Handover Education Research Articles

간호대학생의 간호인계역량에 미치는 영향요인

Objectives This study attempted to investigate the factors affecting nursing students' nursing handover competence and to identify the relationship between clinical decision-making ability, clinical reasoning ability, and handover self-efficacy to serve as a basis for future handover education courses for nursing students. Methods This study is a descriptive survey study. 145 nursing students The data were collected from September 26, 2023 to October 13, 2023 from 145 nursing students at a university. The data were analyzed by frequency and percentage, independent t-test, one-way ANOVA, and Pearson Correlation Coefficient using SPSS/WIN 28.0 program. Results Nursing handoff competency was positively correlated with clinical decision-making ability (r=.384, p=.000), clinical reasoning ability (r=.541, p=.000), and handoff self-efficacy (r=.656, p=.000). The most significant predictors of nursing handoff competence were handoff self-efficacy (β=0.422, p<.001), clinical reasoning ability (β=0.270, p<.001), Satisfaction with Academic Major (β=0.192, p=.019), grade ((β=-.13, p=.036), and Handover Fear (β=-0.224, p=.007), with an explanatory power of 49.0%. Conclusions The factors that affect nursing handover competency are cognitive processes, such as problem solving, communication, judgment, and perception, and efforts are needed to maintain the quality and continuity of care. Therefore, it is necessary to develop teaching methods and build systems to improve clinical decision-making, clinical reasoning, handover self-efficacy, and enhance nursing handover competency.

EP584 - The standard of evening handover in the acute surgical department of a single regional centre: a closed-loop audit

Abstract Aims Handover is an important period that represents a potential risk to patient safety. The Royal College of Surgeons of England (RCSEng) have published guidelines on safe handover practice. The aim of this closed-loop two-cycle audit was to ensure general surgery patients at a single regional centre were handed over according to RCSEng guidelines. Method Evening handovers were prospectively audited between May 2023 to July 2023 using a proforma adapted from the RCSEng guidelines. A questionnaire relating to junior doctors’ views on the night handover was electronically disseminated prior to the first cycle. The intervention was an educational guide for foundation doctors on how to effectively hand over surgical patients, based on the RCSEng guidelines. P-values were calculated using a Mann-Whitney U test. Results 15 handovers were audited in the first cycle; of 84 patients handed over, 31% (26/84) met the RCSEng handover ‘minimum’ standard. 13 handovers were audited in the second cycle; 84 patients were handed over, the ‘minimum’ standard rate increased to 67% (56/84) (p=0.003). There were 25 responses to the questionnaire, 92% (23/25) were by foundation doctors, 48% (12/25) volunteered wanting more teaching on handovers. Conclusions Introduction of an educational handover guide is a useful method to improve the quality of surgical handovers, particularly in regional centres that may have a more complex case mix. This guide was later introduced as part of the ‘induction pack’ for foundation doctors rotating into surgery.

The transition of patient care: Exploring the outcomes of prehospital to hospital patient handover practices and healthcare provider education

IntroductionInadequate patient handover is linked to numerous medical errors and lapses in communication between hospital healthcare providers and prehospital healthcare providers. Undergraduate healthcare curricula may limit programme-specific education on patient handover and shift learning to informal learning opportunities. This study aimed to investigate the outcomes of qualified healthcare provider (HCPs) educational programmes to determine the adequacy of handover practices, the source of their training, and their interprofessional acceptance of these practices. MethodsA multi-method study design was used – a document analysis of HCP programme outcomes and a two-section questionnaire. The questionnaire was sent to HCPs to determine the impact of patient handover practices on current healthcare systems and their opinion on whether the training on handovers is sufficient. ResultsHCPs indicated little educational interaction regarding patient handover. Most participants felt handover education relied predominantly on informal training. With their existing knowledge, many HCPs revealed that they were comfortable in handing over a patient. Little interprofessional confidence regarding patient handover information indicates minimal interprofessional collaboration toward standardised approaches for patient handover. ConclusionThis study indicates a lack of standardised handover procedures, which leads to HCP self-interpretations. There is low trust between HCPs regarding information received. The study highlights the need for standardised handover training in healthcare curricula to improve patient safety and interprofessional collaboration.

Developing health professional students’ handover skills through a virtual, interprofessional handover workshop

Inter-professional education has been identified as a core theoretical pillar for improving learners’ non-technical skills (NTS) and consequently promoting safe patient handover in clinical practice. However, specific handover education, especially in an authentic interprofessional fashion, is rare. Contributing factors include pragmatic and logistical elements, which can potentially be addressed through virtual delivery. We developed a virtual inter-professional handover education programme for undergraduate healthcare students, based on a classroom-based version that we designed and piloted previously. The workshop used interactive large and small group activities to develop understanding of the reasons for poor handover, its implications for patient safety and the skills to undertake structured, focused handover. It specifically included exercises which emphasised the differences between single-profession and interprofessional handover and how miscommunication may arise and lead to errors. The workshop was delivered using Blackboard Learn, Microsoft Teams (version 12) and Vevox (November 2021 version) and based on materials which are readily available in the public domain. 37 students from four professions attended the workshop, which was evaluated using both in-workshop assessment and formal research elements. Handover knowledge and skills, attitudes towards inter-professional handover and confidence in giving and receiving handover increased following the workshop; in addition, students enjoyed taking part and were keen to apply their learning in practice. Content analysis of individual interviews also provides insights into how and why students learned and suggests that the underpinning SECTORS model is appropriate for explaining NTS acquisition in theoretical learning settings, as well as practice. Workshop delivery was both cost and resource effective.

Effects of Handover Education Using the Outcome-Present State Test (OPT) Model and SBAR in Nursing Students: A Quasi-Experimental Design.

Since most of nursing students lack clinical reasoning competency, for effective handover education, it is necessary to include a strategy to improve the clinical reasoning competency in the practical training course of the nursing department. This study used a quasi-experimental research design using a non-equivalent control group pretestposttest design to verify the effectiveness of the practice education program using the OPT model and SBAR. The subjects were 73 third-year students participating in clinical practice or clinical alternative practice in Korea. The experimental group showed significantly better communication clarity (t=-12.262, P<.001), communication confidence (t=-12.486, P<.001), problem-solving processes (t=-13.100, P<.001), and team efficacy (t=-6.197, P<.001) compared to before the intervention. However, there was no significant difference between the pre- and post-intervention scores of the control group. In a situation where clinical practice is difficult for nursing students, the handover education program using the OPT model and SBAR can helps improve their communication clarity, communication confidence, problem-solving process, and team efficacy.

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.&#x0D; 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.&#x0D; Results As a result of this study, critical thinking propensity (t=-3.17, p&lt;001), self-efficacy(t=-23.49, p&lt;001), communication competence(t=-8.13, p&lt;001) showed a statistically significant increase after handoff program using SBAR compared to before training.&#x0D; 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.

Easing the Transition From Undergraduate to Graduate Medical Education.

Easing the Transition From Undergraduate to Graduate Medical Education.

Experience of Handover Education Using Concept Maps in Simulation Based Nursing Education for Nursing Students

Experience of Handover Education Using Concept Maps in Simulation Based Nursing Education for Nursing Students

PASS-BAR를 활용한 인수인계교육이 간호대학생의 인수인계 수행능력, 학습자기효능감, 전공몰입, 의사소통불안에 미치는 효과

Objectives The purpose of this study was to identify effects of hand-over education using PASS-BAR on handover performance competency, learning self-effectiveness, major commitment, and communication apprehension of nursing students. Methods The experimental group received hand-over education using PASS-BAR which consisted of lecture and 4 scenario based clinical practicum. Handover performance competency, learning self-effectiveness, major commitment, and communication apprehensione were measured before and after education. Data were analyzed using paired t-test by SPSS 25.0 program(IBM). Results The experimental group showed significant improvement in handover performance competency(t=-119.808, p&lt;.001), learning self-effectiveness(t=-10.076, p&lt;.001), major commitment(t=2.320, p&lt;.05). But, communication apprehension of nursing students has not significantly different(t=1.108 p&gt;.05). Conclusions The results indicate that hand-over education using PASS-BAR is effective in improving handover performance competency, learning self-effectiveness, major commitment by nursing students. Thus, it is suggested to be used to develop and provide various hand-over education for nursing students.

Experiences of handovers between shifts among nurses in small and medium-sized hospitals: A focus-group study.

Nursing handovers represent an important and complex form of communication in healthcare organizations that involve the exchange of patient-related information between nurses. This qualitative descriptive study aimed to identify the intershift handover experiences among nurses working in small and medium-sized hospitals. Focus-group interviews were conducted with 30 nurses who directly participated in patient care in such hospitals in South Korea. The reporting of the study findings adhered to the Consolidated Criteria for Reporting Qualitative Research checklist. The data were analyzed using content analysis. Under the main theme of "baton touch in a relay," 6 categories, 17 subcategories, and 45 codes (concepts) were derived. The six categories were "procedural rituals for shifts," "nonstandardized handover training," "inconsistent handover style," "stress due to handovers," "coping strategies for handovers," and "interruptions of handovers." Nurses in small and medium-sized hospitals strive to improve the quality of handovers by preparing individual-level coping strategies under difficult conditions. This indicates that standardized handover education strategies need to be developed for nurses that are suitable for the personnel systems of small and medium-sized hospitals.

Continuing Education of Nurses in Patient Handovers: Development and Evaluation of a Digitally Enabled Problem-Based Learning Course.

Communication deficits belong to the most frequent errors in patient handovers calling upon specialized training approaches to be implemented. This study aims to harness problem-based learning (PBL) methods in handover education and evaluated the learning process. A digitally enabled PBL course was developed and implemented at Klinikum Osnabrück from which eight nurses participated in the course. They agreed on the stimulating effect of the setting regarding self-directed learning and on the potential to translate the new knowledge and skills into the daily clinical practice. In conclusion, the findings are promising that a digitally enabled PBL course is a suitable learning format for handover education.

AAIM Recommendations to Improve Learner Transitions

xxx.

The Effect of Education Program on Registered Nurse Perceptions, Satisfaction and Compliance towards Bedside Handover in a Private Hospital, Malaysia

A nursing handover involves one nurse handing over the responsibility of care for a patient to another nurse. Failure of ineffective nursing handover is associated with medication errors, delayed diagnostic testing, adverse reactions, and sentinel events. Critical information related to patient care must be efficiently communicated among registered nurses during bedside handover. This study examined registered nurses' perception, satisfaction, and compliance with bedside handovers in a private hospital in Malaysia. A quasi-experimental study using one group pre and post was conducted. A purposive sampling of 154 registered nurses who had experienced practising bedside report handover participated in the study. Compliance of registered nurses with clinical bedside handover practices was assessed using the bedside handover audit tool. The researchers used the handover evaluation scale to assess the perception of nurses regarding bedside handover. A researcher self-developed questionnaire with seven items on a 5-point Likert scale was used to assess satisfaction among registered nurses. Data was collected from 1st July 2020 to 30th December 2020. The researcher organised a bedside handover training program for the participants, and data was collected pre and post-training. The result shows the perception mean score of the pre-intervention phase as M= 5.68 (SD =.58) and post-intervention phase as M = 5.71 (SD =.38). Satisfaction level before the intervention was M = 4.13 (SD =.47) and after M = 4.31(SD =.41). This study confirmed that compliance with bedside handover (M = 66.69, SD = 5.95) was greater than in the post-intervention phase (M = 99.06, SD = 1.96). Data demonstrated an increase in perception, satisfaction, and compliance after the bedside handover education program. In conclusion, the handover practice of bedside reports and education training promotes positive working conditions, employee satisfaction, and a safe work environment, resulting in significantly increased efficiency, patient outcomes, and preservation of a safe workplace.

Transformational Leadership Meets Innovative Strategy: How Nurse Leaders and Clinical Nurses Redesigned Bedside Handover to Improve Nursing Practice

In 2000, the Institute of Medicine (IOM) published To Err Is Human: Building a Safer Health System, highlighting medical errors resulting from failure in perception, assumption, and communication. The handover process is a high-risk activity prone to the communication vulnerabilities described in the IOM report. The handover project started as a 3-month pilot with plans to expand to the entire facility. The handover education had 4 elements: questionnaire, presentation, video, and simulation. Compliance with the new process was measured using audits completed by the unit managers. Sixty-four registered nurses on 2 acute units were educated by nurse champions. After a successful implementation, the surge of COVID-19 patients in spring of 2020 required us to adjust expectations regarding bedside handover. As the number of hospitalized COVID patients began to decrease, we reinvigorated the project and re-established the expectation that handover be performed at the bedside. A post-questionnaire was completed after implementation and revealed more favorable responses toward bedside handover. We also saw improvements in our patient satisfaction scores (Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS]). With direct observation and a checklist, we were able to return to the practice of bedside handover following the surge of COVID-19 patients. As a direct result of the bedside RN involvement, we created and implemented a handover process that prioritized nursing needs and concerns. Our implementation of this evidence-based practice enhanced patient experience and improved safety. Through education, observational audits, and use of a checklist, we were able to re-establish the expectation and practice of handover being completed at the bedside.

Content of an Educational Handover Letter From Medical Schools to Surgery Residencies: A Mixed Method Analysis.

To identify the content of an educational handover letter from undergraduate to graduate education in General Surgery. Expert consensus was attained on the content of an educational handover letter. A 3-stage Delphi technique was employed with 8 experts in each of 4 stakeholder groups: program directors in general surgery, medical student surgical acting internship or prep course directors, authors of medical student performance evaluations, and current categorical General Surgery residents. Data were collected from April through July 2019. A mixed method analysis was performed to quantitatively assess items selected for inclusion and qualitatively provide guidance for the implantation of such a letter. All 32 experts participated in at least one round. Of the 285 initially identified individual items, 22 were ultimately selected for inclusion in the letter. All but one expert agreed that the list represents what the content of an educational handover letter in General Surgery should be. Qualitative analysis was performed on 395 comments and identified 4 themes to guide the implementation of the letter: "minimize redundancy, optimize impact, use appropriate assessments, and mitigate risk." A framework and proposed template are provided for an educational handover letter from undergraduate to graduate medical education in General Surgery based on the quantitative and qualitative analysis of expert consensus of major stakeholders. This letter holds promise to enhance the transition from undergraduate to graduate medical education by allowing programs to capitalize on strengths and efficiently address knowledge gaps in new trainees.

Patient handover education programme based on situated learning theory for nursing students in clinical practice.

If not conducted correctly, nursing handover can threaten patient safety, and so nursing students require good handover education. This study evaluated a handover education programme based on situated learning theory in a clinical practicum. A quasi-experimental design and convenience sampling technique were used. The participants (fourth-grade nursing students recruited from a college in the C province of South Korea) were assigned to an intervention group (n = 38) or a control group (n = 39). A handover education programme that included lectures, expert observations, role playing, peer learning and reflection was received by the intervention group. The control group attended lectures and observed handovers. The handover skills of all participants were tested 2 weeks before and on the last day of the clinical practicum. Handover performance ability, handover clinical judgement ability and handover self-efficacy were outcome variables. Significant improvements in handover performance ability, handover clinical judgement ability and handover self-efficacy were observed in the intervention group compared with the control group. The significance of this study lies in the development and application of a programme based on situated learning theory for handover education. Application of theory-based handover education in clinical practicums is recommended to improve the handover capabilities of nursing students.

Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design.

Nursing handover facilitates the continuity of nursing and ensures patient safety and quality of care. This study aimed to evaluate the effectiveness of a handover education program by assessing handover knowledge, self-efficacy, and handover performance competency. A group pretest–post-test quasi-experimental design was used. Thirty 4th-year Korean nursing students participated in a handover education program comprising a lecture and simulation training using a high-fidelity simulator. The average level of handover knowledge was 4.63 ± 1.61 before the program and 5.83 ± 0.95 after (t = −3.71, p = 0.001). Meanwhile, the average self-efficacy score was 3.35 ± 0.57 before the program and 3.90 ± 0.60 after (t = −5.65, p < 0.001). Further, the average handover performance competency was 1.75 ± 0.25 before the program and 2.37 ± 0.21 after (t = −12.08, p < 0.001). The simulation-based handover education intervention was effective in improving knowledge, self-efficacy, and performance competency of nursing students. This intervention can provide an effective method of improving nursing students’ handover skills prior to entering clinical practice.

Student Perceptions of educational handovers

Educational handovers can provide competency information about graduating medical students to residency program directors post-residency placement. Little is known about students' comfort with this novel communication. To examine graduated medical students' perceptions of educational handovers. The authors created and distributed an anonymous survey to 166 medical students at a single institution following graduation in the spring of 2018. Within this cohort, 40 students had an educational handover sent to their future program director. The survey explored comfort level with handovers (1=very uncomfortable; 5=very comfortable) and ideal content (e.g., student strengths, areas for improvement, goals, grades received after residency application). Respondents self-reported their performance in medical school and whether a handover was sent. Correlation analyses examined relationships between performance and other variables. T-tests examined differences between students who did and did not have a handover letter sent. The survey response rate was 40.4% (67/166) - 47.8% of students felt comfortable with handovers, 19.4% were neutral, and 32.8% were uncomfortable. There was no correlation between self-reported medical school performance and comfort level. Respondents felt most strongly that strengths should be included, followed by goals. Those who had a handover letter sent expressed significantly higher comfort level (3.8 ± 1.0 vs. 2.6 ±1.3, p=0.003) with this communication. Medical students reported varying levels of comfort with educational handovers; however, those who had handovers sent had more positive perceptions. In order to improve the education continuum, it is essential to engage students in the development of this handover communication.

Does Educational Handover Influence Subsequent Assessment?

Educational handover (i.e., providing information about learners' past performance) is controversial. Proponents argue handover could help tailor learning opportunities. Opponents fear it could bias subsequent assessments and lead to self-fulfilling prophecies. This study examined whether raters provided with reports describing learners' minor weaknesses would generate different assessment scores or narrative comments than those who did not receive such reports. In this 2018 mixed-methods, randomized, controlled, experimental study, clinical supervisors from 5 postgraduate (residency) programs were randomized into 3 groups receiving no educational handover (control), educational handover describing weaknesses in medical expertise, and educational handover describing weaknesses in communication. All participants watched the same videos of 2 simulated resident-patient encounters and assessed performance using a shortened mini-clinical evaluation exercise form. The authors compared mean scores, percentages of negative comments, comments focusing on medical expertise, and comments focusing on communication across experimental groups using analyses of variance. They examined potential moderating effects of supervisor experience, gender, and mindsets (fixed vs growth). Seventy-two supervisors participated. There was no effect of handover report on assessment scores (F(2, 69) = 0.31, P = .74) or percentage of negative comments (F(2, 60) = 0.33, P = .72). Participants who received a report indicating weaknesses in communication generated a higher percentage of comments on communication than the control group (63% vs 50%, P = .03). Participants who received a report indicating weaknesses in medical expertise generated a similar percentage of comments on expertise compared to the controls (46% vs 47%, P = .98). This study provides initial empirical data about the effects of educational handover and suggests it can-in some circumstances-lead to more targeted feedback without influencing scores. Further studies are required to examine the influence of reports for a variety of performance levels, areas of weakness, and learners.

Effects of a stepwise handovers ISBARQ programme among nursing college students.

BackgroundDue to a lack of standardized guidelines, it is necessary to verify the effectiveness of educational programmes for nursing students' systematic handover training.AimsThis study aimed to develop a stepwise nursing handover programme and to examine its effects on awareness of handover Situation, Background, Assessment, Recommendation, communication self‐efficacy and satisfaction with handover education.DesignThis was a single‐group repeated measures ANOVA study.MethodsThis study was conducted in a nursing department, using a convenience sample of 25 senior nursing students from April 2 to June 22, 2018. The programme was divided into lectures, scenario role‐playing and nursing case role‐playing. The research questions were analysed using repeated measures ANOVA.ResultsAwareness of handover Situation, Background, Assessment, Recommendation, communication self‐efficacy and satisfaction with handover education gradually increased after each step of the programme. The stepwise nursing handover programme, progressing from low to high levels of learning, can be used to improve the nursing handover system and handover communication ability.