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Related Concept Videos

SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

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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.
Standardized methods of communication have been developed to ensure that information is...
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Types of Reports I: Hands-off Report01:25

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A hand-off report, also known as a change-of-shift report, is a crucial nursing process that ensures the smooth transition of patient care responsibilities between nursing staff.
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Purpose and Process:
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Feedback Loops01:01

Feedback Loops

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In most cases, excessive hormone production is prevented by negative feedback—a loop that starts with a stimulus inducing the release of a particular substance, like a hormone, to maintain a certain level before triggering a signal that results in a decrease in further release of the hormone.
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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.
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Related Experiment Video

Updated: Jan 18, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Simulation-Based Peer Feedback Module for Pediatric Rapid Response Team Handoffs.

Rachael Herriman1, Priti Jani2, Nehal Patel3

  • 1Pediatric Emergency Medicine Fellow, Department of Pediatrics, University of California, San Francisco.

Mededportal : the Journal of Teaching and Learning Resources
|September 8, 2025
PubMed
Summary
This summary is machine-generated.

Pediatric residents improved communication and leadership skills for rapid response team (RRT) events through simulation-based training. This enhanced preparedness is crucial for patient safety outside the pediatric intensive care unit (PICU).

Keywords:
Communication SkillsCompetency-Based Medical Education (CompetenciesEPAs)HandoffsMentoring/CoachingMilestonesPediatricsRapid ResponseSimulation

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Area of Science:

  • Medical Education
  • Patient Safety
  • Pediatric Critical Care

Background:

  • Pediatric patient deterioration outside the PICU is linked to increased morbidity and mortality.
  • Effective communication during rapid response team (RRT) events is critical for timely intervention.
  • Standardized RRT training for residents is limited, despite existing communication frameworks like ABC (Airway, Breathing, Circulation) and SBAR (Situation, Background, Assessment, Recommendation).

Purpose of the Study:

  • To evaluate the effectiveness of a simulation-based educational module in enhancing resident communication, confidence, and handoff skills during RRT events.
  • To improve the application of structured communication tools (ABC-SBAR) in pediatric RRT scenarios.
  • To assess the impact of the training on residents' confidence in leading RRTs.

Main Methods:

  • A simulation-based module was implemented for pediatric and internal medicine/pediatrics residents prior to their inpatient rotations.
  • The module included baseline and final simulations, targeted instruction, and practice scenarios with peer feedback.
  • Objective measures included ABC-SBAR handoff scores, while subjective measures assessed resident knowledge and confidence pre- and post-module.

Main Results:

  • ABC-SBAR scores significantly improved post-module (mean 5.1/12 to 9.3/12, p < .001).
  • The percentage of residents reporting high confidence in leading pediatric RRTs increased from 5% to 32% (p < .001).
  • Residents with no prior RRT experience demonstrated the most substantial gains in performance and confidence.

Conclusions:

  • Simulation-based training effectively enhances structured communication and leadership skills for pediatric RRT events.
  • This educational approach is scalable and adaptable, offering a promising strategy to improve resident preparedness and patient safety.
  • The findings support the integration of simulation and deliberate practice in medical education for critical care scenarios.