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    Sbar Mini Case Studies

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    api-367705934
    This teaching strategy plan involves having students read mini case studies and respond by writing SBAR (Situation, Background, Assessment, Recommendation) reports for who they would call and what they would say. Students will take turns sharing their SBAR reports and the class will discuss essential information. The learning objectives are for students to distinguish who to report to and what information to reveal using SBAR. Evaluation will involve listening to student SBAR reports and class feedback to assess understanding without formal grading. The teacher aims to develop student communication skills and confidence through this active learning activity.

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    Sbar Mini Case Studies

    Uploaded by

    api-367705934
    979 views2 pages
    This teaching strategy plan involves having students read mini case studies and respond by writing SBAR (Situation, Background, Assessment, Recommendation) reports for who they would call and what they would say. Students will take turns sharing their SBAR reports and the class will discuss essential information. The learning objectives are for students to distinguish who to report to and what information to reveal using SBAR. Evaluation will involve listening to student SBAR reports and class feedback to assess understanding without formal grading. The teacher aims to develop student communication skills and confidence through this active learning activity.

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    This teaching strategy plan involves having students read mini case studies and respond by writing SBAR (Situation, Background, Assessment, Recommendation) reports for who they would call and what they would say. Students will take turns sharing their SBAR reports and the class will discuss essential information. The learning objectives are for students to distinguish who to report to and what information to reveal using SBAR. Evaluation will involve listening to student SBAR reports and class feedback to assess understanding without formal grading. The teacher aims to develop student communication skills and confidence through this active learning activity.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    979 views2 pages

    Sbar Mini Case Studies

    Uploaded by

    api-367705934
    This teaching strategy plan involves having students read mini case studies and respond by writing SBAR (Situation, Background, Assessment, Recommendation) reports for who they would call and what they would say. Students will take turns sharing their SBAR reports and the class will discuss essential information. The learning objectives are for students to distinguish who to report to and what information to reveal using SBAR. Evaluation will involve listening to student SBAR reports and class feedback to assess understanding without formal grading. The teacher aims to develop student communication skills and confidence through this active learning activity.

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    TEACHING STRATEGIES PLAN

    NAME OF LEARNING Who are you going to call? What are your going to
    ACTIVITY say? SBAR Communication Mini Case studies
    Learning Activity Students will read off the class screen or slide a mini case
    Summary study. The mini case study will introduce a problem with the
    patient that needs attention. They will then write in SBAR
    format who they will call and what they will say in the call or
    in a web page. Some of the students will share what they
    wrote and there will be a class discussion identifying what
    information is essential when speaking or web paging a
    provider or other interdisciplinary team member.
    Cognitive: Understand, Apply, Analyze

    Domain of Learning Affective: Respond, Value, Organize


    (Blooms Taxonomy
    Revised) Psychomotor: Perfect, Articulate

    Student-Centered At the completion of this learning activity, the learner will:


    Learning Objective(s)
    Distinguish who to report to and what information to reveal
    to the provider by speaking or documentation when a patient
    presents an issue
    Demonstrate an effective SBAR report to another caretaker
    or provider

    Preparation Required Several mini case studies will need to be developed by the
    by Teacher/Facilitator teacher and placed on a slide for the whole class to see. Paper
    and Materials Needed for the students to write SBAR calls

    Time Allotted 3 minutes to read mini case study and 5 minutes to write
    SBAR. Recommend at least 4 to 5 mini case studies so 30 to
    40 minutes
    Learning Styles Information Presentation X sight __ sound X text
    Addressed by Activity
    Modality: X visual X verbal

    Approach: X active __reflective

    Understanding: X sequential X holistic

    How is content connected This is connected to students health and assessment class
    to prior learning? they previously have taken when looking at abnormal labs or
    diagnostic tests to key into what is concerning with the
    patient. The students can draw from prior learning in
    anatomy, physiology and pathophysiology to gather
    information related to sign and symptoms in the case studies.
    The students will also have taken fundamentals of nursing
    and can draw from junior year IDT classes and activities.
    Reflective Debriefing After each mini case study, some students will read their
    with Learners (post- SBARs and a discussion in class will take place student lead
    learning activity) How on what information they feel is most critical in the phone call
    will it be accomplished? or web text. The facilitator can provide some good examples
    of a SBAR related to the case study.
    Evaluation of Evaluation will take place listening to students SBARs and
    Learning (How will it the feedback the class gives about the SBARs reviewed. The
    be accomplished?) teacher can collect the students work during class and
    although no grade will be given can read them and see if the
    class was grasping the concept.
    Teacher Reflection SBAR is a communication tool used frequently in health care.
    It is important tool for students to break down information
    (justify choice of learning and prioritize relevant assessment findings. Breaking up
    activity and good fit for teaching with this active strategy and having students practice
    the identified learning SBAR will assist in them understanding its importance. This
    objectives) strategy will develop communication skills and offer a student
    increased self-confidence so in practice they will be
    comfortable talking to a provider and be able to advocate for
    their patient.

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