Effectiveness of a training intervention to improve communication between/awareness of team roles: A randomized clinical trial
Interprofessional teamwork training of nursing undergraduates is essential to improving healthcare. The absence of clear role definitions and poor interprofessional communications have been listed as the main reasons behind abandonment of the profession by recently graduated nurses. The aim of this...
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| Veröffentlicht in: | Journal of professional nursing 2021-03, Vol.37 (2), p.479-487 |
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| creator | Raurell-Torredà, Marta Rascón-Hernán, Carolina Malagón-Aguilera, Carmen Bonmatí-Tomás, Anna Bosch-Farré, Cristina Gelabert-Vilella, Sandra Romero-Collado, Angel |
| description | Interprofessional teamwork training of nursing undergraduates is essential to improving healthcare. The absence of clear role definitions and poor interprofessional communications have been listed as the main reasons behind abandonment of the profession by recently graduated nurses.
The aim of this parallel randomized clinical trial was to evaluate the impact of Situation-Background-Assessment-Recommendation (SBAR) role-play training on interprofessional teamwork skills (role-related and communication-related) and non-technical skills (patient assessment, patient intervention, patient safety, and critical thinking).
The intervention group were taught teamwork skills, role and task assignment skills, and use of the SBAR worksheet in a 1-hour role-play training session, while the control group received conventional lecture-based training. Teamwork and non-technical skills were then assessed in high-fidelity simulation scenarios using the KidSIM Team Performance Scale (teamwork skills) and the Clinical Simulation Evaluation Tool (non-technical skills). Cohen's d (d) was used to examine effect size differences.
Compared to the control group, the intervention group improved in 4 teamwork items – ‘verbalize out loud’ (p |
| doi_str_mv | 10.1016/j.profnurs.2020.11.003 |
| format | Article |
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The aim of this parallel randomized clinical trial was to evaluate the impact of Situation-Background-Assessment-Recommendation (SBAR) role-play training on interprofessional teamwork skills (role-related and communication-related) and non-technical skills (patient assessment, patient intervention, patient safety, and critical thinking).
The intervention group were taught teamwork skills, role and task assignment skills, and use of the SBAR worksheet in a 1-hour role-play training session, while the control group received conventional lecture-based training. Teamwork and non-technical skills were then assessed in high-fidelity simulation scenarios using the KidSIM Team Performance Scale (teamwork skills) and the Clinical Simulation Evaluation Tool (non-technical skills). Cohen's d (d) was used to examine effect size differences.
Compared to the control group, the intervention group improved in 4 teamwork items – ‘verbalize out loud’ (p < 0.001, d = 0.99), ‘paraphrase’ (p < 0.001, d = 0.77), ‘cross-monitoring’ (p < 0.001, d = 0.72), and ‘role clarity’ (p = 0.002, d = 0.66) – and in a single non-technical skill (patient intervention: p = 0.004, d = 0.66), while also reporting greater confidence in performing patient assessments (p = 0.02, d = 0.56).
Role-play and SBAR training for undergraduate nurses improved patient intervention, enhanced information sharing in an interprofessional team, and raised awareness of their own and other team members' roles.
•Role-playing in SBAR improves the interventions of students on a simulated patient.•Simulations enabled students to develop competence in teamwork.•A better communication and teamwork performance correlates with an enhancement in the Patient Assessment & decision-making.</description><identifier>ISSN: 8755-7223</identifier><identifier>EISSN: 1532-8481</identifier><identifier>DOI: 10.1016/j.profnurs.2020.11.003</identifier><identifier>PMID: 33867108</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Education ; Interprofessional communication ; Nursing ; Professional role ; Simulation training</subject><ispartof>Journal of professional nursing, 2021-03, Vol.37 (2), p.479-487</ispartof><rights>2020 Elsevier Inc.</rights><rights>Copyright © 2020 Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c368t-325c5542cf0caa3188bb67a6b50f9a8ce7ef8e02730e3ee28169838dc945c0643</citedby><cites>FETCH-LOGICAL-c368t-325c5542cf0caa3188bb67a6b50f9a8ce7ef8e02730e3ee28169838dc945c0643</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S8755722320302179$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65534</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33867108$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Raurell-Torredà, Marta</creatorcontrib><creatorcontrib>Rascón-Hernán, Carolina</creatorcontrib><creatorcontrib>Malagón-Aguilera, Carmen</creatorcontrib><creatorcontrib>Bonmatí-Tomás, Anna</creatorcontrib><creatorcontrib>Bosch-Farré, Cristina</creatorcontrib><creatorcontrib>Gelabert-Vilella, Sandra</creatorcontrib><creatorcontrib>Romero-Collado, Angel</creatorcontrib><title>Effectiveness of a training intervention to improve communication between/awareness of team roles: A randomized clinical trial</title><title>Journal of professional nursing</title><addtitle>J Prof Nurs</addtitle><description>Interprofessional teamwork training of nursing undergraduates is essential to improving healthcare. The absence of clear role definitions and poor interprofessional communications have been listed as the main reasons behind abandonment of the profession by recently graduated nurses.
The aim of this parallel randomized clinical trial was to evaluate the impact of Situation-Background-Assessment-Recommendation (SBAR) role-play training on interprofessional teamwork skills (role-related and communication-related) and non-technical skills (patient assessment, patient intervention, patient safety, and critical thinking).
The intervention group were taught teamwork skills, role and task assignment skills, and use of the SBAR worksheet in a 1-hour role-play training session, while the control group received conventional lecture-based training. Teamwork and non-technical skills were then assessed in high-fidelity simulation scenarios using the KidSIM Team Performance Scale (teamwork skills) and the Clinical Simulation Evaluation Tool (non-technical skills). Cohen's d (d) was used to examine effect size differences.
Compared to the control group, the intervention group improved in 4 teamwork items – ‘verbalize out loud’ (p < 0.001, d = 0.99), ‘paraphrase’ (p < 0.001, d = 0.77), ‘cross-monitoring’ (p < 0.001, d = 0.72), and ‘role clarity’ (p = 0.002, d = 0.66) – and in a single non-technical skill (patient intervention: p = 0.004, d = 0.66), while also reporting greater confidence in performing patient assessments (p = 0.02, d = 0.56).
Role-play and SBAR training for undergraduate nurses improved patient intervention, enhanced information sharing in an interprofessional team, and raised awareness of their own and other team members' roles.
•Role-playing in SBAR improves the interventions of students on a simulated patient.•Simulations enabled students to develop competence in teamwork.•A better communication and teamwork performance correlates with an enhancement in the Patient Assessment & decision-making.</description><subject>Education</subject><subject>Interprofessional communication</subject><subject>Nursing</subject><subject>Professional role</subject><subject>Simulation training</subject><issn>8755-7223</issn><issn>1532-8481</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNqFkU9P3DAQxa0KVBboV0A-9pLFf2LH6akI0YKE1Es5W44zrrxKbGo7i-DAZ8fLAlfmYmnmvXmanxE6o2RNCZXnm_V9ii4sKa8ZYbVJ14TwL2hFBWeNahU9QCvVCdF0jPEjdJzzhtRqO_YVHXGuZEeJWqHnK-fAFr-FADnj6LDBJRkffPiHfSiQ6qT4GHCJ2M81dAvYxnlegrfmdTBAeQAI5-bBpI8tBcyMU5wg_8AXOJkwxtk_wYjt5HfOqaZ4M52iQ2emDN_e3hN09-vq7-V1c_vn983lxW1juVSl4UxYIVpmHbHGcKrUMMjOyEEQ1xtloQOngLCOE-AATFHZK65G27fCEtnyE_R9v7ce8H-BXPTss4VpMgHikjUTVBDZ9z2vUrmX2hRzTuD0ffKzSY-aEr1jrzf6nb3esdeU6sq-Gs_eMpZhhvHD9g67Cn7uBVAv3XpIOlsPwcLoU_0DPUb_WcYL0Yeb-g</recordid><startdate>202103</startdate><enddate>202103</enddate><creator>Raurell-Torredà, Marta</creator><creator>Rascón-Hernán, Carolina</creator><creator>Malagón-Aguilera, Carmen</creator><creator>Bonmatí-Tomás, Anna</creator><creator>Bosch-Farré, Cristina</creator><creator>Gelabert-Vilella, Sandra</creator><creator>Romero-Collado, Angel</creator><general>Elsevier Inc</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>202103</creationdate><title>Effectiveness of a training intervention to improve communication between/awareness of team roles: A randomized clinical trial</title><author>Raurell-Torredà, Marta ; Rascón-Hernán, Carolina ; Malagón-Aguilera, Carmen ; Bonmatí-Tomás, Anna ; Bosch-Farré, Cristina ; Gelabert-Vilella, Sandra ; Romero-Collado, Angel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c368t-325c5542cf0caa3188bb67a6b50f9a8ce7ef8e02730e3ee28169838dc945c0643</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Education</topic><topic>Interprofessional communication</topic><topic>Nursing</topic><topic>Professional role</topic><topic>Simulation training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Raurell-Torredà, Marta</creatorcontrib><creatorcontrib>Rascón-Hernán, Carolina</creatorcontrib><creatorcontrib>Malagón-Aguilera, Carmen</creatorcontrib><creatorcontrib>Bonmatí-Tomás, Anna</creatorcontrib><creatorcontrib>Bosch-Farré, Cristina</creatorcontrib><creatorcontrib>Gelabert-Vilella, Sandra</creatorcontrib><creatorcontrib>Romero-Collado, Angel</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of professional nursing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Raurell-Torredà, Marta</au><au>Rascón-Hernán, Carolina</au><au>Malagón-Aguilera, Carmen</au><au>Bonmatí-Tomás, Anna</au><au>Bosch-Farré, Cristina</au><au>Gelabert-Vilella, Sandra</au><au>Romero-Collado, Angel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effectiveness of a training intervention to improve communication between/awareness of team roles: A randomized clinical trial</atitle><jtitle>Journal of professional nursing</jtitle><addtitle>J Prof Nurs</addtitle><date>2021-03</date><risdate>2021</risdate><volume>37</volume><issue>2</issue><spage>479</spage><epage>487</epage><pages>479-487</pages><issn>8755-7223</issn><eissn>1532-8481</eissn><abstract>Interprofessional teamwork training of nursing undergraduates is essential to improving healthcare. The absence of clear role definitions and poor interprofessional communications have been listed as the main reasons behind abandonment of the profession by recently graduated nurses.
The aim of this parallel randomized clinical trial was to evaluate the impact of Situation-Background-Assessment-Recommendation (SBAR) role-play training on interprofessional teamwork skills (role-related and communication-related) and non-technical skills (patient assessment, patient intervention, patient safety, and critical thinking).
The intervention group were taught teamwork skills, role and task assignment skills, and use of the SBAR worksheet in a 1-hour role-play training session, while the control group received conventional lecture-based training. Teamwork and non-technical skills were then assessed in high-fidelity simulation scenarios using the KidSIM Team Performance Scale (teamwork skills) and the Clinical Simulation Evaluation Tool (non-technical skills). Cohen's d (d) was used to examine effect size differences.
Compared to the control group, the intervention group improved in 4 teamwork items – ‘verbalize out loud’ (p < 0.001, d = 0.99), ‘paraphrase’ (p < 0.001, d = 0.77), ‘cross-monitoring’ (p < 0.001, d = 0.72), and ‘role clarity’ (p = 0.002, d = 0.66) – and in a single non-technical skill (patient intervention: p = 0.004, d = 0.66), while also reporting greater confidence in performing patient assessments (p = 0.02, d = 0.56).
Role-play and SBAR training for undergraduate nurses improved patient intervention, enhanced information sharing in an interprofessional team, and raised awareness of their own and other team members' roles.
•Role-playing in SBAR improves the interventions of students on a simulated patient.•Simulations enabled students to develop competence in teamwork.•A better communication and teamwork performance correlates with an enhancement in the Patient Assessment & decision-making.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>33867108</pmid><doi>10.1016/j.profnurs.2020.11.003</doi><tpages>9</tpages></addata></record> |
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| subjects | Education Interprofessional communication Nursing Professional role Simulation training |
| title | Effectiveness of a training intervention to improve communication between/awareness of team roles: A randomized clinical trial |
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