Newly graduate nurse perception and experience of clinical handover

Chung, Jessie Yuk Seng; Ho, Laurie Long Kwan; Cheung, Ankie Tan; Chung, Joyce Oi Kwan

doi:10.1016/j.nedt.2020.104693

Cited by 13 publications

(27 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, nursing students must have opportunities to understand patients' conditions thoroughly and deliver the details of nursing practice through handover training [11]. To this end, the undergraduate nursing course must have an educational program on handover [11,12]. In [13], 62.6% of nurses were found to have no experience in handover.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, most instances of handover education for new nurses consisted of merely observing the handovers of fellow nurses or learning from their senior nurses through simple oral instructions [7]. This has resulted in reported difficulties on the handover performance of new nurses for assigned patients [12]. Therefore, it is necessary to improve the current nursing education system and develop education programs to bridge this gap in nurses' training [13,14].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Lee

Lim

2021

IJERPH

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Lee

Lim

2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…A review of the literature revealed that nursing students and newly graduated nurses often struggle with clinical handovers due to a lack of communication skill competence and self-e cacy in performing this practice [10][11][12], especially delivering clinical handover, which is a source of frustration for the newly graduated nurses [13,14]. A recent qualitative study examined the experiences of newly graduated nurses in Hong Kong in performing clinical handovers and found that most of them perceived barriers to handover, such as inadequate professional judgement, poor ability to synthesise important information and unsystematic reporting [15]. Moreover, many of the nurses claimed in interviews that they were not adequately prepared for clinical handovers during their undergraduate course [15].…”

Section: Introductionmentioning

confidence: 99%

“…A recent qualitative study examined the experiences of newly graduated nurses in Hong Kong in performing clinical handovers and found that most of them perceived barriers to handover, such as inadequate professional judgement, poor ability to synthesise important information and unsystematic reporting [15]. Moreover, many of the nurses claimed in interviews that they were not adequately prepared for clinical handovers during their undergraduate course [15]. It is well documented that education and practice play essential roles in enhancing effective communication during handover [16,17].…”

Section: Introductionmentioning

confidence: 99%

“…It is well documented that education and practice play essential roles in enhancing effective communication during handover [16,17]. However, teaching clinical handover practice to nursing students is often overlooked and not given enough importance [15]. The current nursing curriculum in the local institutions also lack a well-structured and comprehensive training programme for teaching the communication skills required for e cient handover [15].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Efficacy of a Blended Learning Programme in Enhancing the Communication Skill Competence and Self-Efficacy of Nursing Students in Conducting Clinical Handovers: A Randomised Controlled Trial

Chung

Cheung

et al. 2022

Preprint

Self Cite

View full text Add to dashboard Cite

Background: A clinical handover is an essential nursing practice that ensures patient safety. However, most newly graduated nurses struggle to conduct clinical handovers as they lack sufficient communication skill competence and self-efficacy in this practice. This study aimed to examine the efficacy of a blended learning programme in enhancing the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers.Methods: A randomised controlled design was used. A convenience sample of 96 final-year baccalaureate nursing students at a local university, who had no previous training in clinical handovers. Data were collected in 2020. Participants were randomly assigned to either an experimental group (n = 50) that received a blended learning programme with face-to-face training and an online module on handover practice, or a waitlist control group (n = 46) that received only face-to-face handover training during the study period and an online module immediately after the completion of data collection. The outcomes were the communication skill competence and self-efficacy of the participants in conducting clinical handovers. Results: We found that the participants in the experimental group had significantly higher communication skill competence (p < 0.001) than those in the waitlist control group. Although both groups showed a significant improvement in self-efficacy, the mean scores of the experimental group were higher than those of the waitlist control group (p < 0.001).Conclusions: This study demonstrated the efficacy of a blended learning approach in improving the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers. The findings have implications for the clinical handover training programme.Trial registration: The study protocol was registered in the Registration ClinicalTrials.gov (NCT05150067; retrospective registration; date of registration 08/12/2021).

show abstract

Development and Effectiveness of a Standardized Hand‐Off Program Using the SWITCH Tool for OR Nurses: A Randomized Controlled Trial

Lee,

Kim

2024

AORN Journal

View full text Add to dashboard Cite

The purpose of this study was to develop a standardized hand‐off program based on the SWITCH tool (surgical procedure, wet, instruments, tissue, counts, have you any questions?) and to examine its effectiveness in terms of self‐reported perceptions of hand‐off satisfaction, self‐efficacy, surgical nursing performance, and communication competence among OR staff members. This randomized controlled trial used a nonsynchronized control group with a pretest and posttest design. The nurses in the experimental group received one educational session and used the standardized hand‐off tool for four weeks. The control group performed hand offs using the usual method rather than a tool. After the intervention, self‐reported hand‐off satisfaction (P = .001), self‐efficacy (P = .005), and surgical nursing performance (P < .001) scores were significantly higher in the experimental group than in the control group. A standardized hand‐off tool can improve nurse perceptions of satisfaction, self‐efficacy, and surgical nursing performance.

show abstract

Newly graduate nurse perception and experience of clinical handover

Cited by 13 publications

References 37 publications

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

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

Efficacy of a Blended Learning Programme in Enhancing the Communication Skill Competence and Self-Efficacy of Nursing Students in Conducting Clinical Handovers: A Randomised Controlled Trial

Development and Effectiveness of a Standardized Hand‐Off Program Using the SWITCH Tool for OR Nurses: A Randomized Controlled Trial

Contact Info

Product

Resources

About