SBAR沟通模型在急诊科护生带教中的应用

Application of SBAR communication model in the teaching of nursing students in emergency department

目的评估SBAR沟通模型对临床护生病情观察能力和沟通能力的提高效果。方法选择随机分配至急诊科的60例实习护生,第一阶段(2周)为常规培训;第二阶段(2周)由带教老师嵌入SBAR沟通培训,比较护生对急诊患者病情的汇报能力以及对培训方式的满意度。结果护生在第二阶段的汇报时间由第一阶段的(12.50±2.16)min降至(5.20±0.67)min,且内容完整性、条理性皆优于第一阶段,差异有统计学意义(P<0.05)。另外,护生对培训模式的满意度第二阶段(50%)远高于第一阶段(20%),差异有统计学意义(P<0.05)。结论 SBAR具有结构性、一致性、优先化、准确性以及综合性等特点,不仅提高了实习护生自身的沟通能力,且提高了护生对急诊患者病情的观察能力,保障了安全护理的高标准。

Objective To evaluate the improving effect of SBAR communication model to the disease observation and communication of clinical nursing students. Methods A total of 60 nursing students were randomly assigned to the e mergency department. Their training course was divided into two phases. The first phase（two weeks） was conventional training and the second phase（two weeks） was embedded SBAR communication training by teachers. The ability of reporting the condition of emergency patients and the satisfaction degree with the training methods of the nursing students were compared. Results The reporting time of nursing students in the second phase decreased from（12.50±2.16） minutes of the first phase to（5.20±0.67） minutes. The completeness and logic of the content were better than those of the first phase. The data was statistically significant（P〈0.05）. In addition, the nursing students＇ satisfaction to the training mode in the second phase（50%） was much higher than that in the first phase（20%）, which was statistically significant（P〈0.05）.Conclusion SBAR has characteristics of structure, consistency, priority, accuracy, and integrity. It can not only improve the communication ability of intern nursing students, and also can improve their ability of observation on the condition of emergency patients so as to ensure high standards of safety nursing.