Aims and objectives: To explore the conditions for oral handovers between shifts in a hospital setting, and how these impact patient safety and quality of care.Background: Oral handovers transfer patient information and nursing responsibilities between shifts. Short written summaries of patients can complement an oral handover. How to find the balance between a standardised protocol for handovers and tailoring variations to specific patients and situations is debated in the literature.Oral handovers provide time for discussion, debriefing and problem solving, which can lead to increased team cohesiveness.Design: This study used a participant observation design. Clinical implications: Oral handovers serve many purposes, such as the safe transfer of patient information between shifts and staff education and debriefing, which enhance team cohesiveness.handoffs, hospital, nursing, nursing handover, nursing students, participant observation, patientThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
<p class="Toverskrift3" style="margin: 6pt 0cm;"><span style="mso-ansi-language: EN-US;" lang="EN-US"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;">Abstract</span></span></strong></span></p><p class="Toverskrift3" style="margin: 6pt 0cm;"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;"><span style="mso-ansi-language: EN-GB;" lang="EN-GB">N</span><span style="mso-ansi-language: EN-US;" lang="EN-US">ursing students’ experiences of the relevance of the theory of science in </span><span style="mso-ansi-language: EN-GB;" lang="EN-GB">clinical practice</span><span style="mso-ansi-language: EN-US;" lang="EN-US"></span></span></span></strong></p><p style="margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-US; mso-themecolor: text1;" lang="EN-US">This article presents nursing students’ experiences of the relevance of the theory of science in </span></em><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">clinical practice. These experiences come to light in focus group interviews with third-year students. The results show that students may perceive the theory of science as vague and meaningless, while at the same time it gives them a perspective on the nursing profession and provides an opportunity to view their own practice from a critical perspective. However, the theory of science becomes more comprehensible through metaphor, more meaningful through narratives, and more concrete via nursing theories. When the students describe their experiences of the relevance of the theory of science, these descriptions are often related to their own life-world and their view of humanity.</span></em></span></span></p><p style="margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">The students would nevertheless like an opportunity to discuss the theory of science related to situations in clinical practice. They also accept that they are required to be theoretically prepared. The article concludes that the goal of such discussions, where the students share experiences related to the theory of science, is the process of gaining insight, not coming up with the “right” answers</span></em><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">.</span></span></span></p>
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