"DPT Student Perceptions of Confidence Growth Using SBAR during an Interprofessional Educational Encounter."
Purpose: The purpose of this presentation is to discuss the outcomes in Doctor of Physical Therapy (DPT) reported confidence in communication after participating in a real time, interactive conversation with a Doctor of Nurse Practicioner (DNP) student using the Situation, Background, Assessment, Recommendation (SBAR) tool in a case based simulation.Methods/Description: Doctor of Physical Therapy (DPT) students were paired with a DNP student for an interprofessional telephone call to report adverse findings in a clinical scenario using the SBAR Communication tool. DPT and DNP student cohorts were each provided with different information to be reflective of their area of practice and to facilitate the need for communication to develop an appropriate plan of action. Students completed the Self Assessment: SBAR Communcation Technique Knowledge survey both pre and post call and qualitiative reflective responses post-call to allow for data analysis. The same method, format, and analysis tools were utilized the following year except the telephone call was replaced by a video teleconference to allow for nonverbal and verbal communication.Results/Outcomes: In the telephone call student analysis, DPT students reported statistically significant improvement in almost all areas of the Self Assessment: SBAR Communcation Technique Knowledge. DNP students reported less areas of statistical significance, which can be attributed to the DNP students prior familiarity with the SBAR method. Both student groups reported the importance of teamwork and collaboration and an interest in gaining understanding of the other's role and scope of practice. DPT students reported improved confidence in communication with other health care professionals and improved critical thinking while DNP students reported improved confidence in communication specifically within their emerging role as a DNP. Data analysis for the teleconference cohort is underway at this time and we expect to find consistent results with the telephone communciation experience.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: This research is aligned with Our Leadership Landscape: Perspectives from the Ground Level to 30,000 feet- Blending leadership in interprofessional education as it demonstrates the value in an single interprofessional case based educational opportunity using the SBAR tool to enhance communication confidence within the didactic portion of a clinical education course. This also aligns with the Commission on Accreditation in Physical Therapy Education's requirement that all accedited PT Education programs provide IPE in the curriculum to help students develop the four interprofessional core competencies, including communication.References: 1.Commission on Accreditation in Physical Therapy Education (CAPTE). (2016). Information for program directors and faculty at accredited programs. CAPTE website. http://www.capteonline.org/Faculty/AccreditedPrograms/ Updated October 26, 2017. Accessed January 4, 2018. 2. Boaro N, Fancott C, Baker R, Velji K, Andreoli A. Using SBAR to improve communication in interprofessional rehabilitation teams. J Interprof Care. 2010;24(1):111-114. https://doi.org/10.3109/13561820902881601. 3. Agency for Healthcare Research and Quality. TeamSTEPPS 2.0 essentials course. http://www.ahrq.gov/professionals/education/curriculum-tools/teamstepps/instructor/essentials/slessentials.html#s5. AHRQ website. Updated March 2014. Accessed January 4, 2018. 4.Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice: Report of an expert panel. AAMD website. https://www.aamc.org/download/186750/data/core_competencies.pdf. Updated May 2011. Accessed January 4, 2018