implementing EBP

Implementing SBAR

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Implementing SBAR

SBAR communication tool is an effective and simple communication method that works across all the healthcare disciplines to create a safer working environment. Müller et al. (2018) reveal that using SBAR enhances efficacy, accuracy, and efficiency of handoff reports which boosts patient safety by improving communication and encouraging patient involvement Ineffective, absent, or inadequate communication leading to patient safety concerns has become a big problem in many care facilities, including where I work. According to Herawati et al. (2018), poor patient handoff communication from caregivers reduces patient safety. Regardless of the technological advancements, interdisciplinary care providers in many care facilities still do not communicate effectively, threatening patient's safety.

The use of written handoff using SBAR was implemented two years ago in the hospital I work. The handoff is easily accessible by all interdisciplinary team directly working with the patient and this is also used as a communication tool when giving report. According to Uhm et al. (2019), implementing a well-developed SBAR program of communication grounded on learning theory improves nurses' communication skills and boosts their confidence during patient handover. All the team member in the hospital identified the implementation of SBAR (Situation-Background-Assessment-Recommendation) as a solution for the persisting communication problem among caregivers, especially during patient handoffs within the hospital. The use of SBAR as a communication tool has been highly effective, reading the SBAR handoff note only allows you to know a lot about the patient situation and history. Implementing the evidence-based intervention is timely and in line with the organization's policies that prioritize patient safety and high-quality care delivery. Standardized processes, including SBAR, have effectively eradicated missing care information incidents and promoted information sharing among healthcare professionals. Studies have established poor communication during patient handoffs as the main cause of misguided actions, lost information, and misinterpretation of critical care information (Uhm et al., 2019). I will desceibe the steps of implementing evidenced practice at my working according to the discussion I had with my manager.

The model for improvement is a four steps approach that guides the effective implementation of SBAR to solve communication problems among caregivers. Planning is the first model's step to implementing the SBAR practice. This phase involves visible and strong leadership from the hospital's senior managers and clinical champions to gather enough support for the practice change (Müller et al., 2018). At this phase, the team should decide where to start the SBAR test by thinking about the area with substantial existing enthusiasm from caregivers for the practice. This involves considering the groups and teams most likely to assist the team in spreading change to other organization members. In my workplace, managers communicate the plan to the staff and ask for volunteers that will serve as change agents. Next, the team reviews the tools of SBAR like stickers, posters, or handouts and agree on which to use. Next, a decision is made about how the staff would be trained to utilize SBAR tools and processes. Competency assessment for the staff utilizing the SBAR is planned, for instance, voice recorders. The team then communicates its decisions to organization members as widely as possible.

The second step is "do" and ithis nvolves delivering the planned SBAR training to all hospital employees, both non-clinical and clinical. A safe environment and opportunities for the staff to practice and develop their skills on SBAR should be provided during non-clinical communications (Shahid & Thomas2018). Simple operational and clinical typical for the department are used. The team should emphasize on experiment and encourage trying ideas that it wants to test. The staff's progress is monitored using voice recorders. At this step, positive feedback is key to embed behavior change. Progress's communication is maintained using champions.

The study is the third step of the implementation process and involves assessing the effect of SBAR and collecting staff feedback. Employees in different disciplinary can be randomly asked to describe their experience with the practice and how it has assisted in critical circumstances. We are regularly asked to provide feedback by filling out questionaires and stating where improvement can be made. Clinician feedback should regularly be sought on whether urgent concerns are being consistently and clearly articulated and escalated by SBAR (LoBiondo-Wood, & Haber, 2017). The suitability of the chosen SBAR tool should be reviewed using reflection and discussion about the practice's tool. Results and information about the implementation progress should be communicated to all.

According to Bonds (2018), "act" is the fourth phase of the SBAR implementation process and involves considering whether the practice is ready for adoption. The planning is done on enrolling the practice to all organization's departments and how the intervention will be sustained in the long-term. At this point, there is an opportunity to amend, adapt or even abandon the practice subject to substantial review and considerations.

Conclusively, the SBAR's processes, costs, and outcomes should be evaluated and recommendations made during practice implementation. The recommended practice change should be communicated officially to the stakeholders to facilitate SBAR integration into policies and standards of work. The procedures and outcomes of the practice should be monitored periodically. Implementing SBAR will be the existing communication problem during patient, and enhance patient safety and quality of care.

References

Bonds, R. L. (2018). SBAR tool implementation to advance communication, teamwork, and the perception of patient safety culture. Creative nursing, 24(2), 116-123.

Herawati, V. D., Nurmalia, D., Hartiti, T., & Dwiantoro, L. (2018). The effectiveness of coaching using sbar (situation, background, assessment, recommendation) communication tool on nursing shift handovers. Belitung Nursing Journal, 4(2), 177-185.

LoBiondo-Wood, G., & Haber, J. (2017). Nursing research-e-book: methods and critical appraisal for evidence-based practice. Elsevier Health Sciences.

Müller, M., Jürgens, J., Redaèlli, M., Klingberg, K., Hautz, W. E., & Stock, S. (2018). Impact of the communication and patient hand-off tool SBAR on patient safety: a systematic review. BMJ open, 8(8), e022202.

Shahid, S., & Thomas, S. (2018). Situation, background, assessment, recommendation (SBAR) communication tool for handoff in health care–a narrative review. Safety in Health, 4(1), 1-9.

Uhm, J. Y., Ko, Y., & Kim, S. (2019). Implementation of an SBAR communication program based on experiential learning theory in a pediatric nursing practicum: A quasi-experimental study. Nurse education today, 80, 78-84.

Uhm, J. Y., Ko, Y., & Kim, S. (2019). Implementation of an SBAR communication program based on experiential learning theory in a pediatric nursing practicum: A quasi-experimental study. Nurse education today, 80, 78-84.