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Teaching Interprofessional Communication in Midwifery Students Using the SBAR Tool
Gregor L Olmes1, Sandra Brunnett2, Barbara G Cattarius2
1Department of Gynecology, Obstetrics and Reproductive Medicine, Saarland University Hospital, Homburg, Germany.
Background:
Interprofessional communication between midwives and physicians is essential for the successful management of obstetrical cases, including emergencies. The Situation-Background-Assessment- Recommendation (SBAR) tool is an established communication model that facilitates communication among medical teams.
Aim:
This cross-sectional study aimed to evaluate midwifery students' attitudes toward interprofessional communication and determine whether a course on the SBAR communication tool could enhance their self-assessed competence.
Methods:
We conducted a course for midwifery students in their final year of study, focusing on training interprofessional communication. The course included a lecture on SBAR, followed by a role-play exercise simulating communication between a midwife and a physician in obstetrical emergencies. Students were assessed using an Objective Structured Clinical Examination (OSCE). They were invited to complete a two-part questionnaire before and after the intervention, evaluating their attitudes toward interprofessional communication and the use of SBAR in their clinical routine.
Findings:
The assessed midwifery students (n=20) demonstrated positive attitudes towards the application of SBAR. The students rated their knowledge of SBAR as one grade higher after completing the course. After the intervention, 95% of the participants stated that they intended to use SBAR in the future. The role-play was evaluated as important for their learning approach on SBAR by the students. The major barriers to interprofessional communication identified by the questionnaire included a lack of clarification of responsibilities, work overload, and different views on medical assessments within the interprofessional team. The quality of interprofessional communication was evaluated by the midwifery students as balanced and positive, but they noted a lower application of SBAR by physicians from the students' perspective.
Conclusion:
We conclude that SBAR is important for midwifery students in interprofessional communication with physicians. SBAR training for midwifery students may improve their interprofessional communication skills. A role-play on SBAR may improve the learning success.
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