电子信息化下的SBAR沟通模式在危重患儿交班中的应用

Application of SBAR Communication Mode under Electronic Informationization in the Handover of Critically Ill Children

目的探讨电子信息化下的SBAR沟通模式在危重患儿交班中的应用效果。方法选取昆明市儿童医院PICU2018年4月1日~30日收治的148例患儿为对照组,采用常规交班模式;2018年7月1日~31日收治的154例患儿为实验组,采用电子化SBAR交班模式。比较两组交接班内容错漏情况、交接班时间、护士对危重患儿病情掌握程度及医护合作情况。结果实验组医护人员在交接班中发生错交、漏交的次数低于对照组,差异有统计学意义(P<0.05);实验组书写交班时间、床旁交班时间均低于对照组,差异有统计学意义(P<0.05);实验组护士对患儿基本信息、病情诊断/病情变化、过敏史/特殊用药情况、主要异常检查/检验结果及风险评估掌握评分分别为(8.72±0.10)分、(9.37±0.09)分、(9.49±0.84)分、(9.56±0.83)分、(9.70±0.71)分,均高于对照组的(6.51±0.11)分、(6.70±0.12)分、(6.88±0.13)分、(6.81±0.13)分、(6.70±0.12)分,差异有统计学意义(P<0.05);实验组患儿信息交流、共同参与治疗或护理的决策及护士、医生的关系及医护合作状况总分均高于对照组,差异有统计学意义(P<0.05)。结论将SBAR理论应用于危重患儿的交接班中可有效改善交接班内容错漏,节省交接班时间,提高护士对患儿病情的掌握程度,增进医护合作。

Objective To explore the application effect of SBAR communication mode under electronic informationization in the handover of critically ill children.Methods The 148 children admitted to the Children's Hospital of Kunming from April 1st to 30th,2018,were selected as the control group,and the routine delivery mode was adopted.The 154 children admitted from July 1st to 31st,2018 were experimental groups,using electronic SBAR shift mode.Compare the content of the two groups of handovers,the time of handover,the nurse's mastery of critical illness and the status of medical cooperation.Results The number of misunderstandings and missed crossings in the experimental group was lower than that in the control group,the difference was statistically significant(P<0.05).The writing time and bedtime of the experimental group were lower than the control group,the difference was statistically significant(P<0.05);the experimental group's basic information,disease diagnosis/condition change,allergy history/special drug use,main abnormality test/test result and risk assessment master score were(8.72±0.10),(9.37±0.09),(9.49±0.84),(9.56±0.83),and(9.70±0.71),respectively,which were higher than the control group(6.51±0.11)and(6.70±0.12),(6.88±0.13),(6.81±0.13),(6.70±0.12),the difference was statistically significant(P<0.05);the experimental group patients exchange information,participate in treatment or nursing decision-making and nurses,doctors the relationship between the relationship and the status of medical cooperation was higher than that of the control group,the difference was statistically significant(P<0.05).Conclusion Applying SBAR theory to the handover class of critically ill children can effectively improve the content of the handover class,save the handover time,improve the nurse's mastery of the child's condition,and enhance the medical cooperation.