Promoting Interprofessional Communication through Situation, Background, Assessment, and Recommendation (SBAR): An Educational Technique

Context The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult. Objective To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique. Background As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication. Description This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards. Clinical Advantage(s) This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable. Conclusion(s) Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.

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Integrating Evidence-Based Practice in Athletic Training

Encyclopedia of Strategic Leadership and Management ◽

10.4018/978-1-5225-1049-9.ch095 ◽

2017 ◽

pp. 1368-1378

Author(s):

Brittany A. Vorndran ◽

Michelle Lee D'Abundo

Keyword(s):

Health Care ◽

Decision Making ◽

Continuing Education ◽

Athletic Training ◽

Health Care Professional ◽

Clinical Decision Making ◽

Evidence Based Practice ◽

Athletic Trainers ◽

Clinical Decision ◽

Evidence Based

Evidence-based practice (EBP) involves a health care professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed ten of their fifty continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP.

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Integrating Evidence-Based Practice in Athletic Training Though Online Learning

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch505 ◽

2018 ◽

pp. 5810-5819

Author(s):

Brittany A. Vorndran ◽

Michelle Lee D'Abundo

Keyword(s):

Decision Making ◽

Online Learning ◽

Continuing Education ◽

Athletic Training ◽

Clinical Decision Making ◽

Evidence Based Practice ◽

Athletic Trainers ◽

Clinical Decision ◽

Evidence Based ◽

Primary Method

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A Three-Question Framework to Facilitate Clinical Decision Making

Athletic Training Education Journal ◽

10.4085/070111 ◽

2012 ◽

Vol 7 (1) ◽

pp. 11-15 ◽

Cited By ~ 3

Author(s):

Jeremy Sibold

Keyword(s):

Decision Making ◽

Athletic Training ◽

Clinical Decision Making ◽

Clinical Decision ◽

Therapeutic Interventions ◽

Target Tissue ◽

Clinical Decisions ◽

Athletic Training Students ◽

Physically Active ◽

Therapeutic Modalities

Context: Highly developed critical thinking and the ability to discriminate among many possible therapeutic interventions is a core behavior for the practicing athletic trainer. However, while athletic training students receive a great deal of clinically applicable information, many are not explicitly trained in efficient methods for channeling this great volume of data into sound clinical decisions. Objective: To propose a simple, three-question framework for prudent clinical decision making in therapeutic modalities and rehabilitation contexts. Background: Athletic training education occurs in various settings, where students are immersed in basic cognitive and psychomotor proficiencies germane to the prevention, evaluation, treatment, and rehabilitation of injury and illness in the physically active. In clinical practice, the knowledge and demonstration of these proficiencies are vital to the development of sound clinical decision making. Description: I propose a simple and repeatable three-question decision making scheme that includes questions related to clinical goal(s), target tissue(s), and modality choice(s), as a potential mechanism to improve athletic training students' decision making in the clinical arena. Clinical Advantage(s): This simple framework is adaptable to many clinical settings and can help cultivate decision making abilities and confidence, especially in the less experienced clinician. Conclusions: The ability to make sound clinical decisions is fundamental to athletic training. With simple cognitive frameworks, clinical educators can empower students to make sensible decisions in the clinical arena leading to improved student self-confidence and patient outcomes.

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Take a Page from Your Coach's Play Book: Teaching Technical and Tactical Skills in Athletic Training

Athletic Training Education Journal ◽

10.4085/1003224 ◽

2015 ◽

Vol 10 (3) ◽

pp. 244-248

Author(s):

Jeremy R. Hawkins ◽

Elizabeth B. Sharp ◽

Skip M. Williams

Keyword(s):

Decision Making ◽

Athletic Training ◽

Clinical Reasoning ◽

Clinical Decision Making ◽

Training Programs ◽

Teaching Method ◽

Technical Skills ◽

Clinical Decision ◽

Athletic Training Students ◽

Good Decision

Context The ability to demonstrate sound clinical reasoning is needed for a practicing athletic trainer. However, instruction on how to make a correct clinical decision may be deficient in many athletic training programs. Objective To provide an overview of how to teach technical and tactical skills, using both a tradition and a nontraditional approach, and to apply this teaching method to athletic training education. Background The teaching of technical skills involves four steps: (1) introduction, (2) demonstration and explanation, (3) practice, and (4) error correction. The teaching of tactical skills takes technical skills a step further by putting them into action. To teach a tactical skill, coaches (1) identify the decision to be made, (2) determine knowledge needed to make a good decision, (3) identify cues that should or should not be attended to, and help to ensure the cues are interpreted correctly, (4) determine appropriate tactical options, and (5) design an opportunity to practice reading the situation and choosing appropriate tactics. Applying this approach to athletic training, students may be better prepared to make good decisions when placed in a situation to do so. Description This paper discusses how applying a methodology for teaching technical and tactical skills will help athletic training students to become better at clinical decision making. It also provides an application example that can be adapted to other situations aiding in the implementation of this approach. Clinical Advantage(s) This approach can be applied to numerous situations and scenarios, preparing athletic training students to be better clinicians through proper clinical reasoning and decision making. Conclusion(s) The ability to reason clinically is a foundational skill that needs to be taught in athletic training programs. Teaching technical and tactical skills is a viable method to help athletic training students develop this skill.

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Integrating Evidence-Based Practice in Athletic Training Though Online Learning

Advanced Methodologies and Technologies in Medicine and Healthcare - Advances in Medical Diagnosis, Treatment, and Care ◽

10.4018/978-1-5225-7489-7.ch025 ◽

2019 ◽

pp. 316-326

Author(s):

Brittany A. Vorndran ◽

Michelle Lee D'Abundo

Keyword(s):

Decision Making ◽

Online Learning ◽

Continuing Education ◽

Athletic Training ◽

Clinical Decision Making ◽

Evidence Based Practice ◽

Athletic Trainers ◽

Clinical Decision ◽

Evidence Based ◽

Primary Method

Evidence-based practice (EBP) involves a healthcare professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed 10 of their 50 continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP. Online learning will be reviewed as the primary method of diffusing EBP into the profession of athletic training.

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What Is Medical Ethics Consultation?

The Journal of Law Medicine & Ethics ◽

10.1111/j.1748-720x.2008.00241.x ◽

2008 ◽

Vol 36 (1) ◽

pp. 95-118 ◽

Cited By ~ 22

Author(s):

Giles R. Scofield

Keyword(s):

Health Care ◽

Decision Making ◽

Medical Ethics ◽

Medical Technology ◽

Clinical Decision Making ◽

Ethics Consultation ◽

Clinical Decision ◽

Law Students ◽

Medical Ethicist ◽

Care Decision

As everybody knows, advances in medicine and medical technology have brought enormous benefits to, and created vexing choices for, us all – choices that can, and occasionally do, test the very limits of thinking itself. As everyone also knows, we live in the age of consultants, i.e., of professional experts who are ready, willing, and able to give us advice on any and every conceivable question. One such consultant is the medical ethics consultant, or the medical ethicist who consults.Medical ethics consultants involve themselves in just about every aspect of health care decision making. They help legislators and judges determine law, hospitals formulate policies, medical schools develop curricula, etc. In addition to educating physicians, nurses, and lawyers, amongst others, including medical, nursing, and law students, they participate in clinical decision making at the bedside.

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HEALTH TECHNOLOGY ASSESSMENT AND CLINICAL DECISION MAKING:

International Journal of Technology Assessment in Health Care ◽

10.1017/s0266462399153121 ◽

1999 ◽

Vol 15 (3) ◽

pp. 585-592 ◽

Cited By ~ 18

Author(s):

Alicia Granados

Keyword(s):

Health Care ◽

Decision Making ◽

Health Technology Assessment ◽

Case Studies ◽

Technology Assessment ◽

Clinical Decision Making ◽

Clinical Decision ◽

Health Technology ◽

Evidence Based ◽

Systematic Process

This paper examines the rationality of the concepts underlying evidence—based medicineand health technology assessment (HTA), which are part of a new current aimed at promoting the use of the results of scientific studies for decision making in health care. It describes the different approaches and purposes of this worldwide movement, in relation to clinical decision making, through a summarized set of specific HTA case studies from Catalonia, Spain. The examples illustrate how the systematic process of HTA can help in several types of uncertainties related to clinical decision making.

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