Conducting an effective postconference continues to be challenging because of low levels of student participation. Many students are exhausted at the end of the clinical day, which lessens their participation in postconference. In my experience, students often omit important information, such as patients’ age, sex, race, and other medical problems, during initial reports. Some have trouble providing patients’ information in an organized manner as well. The SBAR (situation-background-assessment-recommendation) communication tool can be used as a strategy to conduct clinical postconference.
Ascano-Martin, Fatima, "Shift report and SBAR: strategies for clinical postconference." (2008). Nursing | Faculty Scholarship. 5.
This is a pre-copyedited, author-produced version of an article accepted for publication in Nurse Educator. The published version of record Ascano-Martin, Fatima MSN, RN, CNS Shift Report and SBAR, Nurse Educator: September 2008 - Volume 33 - Issue 5 - p 190-191 is available online at: https://doi.org/10.1097/01.NNE.0000334779.90395.67
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