This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Training of Lecturers
Training for Paediatricians and Paediatric Students
Multilanguage dictionary of medical terms
-
Contractual Partners
From this section it is possible to access to a description of each contractual partner of the Softis-Ped project.
-
Lecturers
From this section it is possible to access to the information about the paediatric lecturers involved in the Softis-Ped Project in the 5 European countries involved.
-
Residents Working with Children Information
From this section it is possible to access to the information about the paediatricians involved in the Softis-Ped Project in the 5 European countries involved.
-
Paediatric students
From this section it is possible to access to the information about the paediatric students involved in the Softis-Ped Project in the 5 European countries involved.
-
Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
Events
The Softis-Ped project has been promoted trough conferences and articles.
-
Conferences
The Softis-Ped project was presented in a number of events in order to report about the activities carried out and the results achieved
-
Training Activity
The training activity 'Soft Skills in Pediatrics' was held at the University of Medicine and Pharmacy of Tirgu Mures (RO)
-
Press Review
The Softis-Ped project partnership made contacts with web sites focusing on the fields of paediatrics and education
This section of the Softis-Ped portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Training of Lecturers
Homepage > Training > Training of Lecturers
This training package is addressed to lecturers and trainers in the field of paediatrics on how to assist paediatric undergraduate and resident students in developing and consolidating their soft skills for improving the quality of paediatric services.
Communicating with Other Health Care Staff in Pediatrics
5.3. Soft skills to Be Used with other Health Care Staff in Pediatrics
5.3.2. Direct Communication, Communication Guidelines: SBAR
Doctors and nurses often have different communication styles, in part due to their education and training. Nurses are taught to be more descriptive of clinical situations, whereas physicians learn to be very concise. Standardized communication tools are very effective in bridging this difference in communication styles (Hughes, 2008).
SBAR is a model of structured communication that help clinicians have a shared mental model for the patient’s clinical condition. SBAR is an acronym given by Leonard M. (2008). and it stands for “Situation, Background, Assessment, and Recommendation”. Haig et. al. (2006) show in a case study that staff can adapt quickly to the use of SBAR, although hesitancy was noted in providing the “recommendation” to physicians. Staff members are encouraged to recommend on the basis of their observations, and this assists physicians with situational awareness through the eyes of the bedside caregiver. Staff members feel empowered and have influence over decisions that affect work life using SBAR, thus improving job satisfaction.
Recent analysis (Vardaman et al., 2012) revealed four dimensions of impact that SBAR has beyond its use as a communication tool: schema formation, development of legitimacy, development of social capital, and reinforcement of dominant logics. The results indicate that SBAR may function as more than a tool to standardize communication among nurses and physicians. Rather, SBAR may aid in schema development that allows rapid decision making by nurses, provide social capital and legitimacy for less-tenured nurses, and reinforce a move toward standardization in the nursing profession. Our findings further suggest that standardized protocols such as SBAR may be a cost-effective method for hospital managers and administrators to accelerate the socialization of nurses, particularly new hires.
“SBAR promotes the six aims of the Institute of Medicine in providing safe, efficient, effective, equitable, timely, and patient-centered lines of communication.” (Kathleen, 2001)
SBAR is a model of structured communication that help clinicians have a shared mental model for the patient’s clinical condition. SBAR is an acronym given by Leonard M. (2008). and it stands for “Situation, Background, Assessment, and Recommendation”. Haig et. al. (2006) show in a case study that staff can adapt quickly to the use of SBAR, although hesitancy was noted in providing the “recommendation” to physicians. Staff members are encouraged to recommend on the basis of their observations, and this assists physicians with situational awareness through the eyes of the bedside caregiver. Staff members feel empowered and have influence over decisions that affect work life using SBAR, thus improving job satisfaction.
Recent analysis (Vardaman et al., 2012) revealed four dimensions of impact that SBAR has beyond its use as a communication tool: schema formation, development of legitimacy, development of social capital, and reinforcement of dominant logics. The results indicate that SBAR may function as more than a tool to standardize communication among nurses and physicians. Rather, SBAR may aid in schema development that allows rapid decision making by nurses, provide social capital and legitimacy for less-tenured nurses, and reinforce a move toward standardization in the nursing profession. Our findings further suggest that standardized protocols such as SBAR may be a cost-effective method for hospital managers and administrators to accelerate the socialization of nurses, particularly new hires.
“SBAR promotes the six aims of the Institute of Medicine in providing safe, efficient, effective, equitable, timely, and patient-centered lines of communication.” (Kathleen, 2001)
Online Resources
Structured communication: SBAR
- A specific clinical experience describing the SBAR approach.Leonard M., Graham S., Bonacum D.: The human factor: The critical importance of effective teamwork and communication in providing safe care. Qual Saf Health Care 13 (suppl 1):i85–i90, Oct. 2004
- A case study describing how SBAR is utilizedHaig, K. M., Sutton, S., & Whittington, J. (2006). SBAR: a shared mental model for improving communication between clinicians, The joint commission journal on quality and patient safety, 32(3), 167-175
- A case study describing the benefits of SBAR standardised communication process.Vardaman, J. M., Cornell, P., Gondo, M. B., Amis, J. M., Townsend-Gervis, M., & Thetford, C. (2012). Beyond communication: The role of standardized protocols in a changing health care environment, Health Care Management Review, 37(1), 88-97)
