[1]梁元卿,朱婷燕,鄭玉婷,等.電子信息化下的SBAR溝通模式在危重患兒交班中的應用[J].醫學信息,2019,(20):26-29.[doi:10.3969/j.issn.1006-1959.2019.20.008]
 LIANG Yuan-qing,ZHU Ting-yan,ZHENG Yu-ting,et al.Application of SBAR Communication Mode under Electronic Informationization in the Handover of Critically Ill Children[J].Medical Information,2019,(20):26-29.[doi:10.3969/j.issn.1006-1959.2019.20.008]
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電子信息化下的SBAR溝通模式在危重患兒交班中的應用()
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醫學信息[ISSN:1006-1959/CN:61-1278/R]

卷:
期數:
2019年20期
頁碼:
26-29
欄目:
醫學信息學
出版日期:
2019-10-15

文章信息/Info

Title:
Application of SBAR Communication Mode under Electronic Informationization in the Handover of Critically Ill Children
文章編號:
1006-1959(2019)20-0026-04
作者:
梁元卿朱婷燕鄭玉婷釧 新
(昆明市兒童醫院護理部,云南 昆明 650000)
Author(s):
LIANG Yuan-qingZHU Ting-yanZHENG Yu-tingCHUAN Xin
(Department of Nursing,Kunming Children's Hospital,Kunming 650000,Yunnan,China)
關鍵詞:
電子信息化SBAR溝通模式危重患兒醫護合作
Keywords:
Electronic informationizationSBAR communication modeCritically ill children Medical cooperation
分類號:
R473
DOI:
10.3969/j.issn.1006-1959.2019.20.008
文獻標志碼:
A
摘要:
目的 探討電子信息化下的SBAR溝通模式在危重患兒交班中的應用效果。方法 選取昆明市兒童醫院PICU2018年4月1日~30日收治的148例患兒為對照組,采用常規交班模式;2018年7月1日~31日收治的154例患兒為實驗組,采用電子化SBAR交班模式。比較兩組交接班內容錯漏情況、交接班時間、護士對危重患兒病情掌握程度及醫護合作情況。結果 實驗組醫護人員在交接班中發生錯交、漏交的次數低于對照組,差異有統計學意義(P<0.05);實驗組書寫交班時間、床旁交班時間均低于對照組,差異有統計學意義(P<0.05);實驗組護士對患兒基本信息、病情診斷/病情變化、過敏史/特殊用藥情況、主要異常檢查/檢驗結果及風險評估掌握評分分別為(8.72±0.10)分、(9.37±0.09)分、(9.49±0.84)分、(9.56±0.83)分、(9.70±0.71)分,均高于對照組的(6.51±0.11)分、(6.70±0.12)分、(6.88±0.13)分、(6.81±0.13)分、(6.70±0.12)分,差異有統計學意義(P<0.05);實驗組患兒信息交流、共同參與治療或護理的決策及護士、醫生的關系及醫護合作狀況總分均高于對照組,差異有統計學意義(P<0.05)。結論 將SBAR理論應用于危重患兒的交接班中可有效改善交接班內容錯漏,節省交接班時間,提高護士對患兒病情的掌握程度,增進醫護合作。
Abstract:
Objective To explore the application effect of SBAR communication mode under electronic informationization in the handover of critically ill children. Methods The 148 children admitted to the Children's Hospital of Kunming from April 1st to 30th, 2018, were selected as the control group, and the routine delivery mode was adopted. The 154 children admitted from July 1st to 31st, 2018 were experimental groups, using electronic SBAR shift mode. Compare the content of the two groups of handovers, the time of handover, the nurse's mastery of critical illness and the status of medical cooperation. Results The number of misunderstandings and missed crossings in the experimental group was lower than that in the control group,the difference was statistically significant (P<0.05). The writing time and bedtime of the experimental group were lower than the control group,the difference was statistically significant (P<0.05); the experimental group's basic information, disease diagnosis/condition change, allergy history/special drug use, main abnormality test/test result and risk assessment master score were (8.72±0.10 ), (9.37±0.09), (9.49±0.84), (9.56±0.83), and (9.70±0.71), respectively, which were higher than the control group (6.51±0.11) and (6.70±0.12),(6.88±0.13), (6.81±0.13), (6.70±0.12), the difference was statistically significant (P<0.05); the experimental group patients exchange information, participate in treatment or nursing decision-making and nurses, doctors the relationship between the relationship and the status of medical cooperation was higher than that of the control group,the difference was statistically significant (P<0.05). Conclusion Applying SBAR theory to the handover class of critically ill children can effectively improve the content of the handover class, save the handover time, improve the nurse's mastery of the child's condition, and enhance the medical cooperation.

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更新日期/Last Update: 2019-10-15
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