How is this assessment connected to the learning outcomes?
This assessment relates to learning outcome 3:
demonstrate effective interpersonal and communication skills with clients, families and significant others;
demonstrate effective interpersonal communication skills with other professionals and professional organisations;
demonstrate effective inter-professional teamwork and collaboration skills;
understand their own personal communication style and appreciate how it affects professional communication; and
articulate professional responsibility and accountability for effective communication in health contexts.
Working in interprofessional teams: The SBAR approach
S – Situation: What is happening?
B – Background: What led to the problem?
A – Assessment: What has been done?
R – Recommendation: What can we do?
Case study 1: Ineffective team collaboration
Case study 2: Effective team collaboration
Health care is a complex and dynamic environment where even experienced and well-intentioned clinicians make mistakes. Five members of an inter-professional stroke rehabilitation team are discussing Mrs. Holmes during weekly patient care rounds.
As a group compare the group interaction in the two videos.
Identify the modes of communication that are likely to impact client safety.
Identify the barriers to communication that are likely to impact client safety.
What is the main advantage of using the SBAR approach for professionals when working in an inter-professional team?
What is the main advantage of using the SBAR approach for organisations?
Does adopting the SBAR approach improve client safety? How?
All statements of fact must include in-text references.
A full reference list is to be included on a separate page.
Group project rules
Students will work in small groups on a group activity related to the “Communicating in teams” module.
Groups will be allocated by the unit coordinator.
A discussion forum will be set up for each group to enable communication with other group members. Only the members of your group will be able to see the posts/replies made in your forum.
The forum allocated for group discussions will appear on Monday at the time and date listed in the Assessment summary.
All tasks associated with this group activity will be allocated fairly by the group. It is not up to the unit coordinator to decide who will do what.
All group members are required to contribute to the final group submission.
All students are expected to show respect for members of their group. For those who have communicated with their group at least once all must complete their part of the group assignment by no later than 5PM on the Friday before the assignment is due to be submitted. This will allow the group at least 2 days to prepare the group assignment for final submission.
This is a group assignment, only one (1) assignment is to be submitted for assessment by the group. As a result Moodle may show a late result for those students who did not submit the actual assignment. Do not worry about this if you are sure one of your group members has uploaded the group assignment.
All group members will receive the same mark for this assessment.
Working in groups can be challenging. Students are encouraged to use effective communication to resolve any issues that may occur.
What happens if a student fails to communicate with the group?
If a student fails to communicate with other group members by 1159PM on the Wednesday before the final submission is due the student will be deemed to have chosen to not participate in this assessment. A group can choose to allow a student to participate after this time. However, the decision to allow participation after the participation expiry date must be unanimous.
Groups are expected to research effective communication by using the UNE library online catalogue and journal databases to identify relevant books and peer reviewed journal articles. Please note: Personal experience, newspaper articles, teaching notes and information obtained from websites, especially those that start with the prefix “wiki”, are not a valid source of information for this assessment.
For this assessment it is expected that a group will endeavour to find at least 3+ peer reviewed sources (i.e. journal articles, books), in addition to using information contained in the textbook(s) to support any statements.
This group assignment should be presented in essay format.
It will need a small introduction that explains the SBAR approach.
Write in complete sentences (i.e. do not use dot points). However, if you think a summary will enhance the essay you can insert the information into a Table rather than use dot points. If you do insert a Table please make sure the Table adheres to APA style.
The use of sub-headings is permitted. A good way to plan the work and ensure instructions have been followed is to use the dot points listed above in the instructions as sub-headings.
The essay will need a conclusion that summarises the main points discussed.
You must use complete sentences at all times. Please note: A paragraph contains more than one sentence and deals with only one topic. Do not try to put too little or too much information into a paragraph because it is confusing for the reader.
Pay attention to spelling, grammar and punctuation. It is important to proof read your work before submission.
The writing style in an essay is more formal than verbal speech. Try not to write as you would speak.
The essay must be written in the third person. The word “I” is not used when writing in the third person.
Avoid starting a sentence with a reference and instead write as if you were an expert by placing the reference at the end of the sentence in brackets. A reference supports what you are saying, it should not be the main feature of a sentence. For example: Higgs (2012) states that communication is very important to client safety can be written as: Communication is very important to client safety (Higgs, 2012).
You must use the APA referencing system. Follow the link at the top right of the page for information and examples of APA referencing.
Every statement of fact in an essay must be supported by an in-text reference. Omitting in-text references is a form of “intellectual theft” and will not be tolerated.
For this unit page numbers are not required for in-text references unless providing a direct quote. For example: Communication is important to client safety (Higgs, 2012). “Communication is important to client safety” (Higgs, 2012, p.28).