Implementation of SBAR Training Program Essays

Implementation of SBAR Training Program Essays Implementation of SBAR Training Program Paper Implementation of SBAR Training Program Paper The first step in implementing this project will be for the author of this evidence-based practice SBAR (situation, background, assessment, and recommendation) program to approach the Director of Nursing to get approval for the project. The author will discuss the project with Director of Nursing and present this project for approval to the administration. Once approval has been obtained one of the manager will be appointed as project director by the Director of Nursing. The manager will appoint the team that will present the project to the staff (nurses and physicians) that will attend the SBAR educational program. Brampton hospital has the multidisciplinary team consist of managers, nursing educators, and physicians for the completion of project. The appointed team would be required to complete the online educational program containing most up-to-date evidence- based information pertaining to SBAR to ensure that each member possesses current knowledge on the educational topic. The appointed team will provide the educational sessions to teach staff about the importance of SBAR and how it reduces the adverse patient outcomes. The educational sessions include role-play, DVD, demonstrations, and didactic content, and evaluation will complete for each of the session through questionnaire. The Joint Commission has a guide that all attending staff will be given a copy, called Collaborative Structured communication. This practical tool will meet the goals of SBAR educational program, and increase the effectiveness of nurse to nurse, and nurse to physician communication. The staff attending the educational session will receive the guide to take home and brochures on SBAR (Joint Commission, 2006). The author will set up the flyers to sent the information about the educational sessions, including venue, dates, class size, contact phone numbers, and program times to physician’s offices, local bulletin boards, and to all nursing departments. The advertisement will be placed in the local newspaper with the same information listing in the flyers. The SBAR educational program will develop by the author with the assistance of nursing director, and multidisciplinary team and will be presented by the multidisciplinary team appointed by the project director. Nutritious snacks, drinks, and lunch will provide by the Brampton Civic Hospital. 2. Resources Needed for Solution Implementation The multidisciplinary team consists of managers, nursing educators, and physicians are salaried employees and will prepare and provide these educational sessions during non- patient care hours and with no extra pay. The team will not only teach the SBAR tool and also provide educational sessions that provides information on communication styles, and strategies for collaborative communication. To keep the cost down, the author will present the majority of the education sessions and only one day for physicians in the series of classes. Brampton Civic Hospital is a teaching facility, has the auditorium, audio-visual equipment, supplies, educational material, and staff needed to implement SBAR tool in the handoff reporting system tool. The hospital conference room will be used for the staff meetings resulting in slight increased cost in electric bill. The evidence-based program will begin on July 1st, 2013 after the final approval from the administration. The selected multidisciplinary team has a plenty of time to revise and practice the educational presentations for presenting to the staff. 3.  Monitoring Solution Implementation Ongoing monitoring of the implementation of the SBAR educational project will be conducted and completed by the project director to include attendance records and check the availability of educational material ready for distribution to the staff. A computerized template for project participants will be checked and updated by the project director. The project strengths, weaknesses, opportunities, and possible threats (SWOT analysis) as well as the need for possible revision will analyze by the project director with the assistance of Director of Nursing. SWOT analysis will help the organization to understand what it does very well and where its shortcomings are. It will help the organization to get a new insight to overcome the shortcomings, to make good changes and provide new possibilities for future growth. After SWOTs analysis, project director will make a solid plan on the base of ongoing monitoring and will have a new idea of what have to do to continue the project success (Adams, 2005). The author will be followed the staff to make sure that they following through of what they learned, and the managers will continue to assess the effectiveness of the intervention by continuing to monitor the patient incidents reports and staff computerized reports. If the project is successful the project manager will update the program with the newest evidence-based information available. 4. Planned Change Theory Used The planned change theory used to develop the implementation of this project is the Social Cognitive Theory previously named as Social Learning Theory. The Social Cognitive Theory states â€Å"Individuals can learn by direct experiences, human dialogue and interaction, and observation† (Kritsonis, 2004-2005, p. 4). According to this theory â€Å"when implementing employee-training program, there are four phases that should be exercised and that can significantly increase the likelihood of success. They include: attentional processes, motor reproduction processes, and reinforcement processes† (Kritsonis, 2004-2005, p. 4). The change that is targeted will be given greater attention, positive incentives, rewards, and performed more often. The implementation of the proposed evidence-based practice SBAR educational program for staff will follow these four processes. The program educators will be presenting EBP new information to the staff getting their attention; Repetition of information such as role plays, demonstrations, and DVD presentation will be provided. Providing the staff the opportunity to observe and demonstrate SBAR communication tool provides the reproduction process, and seeing how changing their reporting skills with new information on SBAR communication tool through role plays, demonstrations, and DVD. This will motivate the staff to follow the new bed-side reporting communication tool changes that will be presented to them. 5. Feasibility of Implementation Plan The feasibility in implementing this plan will not be difficult to establish. Brampton Civic Hospital already provides SBAR education to newly hired staff in their units. Much of the written educational materials, DVD, and equipments are already present in the auditorium. The hardest effort will be in developing a role plays and demonstration of presenting the information to a group of participants instead of individual staff. The auditorium has the space to provide the educational class and will open the class to the public; it will provide the opportunity to staff from other hospitals to learn as well. This would be a positive public service to the staff from other hospitals, and help the Brampton Civic Hospital to help the staff as well as a good marketing tool for the facility. References Adams, J. (2005). Analyze you company using SWOTs. Supply House Times, 48(7), 26. Beckett, C. Kipnis, G. (2009). Collaborative communication integrating SBAR to improve quality/patient safety outcomes. Journal of Healthcare Quality, 31(5), 19-28. Joint Commission (2006). National patient safety goals. Retrieved from www. jointcommisssion. org/ Kritsonis, A. (2004-2005). Comparison of change theories. International Journal of Scholarly Academic Intellectual Diversity 8(1), 1-7. Polit, D. F. , Tatano Beck, C. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams Wilkins. Raica, D. A. (2009). Effect of action-oriented communication training on nurses’ communication self-efficacy. Medsurg Nursing 18(6), 343-360.