SBAR在手术室护理教学早查房中的应用  

Application of SBAR for nurse students morning rounds in operation room

作　　者：李跃荣[1] 李红[1] 钟昌艳[1] 邬舟玥[1] 胡军[1] 易凤琼[1] 赵庆华[2] 

机构地区：[1]重庆医科大学附属第一医院麻醉科,400016 [2]重庆医科大学附属第一医院护理部,400016

出　　处：《中华医学教育探索杂志》2016年第7期699-702,共4页Chinese Journal of Medical Education Research

基　　金：重庆医科大学附属第一医院护理基金（HI_JJ2013-19）;国家临床重点专科护理建设项目：国家临床重点专科建设项目

摘　　要：目的：探讨SBAR（situation-现状、background-背景、assessment-评估、recommendation-建议）在手术室护理教学早查房中的效果。方法依据护生临床实习轮次抓阄确定常规组（偶数轮，A组68人）和SBAR组（奇数轮，B组70人），A组病史汇报采用常规模式，B组采用SBAR模式。使用《手术室实习护生早查房评分标准》对护生病情汇报质量进行考评，并记录汇报时间；护生在第五周填写《沟通效能感自我评价表》，将信息输入excel，并用SPSS 11.0对两组考评结果进行比较，采用卡方检验及t检验分析数据。结果 A组汇报质量考评平均16.74分，B组汇报质量考评平均18.66分，B组平均得分高于A组，对两组≥18分的例数进行比较，结果有统计学意义（P=0.039）。A组护生沟通效能感自我评价平均42.88分，B组护生沟通效能感自我评价平均44.94分，A组平均得分低于B组，二者≥45分例数比较有统计学意义（P=0.010）。A组平均用时（2.42±1.16）min，B组平均用时（2.32±1.21） min。结论运用SBAR有助于提高护生沟通效能感，提升护生病情汇报质量，值得在临床教学中推广。Objective To identify the effect of SBAR （situation, background, assessment, recom-mendation） in OR （operating room）nursing teaching rounds. Methods According to internship turns, rou-tine group （even number, Group A：68 students） and SBAR group （odd number, Group B：70 students） were chosen by drawing lots. Group A used conventional mode for history report, while Group B used SBAR mode. Students＇ performance was evaluated by OR nurse students＇ rounds standard scale and the reporting time was recorded. Each nurse students filled in Communication Self-efficacy Evaluation Form on the fifth week in OR. The information was input into excel. The results of the two groups were compared with SPSS 11, and the data were analyzed by chi square test and t test. Results The average reporting quality score was 16.74 for Group A, and 18.66 for Group B. The average score of Group B was higher than that of Group A. Compared with the cases scores above 18 between the two groups, the result was statistically significant, P=0.039. The average score of communication Self-efficacy in Group A was 42.88, while it was 44.94 in Group B, which showed that Group B had better score than that of Group A. Significant differences was found between the two groups when compared the cases with score above 45, P=0.010. The average reporting time was （2.42±1.16） minutes for Group A and （2.32±1.21） for Group B, and there is no significant differencesbetween the 2 groups. Conclusion SBAR is helpful for improving students communication Self-efficacy, and making progress on nursing round reporting quality,and it is worth promoting in clinical teaching.

关 键 词：临床教学 SBAR 现状  背景  评估  建议 手术室 

分 类 号：R47[医药卫生—护理学]