The role of SBAR communication model combined with scenario simulation in clinical teaching of blood purification center / 中华医学教育探索杂志

ABSTRACT

Objective:To explore the effect of SBAR (situation, background, assessment, recommendation) communication model combined with scenario simulation in clinical teaching of blood purification center.Methods:Sixty interns in the blood purification center from March 2019 to March 2020 were collected in the study, and randomly divided into experimental group ( n=30) and control group ( n=30). The two groups of students studied in two different treatment groups in the blood purification center. The control group used the method of traditional teaching, while the experimental group used SBAR communication combined with situational simulation for teaching on the basis of traditional teaching, with a total clinical practice time of two months. All trainees underwent theoretical examination, clinical operation examination, self-efficacy evaluation and teaching satisfaction survey after training. SPSS 22.0 was performed for t test. Results:Through SBAR communication model combined with situational simulation teaching, the scores of theoretical examination [(88.13±3.22) vs. (85.51±3.17)], clinical operation assessment [(91.31±3.48) vs. (84.17±4.94)], self-efficacy evaluation [(11.13±1.08) vs. (9.21±1.89)], teaching satisfaction [(95.71±2.87) vs. (91.18±3.08)], and communication ability [(12.27±1.13) vs. (8.63±1.45)] in the experimental group were higher than those in the control group; while there was no significant difference in the scores of theoretical assessment between the two groups ( P<0.05). Conclusion:SBAR communication model combined with situational simulation teaching can improve the learning ability, operation ability and comprehensive application ability of special training trainees, especially in communication ability, which is worthy of popularization and application in clinical teaching.