Handoff Education Research Articles

Peer review for handoff education in a transition to residency course: A prospective cohort study.

Association of American Medical Colleges (AAMC) and Accreditation Council for Graduate Medical Education (ACGME) mandate training in handoff delivery for students and residents. Communication errors, including errors during handoffs of patient care, account for over 2/3 of sentinel events. This study aims to assess the effectiveness of peer-assisted learning (PAL) in handoff education within a longitudinal framework. This study involved the analysis of fourth-year medical students (n = 67) enrolled in a transition to residency program designed to reinforce skills essential for success in internal medicine residencies. We modified the I-PASS handoff rubric for a single-encounter evaluation. Before attending the transitions of care workshop, students submitted one written handoff report. During high-fidelity simulation sessions, peers evaluated the written document as well as verbal handoffs, while faculty evaluated a recorded verbal version. The primary outcome measured was improvement in handoff quality and accuracy over time and secondary outcomes compared peer- and self-evaluations to faculty assessments. Overall, students demonstrated a statistically significant improvement in handoff quality and accuracy across all scoring criteria after completing the peer evaluation process. Peer evaluations did not demonstrate statistically significant differences in scores for quality or accuracy questions as compared to faculty. Peer evaluators effectively assessed handoff reports using the modified I-PASS checklist yielding outcomes similar to faculty while providing feedback. These findings provide exciting evidence that should prompt training programs to consider incorporating standardized peer review into handoff education for medical students and, potentially, residents. The detailed evaluation of individual handoff events fosters feedback skills essential for ongoing professional growth and clinical excellence.

Comparing the impact of PASS-BAR handoff education for new nurses between simulation-based and case-based approaches: A quasi-experimental design

AimTo develop a patient, assessment, situation, safety concerns, background, action, recommendation (PASS-BAR) handoff training program and compare the educational effects of the program between simulation-based (experimental group) and case-based (control group) groups using repeated measures among new nurses. BackgroundNew nurses are not well prepared to provide clear handoff reports because nursing schools and healthcare institutions rarely offer structured programs or training for handoff communication practices. DesignThis study used a pretest–posttest quasi-experimental design with repeated measures with two non-randomized groups. MethodsThis study targeted new nurses with less than 12 months of experience and was conducted at a university hospital’s clinical nursing education center in Seoul, South Korea, between September 2022 and April 2023. Seventeen participants were allocated to the experimental group and 17 participants to the control group. Both groups were given lectures and exercises for both scenarios. Participants were asked to complete a questionnaire on nursing handoff competency, handover performance competency and perceived self-efficacy of handoff at pre- and posttest and two weeks after training. Satisfaction with learning was measured after the intervention. ResultsWe developed a simulation-based learning handoff program that includes a simulated handoff performance and debriefing and a case-based learning handoff program that includes discussion, handoff performance and feedback. This study found no immediate difference in the educational effect of PASS-BAR handoff training between simulation-based learning and case-based learning; however, over time, simulation-based learning was more effective than case-based learning in improving nursing handoff competency and handover performance competency. ConclusionsBased on the results of this study, a simulation-based handoff training program using PASS-BAR can enhance handoff competencies and help new nurses strengthen their communication skills to understand patients and convey important information. Tweetable AbstractDeveloping a simulation-based handoff training program using PASS-BAR helps nurses strengthen their communication skills with colleagues.

Handoff Education Interventions: A Scoping Review Focused on Sustaining Improvements.

Handoffs involve the transfer of patient information and responsibility for care between health care professionals. The purpose of the current scoping review was (1) to describe handoff studies with education as part of the intervention and (2) to explore the role of handoff educational interventions in sustaining handoff improvements. This scoping review utilized previously published systematic reviews and a structured, systematic search of 5 databases (January 2006-June 2020). Articles were identified, and data were extracted by pairs of trained, independent reviewers. The search identified 74 relevant articles, most published after 2015 (70%) and conducted in the United States (76%). Almost all of the studies (99%) utilized instruction, 66% utilized skills practice, 89% utilized a memory aid, and 43% utilized reinforcement. However, few studies reported using education theory or followed accepted tenets of curriculum development. There has been a substantial increase over time in reporting actual handoff behavior change (17%-68%) and a smaller but important increase in reporting patient outcomes (11%-18%). Thirty-five percent of studies (26/74) had follow-up for 6 months or more. Twelve studies met the criteria for sustained change, which were follow-up for 6 months or more and achieving statistically significant improvements in either handoff skills/processes or patient outcomes at the conclusion of the study. All 12 studies with sustained change used multi-modal educational interventions, and reinforcement was more likely to be used in these studies than all others (75%, 9/12) versus (37%, 23/62), P = 0.015. Future handoff intervention efforts that include education should use education theory to guide development and include needs assessment and goals and measurable objectives. Educational interventions should be multi-modal and include reinforcement. Future research studies should measure actual handoff behavior change (skills/process) and patient outcomes, include follow-up for more than 6 months, and use education reporting guidelines.

Don't interrupt me! development of a handoff education bundle to simulate the real world.

Ineffective nurse-to-nurse handoff communication is associated with information omissions, diagnostic errors, treatment errors, and delays. New nurses report a lack of confidence and ability in handoff communication, which may stem from inadequate training in prelicensure nursing programs. Our objective was to introduce prelicensure nursing students to a standardized, theory-based method for handoff, including behavioral strategies employed by nurses during interrupted handoff. A handoff education bundle (HEB) was developed. Kern's six-step curriculum model was utilized to design, implement, and evaluate the handoff curriculum. Student feedback highlighted the importance of integrating multiple, varying distractors during learning cycles and recognition of the impact of distractors on handoff. Implementing a HEB at the prelicensure nursing level could promote competency in handoff communication for new graduate nurses. Handoff is an international patient safety priority, as inadequate communication has been linked to adverse patient events.

시뮬레이션 기반 인수인계 교육이 간호대학생의 지식, 비판적 사고 성향, 임상 판단력에 미치는 효과

Purpose Clinical nurses work in three shifts due to the specificity of the ward's work, and there is a handoff of nursing work for each shift. The nurse's handoff maintains the continuity of nursing care, ensuring the safety of patients and the quality of nursing care and medical care. Handoff is an important nursing activity that exchanges patient information, and it is the responsibility and duty of medical staff to accurately deliver this information. In addition, simulation-based education is an educational method that provides opportunities for clinical practice without having harmful results in nursing and medicine. This study was conducted to evaluate handoff knowledge, critical thinking disposition, and clinical judgment by developing and applying a simulation-based handoff education program for nursing college students. Method This study is a one-group pretest-posttest design to develop and operate a simulation-based handoff training program to verify its effectiveness. The subjects were 4th year students enrolled in the Department of Nursing at the College of Nursing in Gyeonggi-do, The data were collected from February 19 to March 2, 2018. For data analysis, SPSS Version 22.0 was used, and general characteristics were analyzed by numbers, percentages, averages, and standard deviations. Before and after participating in the educational program, the subject's handoff knowledge, critical thinking disposition, and clinical judgment were analyzed using a paired t-test. Results Thirty people participated in this study as subjects. All participants were female and the average age was 22 years. The main results of the study are as follows. There was a significant difference in handoff knowledge from 4.63±1.61 before education to 5.83±0.95 after education (t=-3.71, p=0.001). There was a significant difference from 3.39±0.46 before education to 3.75±0.42 after education (t=-4.69, p<0.001). There was a significant difference in clinical judgment from 1.79±0.37 before education to 3.15±0.48 after education (t=-15.67 , p<0.001). Conclusion As a result of this study, it was confirmed that the simulation-based handoff education program was effective in improving the handoff knowledge, critical thinking disposition, and clinical judgment of nursing students. Therefore, based on the results of this study, it is expected that it will be used as basic data for establishing an education system to improve the performance of handoff in the future. In addition, it is considered that it can be used for education for new nurses and idle nurses, contributing to the improvement of the quality of handoff in the future.

Nursing handoff education: An integrative literature review.

This integrative review aimed to identify nursing students' experiences of handoff practices and the effects of handoff education in the curriculum on nursing student learning outcomes. Appropriate handoff communication skills are essential for nursing students to maintain patient safety and prevent adverse events. A systematic literature search was conducted with keywords related to nursing, student, and handoff in April 2020. Articles should focus on nursing students' handoff education published in English in 2015-2020. Eight articles met the inclusion criteria and were included in this review. Nursing students reported discrepancies in handoff experiences; diverse factors influenced their handoff experiences, such as knowledge, anxiety, confidence, and type of student supervision. Various handoff educations were implemented across studies. Some handoff educations significantly improved nursing students' attitudes toward other disciplinary providers, satisfaction, confidence, quality, and clarity in handoff communication; some did not substantially affect their selected outcomes. This review identified that there are still limited handoff experiences among nursing students and many factors affecting opportunities for their handoff experience. Some handoff education (e.g., structured handoff formats, role-play, simulated scenarios) effectively improved students' communication clarity, confidence levels, and handoff education satisfaction. More handoff education is needed for nursing students to learn safe and quality handoff practices.

SBAR를 활용한 인수인계 교육 프로그램이 간호학생의 비판적 사고성향, 자기효능감, 의사소통능력에 미치는 영향

Objectives The purpose of this study is to confirm the impact on critical thinking disposition, self-efficacy, and communication competence after applying a handoff education program using SBAR for nursing students.
 Methods The study design was a quasi-experimental research design by a single group before and after, and the subjects of the study were a total of 52 students from a nursing department located in A city. The study period was from March to June 2022, and the survey for data collection was conducted twice before and after education. Data analysis was analyzed using descriptive statistics and paired t-test.
 Results As a result of this study, critical thinking propensity (t=-3.17, p<001), self-efficacy(t=-23.49, p<001), communication competence(t=-8.13, p<001) showed a statistically significant increase after handoff program using SBAR compared to before training.
 Conclusions Through the results of this study, it was found that handover education is important to improve the critical thinking disposition, self-efficacy, and communication skills that nursing students should have before going to clinical practice. In addition, using SBAR as a method of handover education is expected to increase the effectiveness of educational programs targeting nursing students.

Nursing Handoff Education Using Experiential and Virtual Innovations.

Seventy percent of serious medical errors are the result of ineffective communication, including handoff errors. Nursing students have cited a need for more experience on how to give handoff; yet, handoff education remains variable. Two innovative curricular approaches were implemented on the basis of Bloom's taxonomy to teach handoff education: experiential and virtual. The outcomes of the 2 curricular innovations were evaluated for handoff completion, handoff accuracy, and handoff quality, based on context. During the experiential approach, students demonstrated average handoff completion rates of 84%. During the virtual approach, students' handoff completion rates rose from 25% to 63% and accuracy handoff rates rose from 13% to 31%. Evaluations support that varying educational methods successfully teach nursing students how to give handoffs. Complementary innovations grant educators flexibility to tailor innovations to curriculum and course context, as supported by Bloom's taxonomy.

A Literature Review of Research on Korean Child Nursing Simulation Practice Education

Purpose : This is a descriptive research to analyze research trends related to child nursing simulation practice education in korea within past 11 years. Methods : A review was done using domestic databases including RISS, KISS, DBpia, and KERIS. 16 papers were analyzed by general characteristics, key variables on reflection, and its findings. Results : 12.5% of the cases, the biggest portion, was on the variables including care for pediatric patient with asthma, neonatal emergency care, simulation-based orientation program before pediatric clinical practice while 6.3% of the sample cases was with the variables for asthma and type 1 diabetes module, children with fever in emergency units, neonatal care, optimizing clinical practice in maternal and child nursing, respiratory distress syndrome in neonatal intensive care units, pediatric nursing, pediatric medication, pediatric medication nursing education for gastroenteritis, standardized child care education, simulation practice for hand-off education. Conclusion : It is believed that it can be available for the basic data for the development of education on simulation practice of children s nursing in korea and also for revitalizing the nursing practice using this research outcome.

Effects of Handoff Education using Concept Mapping and PASS-BAR

Purpose: The purpose of this study was to identify effects of Handoff Education using Concept mapping and PASS-BAR (HECPAR) on clinical reasoning competence, self-efficacy for handoff, and handoff performance of new nurses.Methods: Participants were randomly allocated into an experimental group (n=20) and control group (n=21). The experimental group received HECPAR which consisted of a one hour lecture, case based clinical practicum, and mentoring for a week. The control group received the usual informal handoffs education from senior nurses. Clinical reasoning competence, self-efficacy for handoff, and handoff performance were measured before and a week after HECPAR. Data were analyzed using Mann-Whitney U test, independent t-test, Fisher’s exact test, and chi-sqaure test. Results: The experimental group showed significant improvement in clinical reasoning competence (z=-2.29, p=.022), handoff performance (z=-2.23, p=.026), and self-efficacy of handoff (t=3.47, p=.001) compared to the control group.Conclusion: The results indicate that HECPAR is effective in improving clinical reasoning competence, self-efficacy for handoff, and handoff performance by new nurses. In addition, integrating concept mapping, PASS-BAR, and mentoring proved beneficial for handoff education for new nurses.

Patient safety culture and handoff evaluation of nurses in small and medium-sized hospitals

ObjectivesThis study was conducted to investigate the current status of handoffs, perception of patient safety culture, and degrees of handoff evaluation in small and medium-sized hospitals and identified factors that make a difference in handoff evaluation. MethodsThis is a descriptive study. 425 nurses who work at small and medium-sized hospitals in South Korea were included in our study. They completed a set of self-reporting questionnaires that evaluated demographic data, handoff-related characteristics, perception of patient safety culture, and handoff evaluation. ResultsResults showed that the overall score of awareness of a patient safety culture was 3.65 ± 0.45, the level was moderate. The score of handoff evaluation was 5.24 ± 0.85. Most nurses experienced errors in handoff and most nurses had no guidelines and checklist in the ward. Handoff evaluation differed significantly according to the level of education, work patterns, duration of hospital employment, handoff method, degree of satisfaction with the current handoff method, errors occurring at the time of handoff, handoff guidelines, and appropriateness of handoff education time (P < 0.05). ConclusionFor handoff improvement, guidelines and standards should be established. It is necessary to develop a structured handoff education system. And formal handoff education should be implemented to spread knowledge uniformly.

Effectiveness of Nursing Handoff Education Programme on Competencies of Handing Over among Nursing Students Posted in Selected Hospital of Ambala, Haryana

Effectiveness of Nursing Handoff Education Programme on Competencies of Handing Over among Nursing Students Posted in Selected Hospital of Ambala, Haryana

Effects of communication clarity and communication confidence on handoff education program using SBAR-based cardiopulmonary resuscitation records of Nursing Students

Effects of communication clarity and communication confidence on handoff education program using SBAR-based cardiopulmonary resuscitation records of Nursing Students

Development of Handoff Education Program using SBAR for Nursing Students and Its Effect on Self-efficacy, Communication Ability and Clinical Performance Ability

Purpose This study was conducted to develop a handoff education program for nursing students and examine the effects of it on nursing students’self-efficacy, communication ability, and clinical performance ability. Methods A quasi-experimental design was used with a nonequivalent control group pretest-posttest method. The experimental group (n=31) received handoff education using SBAR; the control group (n=31) received non-SBAR handoff education. Self-efficacy, communication ability, clinical performance ability were measured to evaluate the effects of the program. Results The experimental group showed significant improvements in self-efficacy (p<.001), and communication ability (p=.025) compared to the control group. However, there was no significant difference in the clinical performance ability between the groups (p=.618). Conclusion The results indicate that the handoff education program using SBAR is effective in improving nursing students’self-efficacy and communication ability. 주요어: 간호사 인수인계, 간호대학생, 자기효능감, 의사소통 Key words: Nursing handoff, Nursing student, Self efficacy, Communication

Consensus Recommendations for the Conduct, Training, Implementation, and Research of Perioperative Handoffs.

Consensus Recommendations for the Conduct, Training, Implementation, and Research of Perioperative Handoffs.

How does training in anesthesia residency shape residents\u2019 approaches to patient care handoffs? A single-center qualitative interview study

BackgroundHandoffs are a complex procedure whose success relies on mutual discussion rather than simple information transfer. Particularly among trainees, handoffs present major opportunities for medical error. Previous research has explored best practices and pitfalls in general handoff education but has not discussed barriers specific to anesthesiology residents. This study characterizes the experiences of residents in anesthesiology as they learn handoff technique in order to inform strategies for teaching this important component of perioperative care.Methods: In 2016, we conducted a semi-structured interview study of 30 anesthesia residents across all three postgraduate years at a major academic hospital. Interviews were coded by two coders using a grounded theory approach and an iterative process designed to enhance reliability and validity.ResultsResidents cited lack of consistency as a major impediment to proper handoff education. They found the impact of lectures and written materials to be limited. The level of guidance and direction they received from one-to-one attendings was described as highly variable. Residents’ comfort in executing handoffs was heavily dependent on location and situation. They felt that coordination among the parties involved in the handoff was difficult to achieve, causing confusion about the importance of handoffs as well as proper protocol. Finally, residents offered opinions on when handoff education should occur during the residency and had several recommendations for its improving, including standardization of key handoff topics.ConclusionsIn a single center study of anesthesiology resident handoff education, residents exhibited confusion related to a perceived disconnect between the stated importance of effective handoffs and a lack of consensus on proper handoff technique. Standardization of curriculum and framing expectations has the potential to enhance resident handoff training in academic anesthesia departments.

Utilizing Video vs Simulation Practice for Handoff Education of Nursing Students in Pediatric Nursing

Utilizing Video vs Simulation Practice for Handoff Education of Nursing Students in Pediatric Nursing

Patient Handoff Education: Are Medical Schools Catching Up?

Communication errors during shift-to-shift handoffs are a leading cause of preventable adverse events. Nevertheless, handoff skills are variably taught at medical schools. The authors administered questionnaires on handoffs to interns during orientation. Questions focused on medical school handoff education, experiences, and perceptions. The majority (546/718) reported having some form of education on handoffs during medical school, with 48% indicating this was 1 hour or less. Most respondents (98%) reported that they believe patients experience adverse events because of inadequate handoffs, and more than one third had witnessed a patient safety issue. Results show that medical school graduates are not receiving adequate handoff training. Yet graduates are expected to conduct safe patient handoffs at the start of residency. Given that ineffective handoffs pose a significant patient safety risk, medical school graduates should have a baseline competency in handoff skills. This will require medical schools to develop, implement, and study handoff education.

Effects of a Handoff Education Program on Communication Abilities and Positive Psychological Capital in New Nurses: A Pilot Study

Effects of a Handoff Education Program on Communication Abilities and Positive Psychological Capital in New Nurses: A Pilot Study

Transition of Care Practices from Emergency Department to Inpatient: Survey Data and Development of Algorithm.

IntroductionWe aimed to assess the current scope of handoff education and practice among resident physicians in academic centers and to propose a standardized handoff algorithm for the transition of care from the emergency department (ED) to an inpatient setting.MethodsThis was a cross-sectional survey targeted at the program directors, associate or assistant program directors, and faculty members of emergency medicine (EM) residency programs in the United States (U.S.). The web-based survey was distributed to potential subjects through a listserv. A panel of experts used a modified Delphi approach to develop a standardized algorithm for ED to inpatient handoff.Results121 of 172 programs responded to the survey for an overall response rate of 70.3%. Our survey showed that most EM programs in the U.S. have some form of handoff training, and the majority of them occur either during orientation or in the clinical setting. The handoff structure from ED to inpatient is not well standardized, and in those places with a formalized handoff system, over 70% of residents do not uniformly follow it. Approximately half of responding programs felt that their current handoff system was safe and effective. About half of the programs did not formally assess the handoff proficiency of trainees. Handoffs most commonly take place over the phone, though respondents disagree about the ideal place for a handoff to occur, with nearly equivalent responses between programs favoring the bedside over the phone or face-to-face on a computer. Approximately two-thirds of responding programs reported that their residents were competent in performing ED to inpatient handoffs. Based on this survey and on the review of the literature, we developed a five-step algorithm for the transition of care from the ED to the inpatient setting.ConclusionOur results identified the current trends of education and practice in transitions of care, from the ED to the inpatient setting in U.S. academic medical centers. An algorithm, which guides this process, is proposed to address the current gap in the standardized approach to ED to inpatient handoffs that were identified in the survey’s assessment of needs.