INVESTIGATING THE EFFECT OF TEACHING SBAR COMMUNICATION MODEL ON THE FREQUENCY OF MEDICATION ERRORS AMONG NURSES WORKING IN RAZI PSYCHIATRIC TRAINING AND TREATMENT CENTER IN URMIA IN 2018

baghaei, R and Alinejad, V and KHoshnod SHabestari, M (2020) INVESTIGATING THE EFFECT OF TEACHING SBAR COMMUNICATION MODEL ON THE FREQUENCY OF MEDICATION ERRORS AMONG NURSES WORKING IN RAZI PSYCHIATRIC TRAINING AND TREATMENT CENTER IN URMIA IN 2018. Nursing and Midwifery Jouranl, 18 (5). pp. 361-368.

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Abstract

Mistakes in psychiatric admissions are due to the greater turnover of patients and nursing staff and frequent changes in prescriptions, and drug use often occurs in noisy states and during meals. The SBAR (Status, Background, Assessment, and Recommendation) model is a highly effective tool that provides a predictable, common structure for communication. The purpose of this study was to determine the effect of SBAR communication model training on the frequency of medication errors among nurses working in the Razi Psychiatry Center in Urmia in 2018. Materials & Methods: This is a quasi-experimental study with pre-test and post-test. The study sample consisted of 64 nursing staff working in the Razi Psychiatry Center in Urmia in 2018 who were selected by random sampling. In this study, drug prescription error questionnaire was used. On the SBAR communication model training, 10 lectures on how to implement the SBAR communication model and distribute the educational pamphlet on the SBAR communication model and install the electronic program as a pdf file on the computer monitor of the sections were randomly assigned in different shifts. The impact of training on the SBAR model was evaluated. SPSS software version 22 was used for data analysis. Results: The results showed that there was a significant difference at the p <0.0001 level in both injectable drugs (Z = -6.59) and non-injectable drugs (Z= -4.26) based on the Wilcoxon test. Workplace component score before model training was 29.94 and after training was 30.98 with little change (p=0.239). Also, the component score of the causes of medication errors decreased from 64.06 in the pre-test to 60.78 in the post-test, but this decrease was not significant(p=0.607). Conclusion: In general, the results of this study showed that teaching the SBAR communication model to nurses working in Urmia Razi Psychiatric Training Center can reduce medication errors

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