Implementation of a SBAR sign-out template in the standardized residency training in a neonatal ward
10.3760/cma.j.cn116021-20200822-01037
- VernacularTitle:SBAR交班模式在新生儿病房住院医师规范化培训中的应用
- Author:
Feng CHEN
1
;
Luying CAO
;
Weihong YUE
;
Zhene XU
;
Zhenqiu LIU
;
Ya HU
;
Yongming WANG
;
Ziyu HUA
;
Hong WEI
Author Information
1. 重庆医科大学儿科学院内科教研室，重庆 400014
- Keywords:
Situation, background, assessment, and recommendation;
Sign-out;
Neonatal ward;
Standardized residency training;
Post competency
- From:
Chinese Journal of Medical Education Research
2022;21(10):1366-1370
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the effect of SBAR (situation, background, assessment, and recommendation) sign-out template in the standardized residency training in a neonatal ward.Methods:Based on SBAR communication mode, we designed and optimized neonatal ward sign-out checklist, and a total of 67 residents were trained for 2 weeks from April 2019 to June 2019, with control group (before training) and observation group (after training). The assessment indicators of sign-out information included sign-out duration, the incidence of sign-out errors, quality assessment scores and shift satisfaction (including sign-out satisfaction and self-evaluation) as well as competencies. A total of 1 553 children's morning shift data were collected, and SPSS 22. 0 was used for t test and chi-square test. Results:In the control group, the sign-out duration was (23.4±4.7) min, the incidence of sign-out errors was (43.6±6.6)%, quality assessment scores were (6.3±0.7) points, the satisfaction degree was (76.5±4.6)%, and the self-evaluation scores were (5.2±2.1) points. While, in the observation group, the sign-out duration was (15.9±3.2) min, the incidence of sign-out errors was (21.1±2.3)%, quality assessment scores were (8.9±0.9) points, the satisfaction degree was (94.1±2.9)%, and the self-evaluation scores were (8.9±0.8) points, with statistically significant difference ( P<0.05). There were statistically significant differences between the two groups in clinical skills and medical service ability [(2.2±0.1) vs. (3.8±0.3)], interpersonal communication ability [(2.6±0.5) vs. (4.2±0.1) points], teamwork ability [(3.1±0.2) vs. (4.6±0.3)], information and management ability [(2.5±0.5) vs. (4.2±0.2)] ( P<0.05). Conclusion:The SBAR template can improve sign-out process and the clinical skills of standardized training residents.
