SBAR as a Standardized Communication Tool for Medical Laboratory Science Students.
Objective Laboratory professionals must communicate effectively on an interprofessional team. It is the responsibility of Medical Laboratory Science (MLS) programs to teach communication. The structured communication tool Situation, Background, Assessment, and Recommendation (SBAR) is one way to pro...
| Publicado en: | Laboratory Medicine Vol. 52; no. 2; pp. 136 - 141 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Mar2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149338808&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149338808 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00075027 4CY jtl: Laboratory Medicine issn: 00075027 maglogo: N pubinfo: dt: Mar2021 vid: 52 iid: 2 pid: 10398 pub: Oxford University Press / USA artinfo: ui: 149338808 149338808 149338808 10.1093/labmed/lmaa061 149338808 ppf: 136 ppct: 5 formats: tig: atl: SBAR as a Standardized Communication Tool for Medical Laboratory Science Students. aug: au: Oliveira, Ana L Brown, Michelle affil: Department of Clinical and Diagnostic Sciences, School of Health Professions, University of Alabama at Birmingham , Birmingham, Alabama sug: subj: SBAR Technique Medical Laboratory Science Students, Medical Technology Communication Interprofessional Relations Human Education, Medical Laboratory Technology Simulations Teamwork Students, Allied Health Pretest-Posttest Design Summated Rating Scaling Data Analysis Software Learning Methods ab: Objective Laboratory professionals must communicate effectively on an interprofessional team. It is the responsibility of Medical Laboratory Science (MLS) programs to teach communication. The structured communication tool Situation, Background, Assessment, and Recommendation (SBAR) is one way to promote effective communication. Methods Students participated in a case-based simulation activity on the importance of teamwork/communication and the use of SBAR and completed a pre/post survey on communicating interprofessionally. Results Students reported increased confidence and competence with interprofessional communication after the activity with 4 of 5 questions demonstrating a statistically significant increase in scores post SBAR instruction. Conclusions Our study demonstrates that SBAR is a suitable communication tool that can be used to increase our MLS students' confidence and competency in interprofessional communication. Educators should use this communication tool to empower MLS students to be effective members of the healthcare team. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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