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Related Concept Videos

SBAR II: Application of SBAR01:14

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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
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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.
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Nursing Clinical Information System (NCIS)
A Nursing Clinical Information System (NCIS) is a specialized type of healthcare information system tailored to meet the unique needs of nursing practice. It incorporates the principles of nursing informatics to streamline information management and improve the quality of care delivery.
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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: Dec 8, 2025

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Standardized Patient Simulation Using SBIRT (Screening, Brief Intervention, and Referral for Treatment) as a Tool for

Janelle Clauser1, Barbara B Richardson2, Tamara Odom-Maryon3

  • 1Clinical Associate Professor, Department of Internal Medicine, University of Washington School of Medicine.

Mededportal : the Journal of Teaching and Learning Resources
|September 16, 2020
PubMed
Summary

Interprofessional education using screening, brief intervention, and referral for treatment (SBIRT) significantly improved healthcare students' interprofessional skills and readiness for team-based care. This approach enhances educational experiences and client benefits.

Keywords:
Case-Based LearningClinical Teaching/Bedside TeachingEditor's ChoiceFlipped ClassroomInterprofessionalMultidisciplinaryProblem-Based LearningSBIRTSimulationStandardized PatientsSubstance Use

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Area of Science:

  • Healthcare Education
  • Public Health
  • Interprofessional Practice

Background:

  • Substance misuse presents a significant societal and healthcare challenge.
  • Effective screening and brief intervention are crucial skills for healthcare professionals.
  • Interprofessional education (IPE) is vital for preparing collaborative healthcare teams.

Purpose of the Study:

  • To develop and evaluate an interprofessional education (IPE) model using SBIRT (screening, brief intervention, and referral for treatment).
  • To assess the impact of SBIRT-based IPE on healthcare students' interprofessional skills and readiness for practice.
  • To explore faculty perceptions of SBIRT as an IPE platform.

Main Methods:

  • A total of 1,255 students from diverse healthcare programs (nursing, pharmacy, medicine, etc.) participated.
  • Training involved asynchronous SBIRT modules, in-person role-plays, and standardized patient interactions.
  • Data collected via participant surveys and faculty debrief sessions over two academic years.

Main Results:

  • 91% of participants reported enhanced interprofessional skills.
  • 79% found the experience useful for interprofessional development.
  • 92% deemed it relevant to their careers, and 93% believed it would benefit clients.

Conclusions:

  • SBIRT serves as an effective platform for interprofessional education.
  • Students reported improved educational experiences and interprofessional relationships.
  • Faculty confirmed the value for developing peer insight and patient interview skills.