The art of oral handovers: A participant observational study by undergraduate students in a hospital setting

Abstract

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.

Nurses' information practice in municipal health care—A web‐like landscape

“…The interviews were semi‐structured with predefined themes regarding information practice. The interview guide was developed based on results of previous studies; for example, we found several studies on the use of different handover styles and thus found it important to explore how the nurses received information at the beginning of their shift (Giske et al, ; Meissner et al, ). Questions regarding the piloting of standardised care plans were based on the Unified Theory of Acceptance and Use of Technology (Venkatesh, Thong, & Xu, ) (see Table for main themes of the interview guide).…”

“…The interviews were semi-structured with predefined themes regarding information practice. The interview guide was developed based on results of previous studies; for example, we found several studies on the use of different handover styles and thus found it important to explore how the nurses received information at the beginning of their shift (Giske et al, 2018;Meissner et al, 2007).…”

“…Other forms of communication that augment (or are augmented by) paper‐based systems and the EPR include oral communication and whiteboards. Oral communication remains a major currency in health care, for example in handover situations where it not only provides information about a patient, but can also serve as education to other members of the staff and an opportunity for debriefing (Giske, Melas, & Einarsen, ). The use of oral information to augment the EPR in municipal health care has been previously described in Obstfelder and Moen (), but has to the best of our knowledge not been explored in terms of how it works together with other information sources in an information practice.…”

Conflitos entre as equipes de saúde na transferência do cuidado pré-hospitalar

“…O comportamento do profissional durante a transferência implica na qualidade da comunicação interprofissional. A realização de multitarefas ou de tarefas não urgentes, contribuíram para distrações e interrupções durante a transferência 26,27 . As interrupções são vistas pelos profissionais como uma falta de respeito, assim como a dificuldade para transferir a responsabilidade do paciente entre os profissionais foi um fator que contribuiu para a falha da comunicação 26 .…”

Nursing students’ experiences of peer learning in a dedicated educational unit in municipal home healthcare: A phenomenological study

“…Earlier research has shown that the quality of nursing care can be affected by the way patients are presented, for example in nurses' verbal reports. 41 Students in this study report striving to form their own unprejudiced opinions and thus trying to disregard possible stereotypical characteristics of patients 42 being transferred from their preceptors. Thus, students try to avoid the continuing of reproduction of inequality based on social stereotypes.…”