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Related Concept Videos

SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

5.0K
Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Critical Thinking I01:24

Critical Thinking I

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Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
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SBAR II: Application of SBAR01:14

SBAR II: Application of SBAR

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SBAR is an effective communication tool used by healthcare professionals to communicate patient information accurately. SBAR stands for Situation, Background, Assessment, and Recommendation. For a better understanding, an example is given below.
SBAR Report from a Nurse to a Health Care Provider
S: "Hello, Dr. Smith. This is Jane, RN, from the Med Surg unit. I am calling to tell you about Ms. White in Room 210, who is experiencing increased pain and redness at her incision site. Her recent...
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Assessment of apical radial pulse01:25

Assessment of apical radial pulse

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Apical-Radial (A-R) Pulse Assessment
The A-R pulse assessment involves simultaneous evaluation of the apical and radial pulses. When the apical and radial pulse rates vary, this assessment helps identify a pulse deficit.
Pre-Procedural Preparation
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Patient-centered Care01:13

Patient-centered Care

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Related Experiment Video

Updated: Apr 30, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

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Improving ward round skills.

Markus Krautter1, Nadja Koehl-Hackert, Lars Nagelmann

  • 1University of Heidelberg Medical Hospital , Germany .

Medical Teacher
|May 9, 2014
PubMed
Summary
This summary is machine-generated.

A structured ward round supervision program significantly improved medical students' learning goals. This feasible and efficient bedside teaching method enhances ward round skills, though cost-effectiveness requires further study.

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Internal Medicine

Background:

  • Ward rounds are crucial in clinical settings but students exhibit significant deficits in essential competencies.
  • Existing teaching methods like standardized patients or educational wards are often resource-intensive.

Purpose of the Study:

  • To evaluate the impact of a structured on-ward supervision program on final-year medical students' ward round competencies.
  • To assess the effectiveness of specially trained supervising doctors in enhancing clinical skills.

Main Methods:

  • 36 medical students were randomized into an intervention group (IG) and a control group (CG) for an eight-week training course.
  • The IG received structured ward round training, while the CG received standard on-ward training.
  • Competencies were measured using simulated ward rounds with objective checklists and standardized patient feedback.

Main Results:

  • The intervention group achieved significantly more learning goals than the control group.
  • No significant differences in standardized patient ratings were observed between the groups.

Conclusions:

  • The structured on-ward supervision program is a viable and effective method for bedside teaching of ward round skills.
  • Future research should investigate the cost-effectiveness of this program compared to other educational models.