Situation-background-assessment-recommendation Communication Research Articles

Research on doctor-patient communication teaching for oncology residents: a new teaching model.

At present, there is no specific teaching method for doctor-patient communication for oncology residents. This study combined BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) teaching model and SBAR (situation-background-assessment-recommendation) communication model to try a new teaching and assessment model of doctor-patient communication, aiming to explore and improve the teaching method of doctor-patient communication for oncology residents. Ninety residents were randomly divided into two groups: the experimental group (n = 45) was trained with the BOPPPS teaching model combined with the SBAR communication model, the routine teaching method was adopted in the control group (n = 45). Indicators of assessment included doctor-patient communication skills, satisfaction with teaching, and patient satisfaction. The scores for doctor-patient communication ability were significantly better in experimental group than control group (p < 0.05). The degree of satisfaction degree (very satisfied + satisfied) of the experimental group were higher than control group (p < 0.05). The overall teaching satisfaction of the experimental group was 100.00%, the control group was 77.78%, p < 0.001. Patients' satisfaction with the residents in the experimental group (93.3%) was significantly higher than control group (80.0%), p = 0.043. The application of the BOPPPS combined with the SBAR can effectively enhance residents' doctor-patient communication ability and improve teaching satisfaction and patient satisfaction. This new model can effectively improve resident physician‒patient communication ability, which is worth actively promoting in clinical teaching work.

Evaluation of a training program using the SBAR communication tool for caregivers managing acute respiratory distress in lung cancer patients: A pilot randomized controlled trial protocol

BackgroundFamily-based caregivers are increasingly important in the management of non-hospitalized lung cancer patients. However, lack of training can negatively impact care including diagnostic errors that can lead to delays in providing appropriate medical treatment. Acute respiratory failure (ARF) is common symptom of lung cancer and requires urgent intervention as well as adequate communication with healthcare professionals (HCPs) to enable appropriate decision-making and improve patient outcomes. Standardized tools such as the Situation, Background, Assessment, Recommendation (SBAR) tool and its French adaptation SAED, standing for Situation, Antécédent, Évaluation et Demande, are designed to facilitate communication among (HCPs).Additionally, digital interventions, such as serious games, are increasingly used to train HCPs though its use for caregivers has not been studied. This pilot study aims to assess an innovative serious game training using the SAED tool combined with standard instructions on self-efficacy for family-based caregivers of lung cancer patients when facing a simulated situation of ARF. The study also aims to examine caregivers' emotional state, quality of life, satisfaction and knowledge about the SBAR tool. MethodsA monocentric, randomized, controlled, open-label, superiority, parallel-arm trial will be conducted for 18 months with 3 mid-study assessments (NCT05839353). Family caregivers of lung cancer patients will be recruited at the University Hospital Center of Saint Pierre, Reunion Island, France. Participants will be randomized (1:1) into two groups: the experimental group receiving training using the SBAR/SAED tool and standard instructions for managing respiratory distress/dyspnea, and the control group, receiving standard instructions only. The primary outcome will be to determine perceived self-efficacy as measured by the Generalized Self-Efficacy Scale. DiscussionThis study will present a preliminary assessment of training family caregivers in using the SBAR/SAED tool in simulated episodes of ARF in lung cancer patients. Our findings may provide valuable insights into effective training methods for caregivers in critical home care situations and could be widely used for lung cancer management.

The SBAR tool for communication and patient safety in gynaecology and obstetrics: a Tunisian pilot study

BackgroundIn healthcare, inadequate communication among providers and insufficient information transmission represent primary contributors to adverse events, particularly in medical specialties such as obstetrics and gynecology. The implementation of SBAR (Situation-Background-Assessment-Recommendation) has been proposed as a standardized communication tool to enhance patient safety. This study aims to evaluate the knowledge, attitudes, and practices related to SBAR communication through a pilot study conducted in a middle-income country.MethodsThis prospective longitudinal study took place in the gynecology-obstetrics department of a Tunisian university hospital from May to June 2019. All medical and paramedical staff underwent comprehensive theoretical and practical training through a 4-hour SBAR simulation. To gauge participants’ knowledge, anonymous multiple-choice questionnaires were administered before the training initiation, with a second assessment conducted at the end of the training to measure satisfaction levels. Two months later, the evaluation utilized questionnaires validated by the French National Authority for Health (HAS).ResultsAmong the 62 care staff participants in this study, a majority (89%) demonstrated a low level of knowledge regarding the SBAR tool. The majority (75.8%) expressed enjoyment with the training and indicated their intention to implement changes in their practice by incorporating the SBAR tool in the future (80.7%). Notably, over half of the participants (79%) expressed satisfaction with the training objectives, and 74% reported acquiring new information. Evaluation of the practice revealed positive feedback, particularly in terms of clarity, the relevance of communication, and the time spent on the call.ConclusionOur pilot study showed that the majority of professionals on the ward had little knowledge of the SBAR tool, a good attitude and a willingness to put it into practice. It is essential that healthcare managers and professionals from all disciplines work together to ensure that good communication practice is developed and maintained. Organisations, including universities and hospitals, need to invest in the education and training of students and health professionals to ensure good quality standardised communication.

Supporting nurses in acute and emergency care settings to speak up.

Nurses' competence and confidence in raising concerns with senior clinicians is integral to patient safety and the quality of patient care. If nurses do not speak up when needed it can contribute to incidences of failure to rescue. There are many barriers to nurses speaking up in busy emergency departments and complex major trauma patient cases. Assessment and communication tools such as the SBAR (situation, background, assessment, recommendation) approach and communication techniques such as graded assertiveness can help to overcome some of these barriers. This article uses a case study to discuss how nurses can respectfully but efficiently escalate their concerns to the trauma team leader. It describes barriers to nurses speaking up and tools that can support nurses to speak up, with a focus on graded assertiveness.

Structured Referral Call Handling Process Improves Neonatal Transport Dispatch Times.

In 2019 the Southern Alberta Neonatal Transport Service adopted a transport call handling process change to expedite transport team mobilization. This study compares the impact of this change on neonatal transport decision to dispatch and mobilization times. This retrospective cohort study was conducted using a historical cohort of neonates referred for transportation between January 2017 and December 2021. The "dispatch time" (DT) was the time from the start of consultation to the time a decision to dispatch the transport team was made, whereas "mobilization time" (MT) referred to the time from start of consultation to the time the team departed the home base. In 2019, a DT target of <3 minutes was implemented to meet a target MT of <15 and <30 minutes for emergent and urgent high-risk transport referral calls, respectively. In 2021 use of the "Situation" component of the SBAR (Situation, Background, Assessment, Recommendation) communication tool was introduced with the transport team asking five questions to determine need for mobilization. Data between 2017 and 2018 represented the preintervention period, 2019, the "washout" period for implementation, and 2020 to 2021, the postintervention period. Data were analyzed to determine trends in DT and MT. The DT was reduced from a median of 5 to 3 minutes following intervention (p < 0.001). DT target goal of 3 minutes was achieved in 67.08% of calls compared with 26.24% in the preintervention period, (p < 0.001). The team achieved MT target goals in 42.71% of urgent and emergent transfers compared with 18.05% prior to intervention (p < 0.001). Introduction of a time-sensitive referral call handling process improved dispatch and mobilization time of the neonatal transport team. · Time-sensitive triaging of neonatal transport referrals improves dispatch and mobilization time.. · A structured referral call handling process improves the efficiency of neonatal transport decision-making.. · Dedicated neonatal transport vehicles are likely to improve neonatal transport mobilization time..

Practical Progress of SBAR Communication Model-Related Teaching in Clinical Teaching

This paper elaborates the core and essence of situation, background, assessment, recommendation (SBAR) communication model, clarify the application status of SBAR communication model in the clinical teaching of nursing students, and describe its effectiveness and limitations, so as to provide reference for improving clinical nursing teaching ability.

Situation, Background, Assessment, Recommendation (SBAR) Education for Health Care Students: Assessment of a Training Program.

Interprofessional communication failures are estimated to be a factor in two-thirds of serious health care-related accidents. Using a standardized communication protocol during transfer of patient information between providers improves patient safety. An interprofessional education (IPE) event for first-year health professions students was designed using the Situation, Background, Assessment, Recommendation (SBAR) tool as a structured communication framework. IPE literature, including a valid measurement tool specifically tailored for SBAR, was utilized to design the Interprofessional Team Training Day (ITTD) and evaluate learner gains in SBAR skills. Learners from six educational programs participated in ITTD, which consisted of didactics, small-group discussion, and role-play using the SBAR protocol. Individual learners were assessed using the SBAR Brief Assessment Rubric for Learner Assessment (SBAR-LA) on SBAR communication skills before and after the ITTD event. Learners received a written clinical vignette and submitted video recordings of themselves simulating the use of SBAR to communicate to another health care professional. Pre- and postrecordings were scored using the SBAR-LA rubric. Normalized gain scores were calculated to estimate the improvement attributable to ITTD. SBAR-LA scores increased for 60% of participants. For skills not demonstrated before the event, the average learner acquired 44% of those skills from ITTD. Learners demonstrated statistically significant increases for five of 10 SBAR-LA skills. The value to patient safety of utilizing structured communication between health care providers is proven; however, evaluating IPE teaching of communication skills effectiveness is challenging. Using SBAR-LA, communication skills were shown to improve following ITTD.

The Correlation between the use of the SBAR Effective Communication Method and the Handover Implementation of Nurses on Patient Safety

Background: Patient safety is a system implemented in hospitals with the aim of providing patient comfort in the treatment process. One of the effective communication methods is using the Situation Background Assessment Recommendation (SBAR) approach, this communication method is used when nurses carry out handovers to achieve critical thinking skills and save time during the treatment process. The SBAR approach has proven to be an effective communication tool in acute and urgent patient care settings. This review aims to find effective communication methods to reduce or reduce the number of patient safety incidents, improve service quality and improve the quality of nursing care. Purpose: To find out the relationship between the use of the SBAR effective communication method and the implementation of handovers on patient safety. Methods: Using a Literature review research design with the journal search method using the Google Scholar and Elsevier databases. Results: Researchers found 13 articles that met the inclusion and exclusion criteria. The results of the literature review show that effective communication using the SBAR approach can reduce errors in communication between health workers and health workers with patients so as to prevent unwanted events. Therefore, effective communication with the SBAR approach can also improve the quality of hospital services and increase patient satisfaction and effective SBAR communication plays an important role in the implementation of handover of patient safety. Conclusion: The results of a systematic literature review show that there is a relationship between the use of the effective SBAR communication method and the implementation of handovers on patient safety and the effective communication method with the SBAR approach is expected to become a communication method that can improve service quality, reduce patient safety incidents and prevent the occurrence of unwanted events, and can affect patient satisfaction and nurse loyalty.

Individuals with Sickle Cell Disease Using SBAR as a Communication Tool: A Pilot Study.

Sickle cell disease (SCD) is a hemoglobinopathy that causes debilitating pain. Patients often report dissatisfaction during care seeking for pain or a sickle cell crisis (SCC). The Theory of Self-Care Management for SCD conceptualizes assertive communication as a self-care management resource that improves healthcare outcomes. This pilot study aimed to determine whether adults with SCD could learn to use the Situation, Background, Assessment, Recommendation (SBAR) communication method using a web-based trainer, and it aimed to determine their perceptions of the training. The participants included n = 18 adults with SCD. Inter-rater reliability (IRR) among three reviewers was used to evaluate the participants' ability to respond as expected to prompts using SBAR communication within the web-based platform. Content analysis was used to describe the participants' perspectives of the acceptability of using the SBAR patient-HCP communication simulation. The SBAR IRR ranged from 64 to 94%, with 72% to 94% of the responses being evaluated as the using of the SBAR component as expected. The predominant themes identified were (1) Patient-Provider Communication and Interaction; (2) Patients want to be Heard and Believed; (3) Accuracy of the ED Experience and Incorporating the Uniqueness of each Patient; and (4) the Overall Usefulness of the Video Trainer emerging. This pilot study supported the usefulness and acceptability of a web-based intervention in training adults with SCD to use SBAR to enhance patient-HCP communication. Enhancing communication may mitigate the barriers that individuals with SCD encounter during care seeking and improve the outcomes. Additional studies with larger samples need to be conducted.

Implementing a Standardized Communication Tool in an Intensive Care Unit.

Effective communication is essential in critical care settings. Use of the SBAR (Situation, Background, Assessment, Recommendation) tool has been shown to standardize and improve communication among health care providers. This quality improvement project was designed to improve communication in an intensive care unit that lacked a standardized communication protocol. Communication practices differed greatly between nurses and advanced practice providers. As a result, patient safety was put at risk owing to incomplete, inaccurate, or delayed information when clinical concerns were reported or escalated. This project used a pre-post design in which surveys were used to gather information on staff perceptions of communication and collaboration between nurses and advanced practice providers before and after an educational intervention. The 2 groups received identical education on SBAR guidelines adapted for use in the intensive care unit setting and patient safety. Results showed improvement in all areas of communication. Significant improvements were found on the General Perceptions subscale among advanced practice providers (P = .04) and among nurses (P = .007). In the combined study population, improvements were observed on all subscales, with significant results for the Open Communication (P = .03) and General Perceptions (P = .002) subscales. A significant increase was found in the percentage of nurses using the SBAR tool after the intervention (95%) compared with before the intervention (66%; P < .001). Implementation of the SBAR communication tool significantly improved general perceptions of communication in this intensive care unit.

시뮬레이션 기반의 SBAR 의사소통 교육을 받은 간호대학생의 의사소통명확성, 의사소통자신감, 의사소통능력

This study was attempted to identify the differences in communication clarity, communication confidence, and communication skills of nursing students who received simulation-based SBAR (Situation, Background, Assessment, Recommendation) communication education. To provide basic data for systematic SBAR communication education to improve communication competency of nursing students. We used fever care scenario of urinary tract infection for infant childhood and dyspnea care scenario of pneumonia for early childhood. This is a single-group pre- and post-experimental design study. This study was conducted on 85 fourth-grade students who took simulation practice courses enrolled in the nursing department of one university located in B city. The data were collected from September 3 to December 6, 2021, using a self-report questionnaire before and after simulation practice. For data analysis, using SPSS/WIN 24.0 program, Communication clarity, communication confidence, and communication skills of nursing students were analyzed with the mean and standard deviation, and differences in communication clarity, communication confidence, and communication skills before and after SBAR communication education were analyzed using t-test. As a result of the study, communication clarity averaged 3.91±0.70 points before education and 4.37±0.66 points after education, and communication confidence averaged 7.56±1.42 points before education and 8.19±1.48 points after education. Communication skills averaged 3.96±0.44 points before education and 4.12±0.44 points after education. Communication clarity before and after SBAR communication education based on simulation (t=-4.37, p&lt;.001), communicator confidence (t=-2.83, p=.005), communication skills (t=-2.46, p=.015) showed a statistically significant difference. Based on the results of this study, it will be necessary for nursing universities, which are prospective nurses, to actively use the SBAR communication format in various subjects from the lower grades for systematic education on communication.

SBAR-LA: SBAR Brief Assessment Rubric for Learner Assessment.

IntroductionStructured communication tools are associated with improvement in information transfer and lead to improved patient safety. Situation, Background, Assessment, Recommendation (SBAR) is one such tool. Because there is a paucity of instruments to measure SBAR effectiveness, we developed and validated an assessment tool for use with prepractice health professions students.MethodsWe developed the SBAR Brief Assessment Rubric for Learner Assessment (SBAR-LA) by starting with a preliminary list of items based on the SBAR framework. During an interprofessional team training event, students were trained in the use of SBAR. Subsequently, they were assigned to perform a simulated communication scenario demonstrating use of SBAR principles. We used 10 videos from these scenarios to refine the items and scales over two rounds. Finally, we applied the instrument on another subset of 10 students to conduct rater calibration and measure interrater reliability.ResultsWe used a total of 20 out of 225 videos of student performance to create the 10-item instrument. Interrater reliability was .672, and for eight items, the Fleiss’ kappa was considered good or fair.DiscussionWe developed a scoring rubric for teaching SBAR communication that met criteria for validity and demonstrated adequate interrater reliability. Our development process provided evidence of validity for the content, construct, and response process used. Additional evidence from the use of SBAR-LA in settings where communication skills can be directly observed, such as simulation and clinical environments, may further enhance the instrument's accuracy. The SBAR-LA is a valid and reliable instrument to assess student performance.

Evaluation of long term retention and utilization of the situation, background, assessment, recommendation (SBAR) communication technique

Introduction: Effective communication as part of an interprofessional team is a required standard of pharmacy education. The Situation, Background, Assessment, Recommendation (SBAR) communication technique is an evidence-based method shown to improve patient safety, and is embedded in some curricula of pharmacy and other health care professions. The aim of this study is to determine whether students can utilize the SBAR communication technique during an interprofessional skills assessment one year following initial instruction.Methods: Students are initially trained on the SBAR technique in an interprofessional setting using the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) method in the fall of the second professional year. One year later, students participated in a simulated interaction with a physician as part of the pulmonary module of the pharmacotherapeutics series. Faculty evaluators noted how many and which components of the SBAR technique students used during the interaction. The simulation was run for two academic years, results of which were compared.Results: There was a significant difference in the number of students who used all four components of SBAR. A significant difference also existed between the use of the “situation” and “background” components.Conclusion: The TeamSTEPPS method appears to be an effective method to train students on the SBAR communication technique and results in long term retention. Pharmacy programs should consider the use of the TeamSTEPPS method early in their curricula.

The Association between SBAR (Situation, Background, Assessment, Recommendation) Communication Methods with Patients’ Safety Culture Application in A.W. Sjahranie Hospital Samarinda

Preface: SBAR communication method is an effective communication which aims to improve patients’ safety. The use of SBAR communication methods is not fully optimized and accustomed. For these reasons, this research is aimed to find out the relation between the SBAR communication methods with the patients’ safety culture application.Methods: The type of this research is quantitative with analytic study and cross-sectional design. The total population of this research is 452 people that spread to 14 service units. Sample of 77 people used a purposive sampling technique. Instruments that used are SOP from PPSDMK of Indonesian Health Departments and AHRQ issued patients’ safety culture questionnaires. SBAR observation data was taken during the process of shifts handover between nurses, and continued with answering questionnaires. The data are then analyzed using univariate and bivariate analysis with Chi Square test.Result: From the tests are obtained that the score from situation variable of p=0,001, background variable of p=0,003 and assessment variable of p=0,006, and recommendation variable of p=0,001. The result of p value < 0.05 (Sig. 95%) therefore Ho is rejected and Ha is accepted with the result that there is a relation between SBAR communication methods with patients’ safety culture application.Conclusion: There is a relation between SBAR communication methods with patients’ safety culture application. It is highly suggested for Hospital to improve the application of SBAR communication methods and patients’ safety culture that is not yet fully optimized. Keywords: Communication, effective, SBAR, patients’ safety culture

Evaluation of the Impact of Handoff Based on the SBAR Technique on Quality of Nursing Care.

Effective communication, including the complete and accurate transfer of information and the prevention of misrepresentation and misinterpretation of patient-centered data during handoff, can enhance the quality of patient care and safety. This study was aimed at evaluating the impact of bedside handoff using the Situation, Background, Assessment, Recommendation (SBAR) technique, on the quality of nursing care. The Quality Patient Care Scale (QUALPACS) was completed by the patient while nurses performed a verbal bedside shift handoff and after receiving education on the purpose and proper use of the SBAR communication tool. The mean age of subjects was 51.29 ± 8.02 years. We found a significant increase in the mean score of QUALPACS dimensions, namely psychosocial (P < .001), physical (P < .001), and communication (P < .001) after SBAR implementation. Findings suggest that using the SBAR handoff technique increases the quality of nursing care in all QUALPACS dimensions.

Utilizing an SBAR Workshop With Baccalaureate Nursing Students to Improve Communication Skills.

This study evaluated the effectiveness of the Situation-Background-Assessment-Recommendation (SBAR) technique to reduce anxiety and increase self-confidence levels regarding health care communication among undergraduate nursing students. Baccalaureate nursing students (n = 35) completed anxiety and self-confidence questionnaires before and after an SBAR communication workshop and subsequent simulation. A statistically significant increase in postintervention self-confidence scores was noted with no significant difference in anxiety levels. The findings support the use of SBAR as an organizing tool to promote nursing students' self-confidence during communication; however, further efforts are needed to qualitatively examine how this tool promotes these changes.

Self-Evaluation of Nurses and Midwives Practices Using SBAR (Situation, Background, Assessment, Recommendation) Communication Tool on Maternal Health Documentation

Abstract:Objective: To self-evaluate the effect of SBAR (Situation, Background, Assessment, and Recommendation) educational program on nurse and midwives practices in maternal health report documentation accuracy.Methods: A quasi- experimental design was carried with the application of pre- post test for nurses and midwives’ knowledge and practices regarding SBAR communication tool. The study was held in Al-Elwia maternity teaching hospital, Al –Karckh maternity hospital and Al-Yarmouk teaching Hospital. purposive sample as it was convenient with inclusion criteria consisted of (84) nurse and midwives. The questionnaire comprised of demographic data, nurses- midwives practices of SBAR using (5) level Likert scale for assessment, with Cut –off point (3). Content validity was determined through (21) expert. Pilot study was conducted on (10) nurses and midwives at Al- Elwia maternity teaching hospital during 15th to 22nd ,may, 2017. Reliability of the questionnaire (pre (0.89), post (0.89), evaluation (0.936) Descriptive and Inferential statistical data analysis were used.&#x0D; Results: The result shows that there is significant statistical differences in all domain, so we reject the nil ( ) hypotheses and accepted the alternative one ( ). Because the calculate value greater than table value for each degree of freedom (3,4) that corresponding the table value (7.816 ,9.488) respectively. The means are not equal for all in chi- square distribution and in the corresponding degree of freedom. No significant differences between evaluation variable (practice) in SBAR program with the socio-demographic characteristics, except for work place shows significant differences at (P-value : 0.000). The results also presents that participants were extremely confident in applying scenario for Placenta praevia, Abortion, Teenage pregnancy, Postdate pregnancy, Preeclampsia, and last Premature rupture membranes. Recommendations: A coordination with Ministry of health in Iraq- to activate SBAR forma to be used in nursing curriculum. Encouraging nurse –midwives to attend workshop, conference training programs and review nursing care related to SBAR forms.

THE EFFECTIVENESS OF COACHING USING SBAR (SITUATION, BACKGROUND, ASSESSMENT, RECOMMENDATION) COMMUNICATION TOOL ON NURSING SHIFT HANDOVERS

Background: The SBAR (situation, background, assessment, recommendation) method assists nurses in communicating information in nursing shift handover. Inaccurate shift handover can have a serious impact on patients due to poor communication. Optimal resource development can be done by coaching as the best guidance method from manager for directional discussion and guidance activity to learn to solve problem or do better job and build nursing leadership culture in clinical service.&#x0D; Objective: To analyze the effectiveness of coaching method using SBAR communication tool on nursing shift handovers.&#x0D; Methods: This was a quasi-experimental study with pretest posttest control group design. Fifty-four nurses were selected using a consecutive sampling, which 27 assigned in the experiment and control group. An observation checklist was developed by the researchers based on the Theory of Lardner to evaluate the effectiveness of the implementation of coaching using SBAR on nursing shift handover. Independent t-test, Mann-Whitney test and Wilcoxon test were used for data analyses. &#x0D; Results: There was an increase in coaching ability of head nurses in the implementation of SBAR in nursing handover after 2-weeks and 4-weeks of coaching. There was also a significant improvement of the use of SBAR on nursing shift handover in the experiment group (p &lt;0.05) compared to the control group. &#x0D; Conclusion: Coaching using SBAR (situation, background, assessment, recommendation) communication tool was effective on nursing shift handovers. There was a significant increase of the capability of head nurses and nursing shift handovers after given coaching intervention.

Application of SBAR communication model in the training of critical thinking ability of clinical ICU nursing staff

Objective To evaluate the influence of situation-background-assessment-recommendation (SBAR) communication model on critical thinking ability in intensive care unit (ICU) nurses. Methods In May 2015, a total of 350 ICU nurses compliance with the study inclusion criteria, from a Class Ⅲ Grade A general hospital in He'nan Province, were selected by cluster sampling. The baseline survey of ICU nurses' critical thinking ability was carried out by critical thinking disposition inventory-Chinese version (CTDI-CV) . The critical thinking ability of ICU nurse was investigated again after a-year-long implementation of morning shift meeting featured by SBAR communication model, and then, compared with that one year ago. Results After one-year practice of SBAR communication model oriented morning shift meeting, the total score of critical thinking ability increased from (242.39±37.07) to (262.60±35.96) , and the difference was statistically significant (t=-7.105, P<0.001) . The positive ability of critical thinking increased from 7.5% to 17.2%, and the difference was statistically significant (χ2=8.274, P<0.05) . Conclusions The application of morning shift meeting characterized by SBAR communication model can contribute to the elevation of ICU nursing staff's critical thinking ability. Key words: Nursing staff; Intensive care units; SBAR communication model; Critical thinking ability

Application of SBAR communication mode in the patients with acute myocardial infarction

Objective To explore the application value of the situation-background-assessment-recommendation (SBAR) communication mode in the patients with acute myocardial infarction (AMI) . Methods Ninety-four cases of AMI patients who were hospitalized in the department of cardiology in Wuxi No.2 People's Hospital of Nanjing Medical University were included and were randomly divided into the conventional group and the SBAR group. There were 47 cases in each group. The patients in the conventional group were given the routine care; the patient in the SBAR group was given the SBAR communication mode. The nursing satisfaction and the incidence of adverse events in the 2 groups were compared. Results The nursing satisfaction in the SBAR group was 95.74%, which was significantly higher compared to the conventional group (70.21%, P<0.05) . The total incidence of adverse events in the SBAR group was 4.25%; in the conventional group the incidence was 25.53%. The difference between the 2 group was significant (χ2=6.42, P<0.05) . Conclusions The SBAR communication model can effectively improve the quality of the nurses' disease observation and the nursing satisfaction and reduce the incidence of clinical adverse events, which was worth clinical promotion. Key words: Quality of life; Acute myocardial infarction; Situation-background-assessment-recommendation communication mode; Nursing satisfaction