophy and initiatives directed at prevention and health maintenance.
The nature of the problem of vaccinations and access to vaccines relative to prevention and health maintenance.
The steps taken to improve quality.
What works and what does not.
Your recommendations for further or continued improvements.
REQUIREMENTS:
Support your assignment with peer-reviewed articles, with at least 3-4 references. Use the following link for additional information on how to recognize peer-reviewed journals:
http://www.angelo.edu/services/library/handouts/peerrev.php.
Cite all sources and provide a reference list at the end of your paper.
LENGTH: 5-6 Pages
EXTRA READINGS:
Cleverley, W. O., & Cleverley, J. O. (2017).
Essentials of health care finance
. Jones & Bartlett Learning.
Eby, A. Z. (2017). Impacting parental vaccine decision-making.
Pediatric Nursing
, 43(1), 22.
Ghahramanian, A., Rezaei, T., Abdullahzadeh, F., Sheikhalipour, Z., & Dianat, I. (2017). Quality of healthcare services and its relationship with patient safety culture and nurse-physician professional communication.
Health Promotion Perspectives
, 7(3), 168-174. doi:10.15171/hpp.2017.30.
Gurley, K. L., Wolfe, R. E., Burstein, J. L., Edlow, J. A., Hill, J. F., & Grossman, S. A. (2016). Use of Physician Concerns and Patient Complaints as Quality Assurance Markers in Emergency Medicine.
Western Journal of Emergency Medicine
, 17(6), 749.
Hines, A. L., Raetzman, S. O., Barrett, M. L., Moy, E., & Andrews, R. M. (2017). Managed care and inpatient mortality in adults: effect of primary payer.
BMC Health Services Research
, 17(1), 121.
Hu, T., Decker, S. L., & Chou, S. Y. (2016). Medicaid pay for performance programs and childhood immunization status.
American Journal of Preventive Medicine,
50(5), S51-S57.
Hurley, L. P., Lindley, M. C., Allison, M. A., Crane, L. A., Brtnikova, M., Beaty, B. L., . . . Kempe, A. (2017). Primary care physicians’ perspective.
1Copyright 2016 American Medical Association. All rights reser.docxfelicidaddinwoodie
1Copyright 2016 American Medical Association. All rights reserved.
Listening with
empathy
Save time, communicate more effectively and improve patient
and provider satisfaction
CME
CREDITS:
0.5
How will this module help me listen with empathy?
Eight STEPS to listening with empathy
Answers to frequently asked questions about empathetic listening
Tools and resources to help you and your team
1
2
3
Neeraj H. Tayal, MD, FACP
The Ohio State University Wexner
Medical Center
2Copyright 2016 American Medical Association. All rights reserved.
Increasing administrative responsibilities—due to regulatory pressures
and evolving payment and care delivery models—reduce the amount of
time physicians spend delivering direct patient care. When empathetic
listening is used in health care, patients and families are more satisfied
and more open to hearing their physician’s advice. Practicing empathy
can save time and effectively defuse difficult situations. By forging deeper
connections with patients, physicians can experience greater professional
satisfaction and joy in work.
Listening with empathy
Release Date: August 31, 2016
End Date: August 31, 2019
Objectives
At the end of this activity, participants will be able to:
Identify the benefits of listening with empathy.
Demonstrate techniques on how best to listen for underlying feelings,
needs or values.
Reflect on conversations and refine techniques as necessary.
Target Audience
This activity is designed to meet the educational needs of practicing
physicians.
Statement of Need
Studies have shown that physician empathy is an essential attribute of
the patient-physician relationship and is associated with better outcomes,
greater patient safety and fewer malpractice claims. However, due to the
rigorous amount of education physicians already need to go through,
communication skills training has traditionally received less attention. This
module provides physicians the training on how to demonstrate empathy
to patients in their practice.
Statement of Competency
This activity is designed to address the following ABMS/ACGME
competencies: practice-based learning and improvement, interpersonal
and communications skills, professionalism, systems-based practice and
also address interdisciplinary teamwork and quality improvement.
Accreditation Statement
The American Medical Association is accredited by the Accreditation
Council for Continuing Medical Education to provide continuing medical
education for physicians.
Credit Designation Statement
The American Medical Association designates this enduring material for
a maximum of 0.5 AMA PRA Category 1 Credit™. Physicians should claim
only the credit commensurate with the extent of their participation in the
activity.
Claiming Your CME Credit
To claim AMA PRA Category 1 Credit™, you must 1) view the module
content in its entirety, 2) successfully complete the quiz answering 4 out
of 5 questions c ...
NR505 Advanced Research Methods Evidence-Based Pract.docxvannagoforth
NR505 Advanced Research Methods: Evidence-Based Practice
Evidence-Based Practice Change Project Proposal Template
Nursing Practice Concern/Problem
PICOT Question
Key Stakeholders
Theoretical Framework
Literature Review
Data Collection Methods
Analysis
Expected Outcomes
NR 505 Week 7 Assignment _7/24/2019JPTS
1
Chamberlain College of Nursing NR 505 ADVANCED RESEARCH METHODS – EVIDENCE-BASED PRACTICE
Research Summary Assignment
Chamberlain College of Nursing
NR 505: Advanced Research Methods: Evidence-Based Practice
Dr. Hellem
Sept. 2019
NR 505: Research Summary Template
PICOT QUESTION: In patients, what is the effect of bedside report in comparison to phone report on patient outcomes in a period of six weeks?
Full reference for article (APA Format)
Purpose
Research Method
Participants
Data Collection
Study Findings
Limitations
Relevance to PICOT
Rush, S. (2014). Bedside reporting: Dynamic dialogue. Nursing Management,43(1), 40-40. doi:10.1097/01.NUMA.0000409923.61966.ac
The study focused on increasing patient satisfaction and safety
through bedside reporting at Catholic Healthare West (CHW).
Qualitative Research
Participants included hospital staff, leaders, and patients.
Nurse supervisors observed bedside reporting at change of shift. They then filled out a questionnaire that had to be checked off to ensure bedside reporting was done correctly.
Bedside reporting made a positive impact in the hospital. Its success was witnessed by nurse leadership rounding on patients in the hospital.
The sample of participants was small and only one department of the hospital was used.
The findings conclude the positive outcomes on patient satisfaction with bedside reporting.
Lu, S., Kerr, D., & McKinlay, L. (2014). Bedside nursing handover: Patients' opinions. International Journal of Nursing Practice,20(5), 451-459. doi:10.1111/ijn.12158
Evidence proves bedside reporting is beneficial. This study tries to develop a protocol for nurses to follow when shift report is given at bedside.
Qualitative research.
A sample of 30 admitted, consenting patients were used. The patients were admitted to one of the three departments where the process of bedside report had been implemented for at least one year.
All data was collected from the answers from the patients through audio-recorded interviews. A research assistant and a registered nurse were present in the interview.
Four essential components came out of the study. Some regarded patient feelings and some regarded possible changes. Patients felt bedside reporting was ‘effective and personalized’ (1). They felt empowered in their care (2). Some felt their privacy was at jeopardy (3), thus allowing for training (4) in this sensitive matter.
The study was limited to three departments in the hospital and no clear generalizability came out of it. Sample collected was small.
Patients ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Harriet R. Sullivan-Bibee RN, BSN
Kaplan University
MN 510: Instructional Technology
Integration
Professor Mary Ann Theiss
June 26, 2012
2. 1) Describe the meaning of SBARR
2) Discuss why SBARR is needed
3) Describe the SBARR process
4) Become familiar with the SBARR tool
3. “Communication errors are the root
cause of almost 70% of sentinel
events, and 75% of the patients involved
died,” (Rodgers, 2007).
4. When does it happen?
HAND OFF REPORT
-Clinician to Physician
-Clinician to clinician
5.
6. 1. Communicate interactively
2. Communicate up-to-date information
3. Limit interruptions
4. Allow sufficient time to complete the hand-off.
5. Require a verification process
6. Ensure the receiver of information has the
opportunity to review relevant historical data
7. The beginning of SBAR
“SBAR is a communication format, which
was initially developed by the military
and refined by the aviation industry to
reduce the risks associated with the
transmission of inaccurate and incomplete
information”,(Rodgers, 2007).
8. What does SBARR stand for:
S-Situation
B-Background
A-Assessment
R-Recommendation
R-Read back
9.
10. Name
Medical record number
Age
Diagnosis
Medication list
Allergies
Vital signs
Lab results
Advance Directive
11. Have I seen and assessed the patient
myself before calling?
Review the chart for appropriate physician
to call.
12. Identify self, agency, and patient name
What is going on with the patient that is a cause
for concern. A concise statement of the problem
13. Admitting diagnosis and date of admission
List of current medications, allergies, IV fluids,
etc.
Most recent vital signs
Lab results: provide the date and time test was
done and results of previous tests for comparison
Medical history
Recent clinical findings
Advance Directive/code status
14. What are the clinician’s findings?
What is the analysis and
consideration of options?
Is this problem severe or life
threatening?
15. What action/recommendation is needed to
correct the problem?
What solution can you offer the physician?
What do you need from the physician to
improve the patient’s condition?
In what time frame do you expect this
action to take place?
16. Confirm what you heard.
Repeat what is ordered by the physician.
Reduces errors.
17. Standard of care
Safety and Quality
Not being Communication Being clear with
direct. Between nurse and expectations and
physician/nurse recommendations
Wrong
medication/ Provides safe care
wrong with good outcomes
procedure
Sentinel event with Saves time. Physicians and
poor patient nurses are less frustrated.
outcomes
18.
19. Conclusion
Being concise and accurate with the
information regarding our patients is
essential to positive outcomes. Using
SBARR will improve the communication
between nurses and physicians.
20. For more information please feel free to
contact me at:
Harriet R. Sullivan-Bibee, B.S.N., R.N.
Kaplan University
Harriet Sullivan-Bibee@student.kaplan.edu
21. (2007). Nursing Education Perspectives SBAR for students. 28 (6), p306-306,
1/3p; (AN27779598)
Delmarva foundation and the Maryland Patient safety center.(2007). Handoffs &
Transitions Learning Network. Retrieved from
http://www.marylandpatientsafety.org/html/learning_netwo
k/hts/materials/resources/handoffs/HandoffsStrategiesChart pdf
Rodgers, K.L. (2007).Using the SBAR communication technique to improve
nurse-physician phone communication: A pilot study. Viewpoint, 7-9.
22. Montgomery Learning college (nd). SBAR. Retrieved from
http://warfieldgraphics.com/CLIENTS/SBAR/SBAR%20Worksheet%2
0Kaiser%20 ermanente.pdf
Ohio Kepra (nd). Medicare quality improvement organization. SBAR
communication. Retrieved from
www.snjourney.com/ClinicalInfo/WrAndReport/SBAR.ppt
The Toronto Rehab (2010). No SBAR: Ineffective communication. Retrieved from
http://www.youtube.com/watch?v=CtdNQfKg8&feature=relmfu
The Toronto Rehab (2010). SBAR: Effective communication. Retrieved from
http://www.youtube.com/watch?feature=endscreen&NR=1&v=fsa
EArBy2g
Editor's Notes
Rodgers, K.L. (2007, March/April).Using the SBAR communication technique to improve nurse-physician phone communication: A pilot study. Viewpoint, 7-9.
It has been identified that hand off communication between clinicians in health care is not accurate and concise regarding patient care.
TheTorontoRehab (2010).No SBAR: Ineffective communication. Retreived from http://www.youtube.com/watch?v=CtdNQ-sfKg8&feature=relmfu
1.) allowing and promoting questions between the giver and receiver of information. 2.) regarding care, treatment, services, condition, and recent or anticipated changes. 3.) to avoid losing or skewing the information shared. 4.) Don’t be rushed, have plenty of time to discuss the situation. 5.) repeat-backs or read-backs as appropriate. 6.)including previous care treatment protocols. Delmarva foundation and the Maryland Patient safety center.(2007). Handoffs & Transitions Learning Network. Retrieved from http://www.marylandpatientsafety.org/html/learning_network/hts/materials/resources/handoffs/HandoffsStrategiesChart.pdf
Rodgers, K.L. (2007, March/April).Using the SBAR communication technique to improve nurse-physician phone communication: A pilot study. Viewpoint, 7-9.
This is a tool that is typically used for nurses to help provide an outline to communicate with the physician. Montgomery Learning college (nd). SBAR. Retrieved fromhttp://warfieldgraphics.com/CLIENTS/SBAR/SBAR%20Worksheet%20Kaiser%20Permanente.pdf
Before making contact with a physician or giving a hand off report be sure to have the patients information available to you.
Assess the patient prior to calling the physician, the more accurate details that can be provided the better.
Situation – This is Harriet Sullivan-Bibee RN, on 2 East. I am calling about Mr. Mitchell. I am concerned with his vital signs and his worsening condition.
Background – admitted on 6/26 diagnosis is sepsis UTI, NKA. Currently on Levaquin 500mg IV daily. Vital signs are 103 F., 120, 20, 154/90, 91% r/a. WBC-21.00 this am, blood and urine cultures are pending.Past medical history is chronic foley r/t urinary retention.Urine is cloudy with sediment.Full code.
Assessment – My findings are fever, cloudy/sediment urine, and tachycardia. No change in mental status noted. I believe the anti-biotic is resistant. The patient is not improving. I am concerned he could become septic.
Recommendation – would be what the nurse is directly asking for. Do you want blood cultures stat, I would suggest an order for Tylenol, and possibly alt this with Motrin? Do you want to change the foleycath?
Read back – the nurse would then read back the MD’s orders. “Ok, obtain blood cultures x 2 stat, give Tylenol 650mg po every 4 hrs prn temp, and alternate with Motrin 600mg po every 6hrs for a temp greater than 101.5. Thank you.”