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Strategy Submission
I-SBAR reporting for the nursing student
Author:
Melani Stephens Stallkamp
MSN, RN
Title:
Assistant Professor
Coauthors:
Institution:
Good Samaritan College of Nursing
Email:
Competency Categories:
Patient-Centered Care, Safety, Teamwork and Collaboration
Learner Level(s):
Pre-Licensure ADN/Diploma, Pre-Licensure BSN
Learner Setting(s):
Classroom, Clinical Setting
Strategy Type:
Online or Web-based Modules
Learning Objectives:
- 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.
Strategy Overview:
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.
Submitted Materials:
Additional Materials:
Additional Materials
Evaluation Description:
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.
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