SBAR as a Standardized Communication Tool for Medical Laboratory Science Students

2020 ◽  
Author(s):  
Ana L Oliveira ◽  
Michelle Brown
Keyword(s):  
Medical Laboratory ◽  
Healthcare Team ◽  
Science Students ◽  
Communication Tool ◽  
Interprofessional Communication ◽  
Medical Laboratory Science ◽  
Laboratory Science ◽  
Interprofessional Team ◽  
Structured Communication ◽  
Case Based

Abstract Objective Laboratory professionals must communicate effectively on an interprofessional team. It is the responsibility of Medical Laboratory Science (MLS) programs to teach communication. The structured communication tool Situation, Background, Assessment, and Recommendation (SBAR) is one way to promote effective communication. Methods Students participated in a case-based simulation activity on the importance of teamwork/communication and the use of SBAR and completed a pre/post survey on communicating interprofessionally. Results Students reported increased confidence and competence with interprofessional communication after the activity with 4 of 5 questions demonstrating a statistically significant increase in scores post SBAR instruction. Conclusions Our study demonstrates that SBAR is a suitable communication tool that can be used to increase our MLS students’ confidence and competency in interprofessional communication. Educators should use this communication tool to empower MLS students to be effective members of the healthcare team.

A Scoping Review of Medical Laboratory Science and Simulation: Promoting a Path Forward with Best Practices

2021 ◽  
Author(s):  
Tera L Webb ◽  
Jarkeshia McGahee ◽  
Michelle R Brown
Keyword(s):  
Scoping Review ◽  
Best Practice ◽  
Case Reports ◽  
Empirical Studies ◽  
Research Literature ◽  
Medical Laboratory ◽  
Future Research ◽  
Healthcare Team ◽  
Medical Laboratory Science ◽  
Laboratory Science

Abstract Objective In medical laboratory science, there is a need to enhance the clinical learning curriculum beyond laboratory skill and diagnostic interpretation competency. Incorporating simulation presents an opportunity to train and produce medical laboratory scientists with the skills to communicate and work effectively in an interprofessional healthcare team. Methods A scoping review was performed to (i) understand the landscape of research literature on medical laboratory science and simulation and (ii) provide a path for future research directions. The International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation were used as a guiding framework for literature that described simulation activities. Results Out of 439 articles from multiple databases, 32 were eligible for inclusion into this review. Of the 14 articles that described a simulation activity, only 3 described or partially described each component of the best practice criteria for simulation. Articles that did not describe the design and implementation of simulation (n = 18) consisted of 7 opinion-based papers, 4 narrative reviews, 5 case reports, and 2 empirical papers. Conclusion Despite increases in medical laboratory science with simulation, there is a need for more detailed empirical studies, more studies with an interprofessional context, and more methodological rigor.

scholarly journals Laboratory Science Training Improvement Using an Immunohematology Simulation Lab

2019 ◽  
Vol 6 (10) ◽  
pp. 200-207
Author(s):  
Sonya Hidalgo
Keyword(s):  
Medical Laboratory ◽  
State University ◽  
Science Students ◽  
Medical Laboratory Science ◽  
Bachelor Of Science ◽  
Laboratory Science ◽  
Science Degree ◽  
Current State ◽  
Board Of Regents ◽  
College Of Nursing

Medical Laboratory Scientists are certified professionals who conduct assays on body fluids and other biological samples.  To work in this profession one must earn a Bachelor of Science degree and complete a 12-month hospital internship.  In the current state, most Medical Laboratory Science students gain their hands-on portion of their experiences in hospital laboratories. This time is severely limited, however, and can lead to inexperience upon the recent graduate beginning work.  This article explores a grant-financed project to enhance the Medical Laboratory Science students’ Immunohematology experiences on campus prior to hospital experiences.  The goals of this exposure are to reduce hospital errors and produce more marketable experienced graduates.  This was accomplished through external grant funding, purchase of equipment and supplies, planning and management of a simulated immunohematology laboratory, and student participation in pre- and post-tests.  This work was made possible through a Louisiana Board of Regents grant and the support of the College of Nursing and Health Professions at McNeese State University.

scholarly journals Medical laboratory science and nursing students’ perception of the academic learning environment at a Philippine university using the Dundee Ready Education Environment Measure

2016 ◽  
Vol 13 ◽  
pp. 33 ◽  
Author(s):  
Jonathan M. Barcelo
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Medical Laboratory ◽  
Academic Learning ◽  
Science Students ◽  
Cross Sectional Survey ◽  
Medical Laboratory Science ◽  
Laboratory Science ◽  
Education Environment ◽  
Course Of Study

Purpose: This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods: A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results: The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion: Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement.

scholarly journals Computer Usage and Risk Attendance among Students of Office and Information Management and Medical Laboratory Science Students: A Comparative Study

2021 ◽  
Vol 10 (6) ◽  
Author(s):  
Gbaranor Kekii Barinua ◽  
Barinua Gbaranor Nazor Priscilla ◽  
Agara Humphrey N. ◽  
Alasia Onisojime Moses ◽  
Amadi Nyemachi Choice ◽  
...  
Keyword(s):  
Comparative Study ◽  
Information Management ◽  
Medical Laboratory ◽  
Computer Usage ◽  
Science Students ◽  
Medical Laboratory Science ◽  
Laboratory Science

scholarly journals Occupational Exposure to Blood and Body Fluids among Medical Laboratory Science Students of the University of Health and Allied Sciences during Vocational Internship in the Volta Region of Ghana

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Philip Apraku Tawiah ◽  
Kwabena Oppong ◽  
Emmanuel Sintim Effah ◽  
Albert Abaka-Yawson ◽  
Kingsley Arhin-Wiredu
Keyword(s):  
Risk Factors ◽  
Vocational Training ◽  
Training Programme ◽  
Body Fluids ◽  
Medical Laboratory ◽  
Science Students ◽  
Medical Laboratory Science ◽  
Laboratory Science ◽  
The University ◽  
Vocational Training Programme

Medical laboratory science students (MLSS), likewise health care workers (HCW), invariably get exposed to blood and body fluids (BBF) of patients. The degree of exposure of these students is even worsened due to their inexperience, which is usually revealed during their vocational training programme. This study therefore determined the prevalence of exposure to BBF and its risk factors among MLSS at the University of Health and Allied Sciences (UHAS). A cross-sectional survey was employed using simple random sampling to enrol 178 students into the study. The study was conducted from February 1 to March 31, 2018, after the annual vocational training programme completed in August 2017. Self-administered questionnaires based on the objectives of the study were given out to participants to complete after their consent was sought. Descriptive data were reported as absolute number with percentages, whereas bivariate and multiple logistic regressions were done to describe relationship between risk factors and exposure to BBF. The study findings revealed that, out of 178 MLSS that participated, 90 (50.6%) experienced at least one exposure to BBF. Also, work experience before university education increased the chances of exposure to BBF (AOR = 7.37, 95% CI = 1.22–44.43, pvalue = 0.029) compared with those with no experience. In contrast, adequate personal protective equipment (PPE) reduced the tendencies of exposure to BBF (AOR = 0.41, 95% CI = 0.20–0.88, p value = 0.023) compared with students who had insufficient PPE. The study showed high, 50.6% (95% CI: 43.0%–58.1%), exposure to BBF. Work history and sufficient PPE were the most significantly associated risk factors. In view of this, there is the need to promote training and education on exposure to BBF particularly among experienced students and also encourage health facilities to continue providing enough PPE for students during their annual obligatory vocational internship programmes.

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