Table 2.

Studies evaluating fidelity of SBAR uptake

Author, year	Main intervention	Fidelity measure	Time of fidelity assessment post training	Reported results	Magnitude of improvement (qualitative size)	Fidelity reached 80%?
Classroom-based studies
Cunningham et al 201225	10-min 1-on-1 didactic SBAR training for 69 junior physicians on medical/surgical wards and emergency departments for physician-physician telephone referral	Total item score of SBAR elements from 66 audio recordings	Immediately after training	SBAR exposure: 8.5 versus control: 8.0 on 12-point scale, p=0.051	6% (Small)	No (71%)
Marshall et al 200926	40-min ISBAR training (including role playing) for 17 teams of medical students for physician–physician telephone referral	Total item score of ISBAR elements from 17 video and audio recordings	Immediately after training	SBAR exposure: 17.4 versus control: 10.2 on 20-point scale, p=0.001	71% (Large)	Yes (87%)
McCrory et al 201244	45-min didactic ABC-SBAR training for 26 paediatric interns for physician–physician communication for immediate help for patient	Total item score of ABC-SBAR elements and format from 52 video recordings	Immediately after training	3.1 to 7.8 on 10-point scale, p<0.001	152% (Large)	No (78%)
Uhm et al 201927	4-hour SBAR training (including role-playing) embedded in 1-week practicum for 81 nursing students for nurse–physician communication for help for patient	Total item score of SBAR elements from 81 audio recordings	Immediately after training	SBAR exposure: 17.6 versus control: 9.0 on 24-point scale, p<0.001	96% (Large)	No (74%)
Studies in clinical setting
Shahid et al 202047	Implementation of a modified SBAR tool and didactic training with videos for 10 nurses over 1 month for nurse–physician communication during interfacility neonatal transports	Total item score of SBAR elements from 165 audio recordings	Assessment began immediately after training but was ongoing over 1 year period	21.7 to 30.2 on 38-point scale, p≤0.001	39% (Moderate)	Yes (80%)
Smith et al 201835	SBAR-DR implementation, electronic handover template, and 30 min didactic training with videos and demonstrations for 68 physicians in emergency department for physician–physician telephone communication at admission handover	Total item score of SBAR-DR elements and format from 220 audio recordings	Assessment began immediately after training but was ongoing over 60-day period	7.6 to 8.4 on 16-point scale, p=0.009	12% (Small)	No (53%)
Thompson et al 201145	ISBAR implementation and 1-hour training held at 4 separate times for 44 junior med officers over 4 weeks for physician–physician at after-hour handover on in-patient ward	Total item score of ISBAR elements from 63 audio recordings	Assessment began immediately after training but was ongoing over 4 week period	9.2 to 10.4 on a 19-point scale, p=0.004	13% (Small)	No (55%)
Uhm et al 201836	SBAR implementation and didactic training (duration not reported) for 102 nurses for nurse–nurse handover from paediatric cardiac ICU to cardiac ward	Total item score of SBAR elements from 59 audio recordings	Assessment began 2 months after training but was ongoing over 40-day period	2.3 to 2.9 on 4-point scale, p<0.001	25% (Moderate)	No (73%)
Wilson et al 201737	SBAR implementation and full day training (including role playing) over 1 month for nurses-physician-respiratory therapist communication during interfacility neonatal and paediatric transports	Total item score of SBAR elements from 187 audio recordings	Assessment began 2 years after training but was ongoing over 7 month period	7.0 to 8.3 on 10-point scale, p<0.001	19% (Small)	Yes (83%)

ABC-SBAR, airway, breathing, circulation followed by SBAR; ICU, Intensive Care Unit; ISBAR, Identification of self followed by standard SBAR; SBAR, situation, background, assessment, recommendation; SBAR-DR, Situation, Background, Assessment, Responsibilities & Risk, Discussion & Disposition, Read-back & Record.