Mi Yu1, Kyung Ja Kang2. 1. College of Nursing, Institute of Health Sciences, Gyeongsang National University, Republic of Korea. Electronic address: yumi825@gnu.ac.kr. 2. College of Nursing, Jeju National University, Republic of Korea. Electronic address: kkyungja@jejunu.ac.kr.
Abstract
BACKGROUND: Accurate, skilled communication in handover is of high priority in maintaining patients' safety. Nursing students have few chances to practice nurse-to-doctor handover in clinical training, and some have little knowledge of what constitutes effective handover or lack confidence in conveying information. OBJECTIVES: This study aimed to develop a role-play simulation program involving the Situation, Background, Assessment, Recommendation technique for nurse-to-doctor handover; implement the program; and analyze its effects on situation, background, assessment, recommendation communication, communication clarity, handover confidence, and education satisfaction in nursing students. DESIGN: Non-equivalent control-group pretest-posttest quasi-experimental. PARTICIPANTS: A convenience sample of 62 senior nursing students from two Korean universities. METHOD: The differences in SBAR communication, communication clarity, handover confidence, and education satisfaction between the control and intervention groups were measured before and after program participation. RESULTS: The intervention group showed higher Situation, Background, Assessment, Recommendation communication scores (t=-3.05, p=0.003); communication clarity scores in doctor notification scenarios (t=-5.50, p<0.001); and Situation, Background, Assessment, Recommendation education satisfaction scores (t=-4.94, p<0.001) relative to those of the control group. There was no significant difference in handover confidence between groups (t=-1.97, p=0.054). CONCLUSIONS: The role-play simulation program developed in this study could be used to promote communication skills in nurse-to-doctor handover and cultivate communicative competence in nursing students.
BACKGROUND: Accurate, skilled communication in handover is of high priority in maintaining patients' safety. Nursing students have few chances to practice nurse-to-doctor handover in clinical training, and some have little knowledge of what constitutes effective handover or lack confidence in conveying information. OBJECTIVES: This study aimed to develop a role-play simulation program involving the Situation, Background, Assessment, Recommendation technique for nurse-to-doctor handover; implement the program; and analyze its effects on situation, background, assessment, recommendation communication, communication clarity, handover confidence, and education satisfaction in nursing students. DESIGN: Non-equivalent control-group pretest-posttest quasi-experimental. PARTICIPANTS: A convenience sample of 62 senior nursing students from two Korean universities. METHOD: The differences in SBAR communication, communication clarity, handover confidence, and education satisfaction between the control and intervention groups were measured before and after program participation. RESULTS: The intervention group showed higher Situation, Background, Assessment, Recommendation communication scores (t=-3.05, p=0.003); communication clarity scores in doctor notification scenarios (t=-5.50, p<0.001); and Situation, Background, Assessment, Recommendation education satisfaction scores (t=-4.94, p<0.001) relative to those of the control group. There was no significant difference in handover confidence between groups (t=-1.97, p=0.054). CONCLUSIONS: The role-play simulation program developed in this study could be used to promote communication skills in nurse-to-doctor handover and cultivate communicative competence in nursing students.
Authors: José Manuel Hernández-Padilla; Alda Elena Cortés-Rodríguez; José Granero-Molina; Cayetano Fernández-Sola; Matías Correa-Casado; Isabel María Fernández-Medina; María Mar López-Rodríguez Journal: Int J Environ Res Public Health Date: 2019-11-16 Impact factor: 3.390
Authors: Jessie Yuk Seng Chung; William Ho Cheung Li; Ankie Tan Cheung; Laurie Long Kwan Ho; Joyce Oi Kwan Chung Journal: BMC Med Educ Date: 2022-04-13 Impact factor: 2.463
Authors: Alda Elena Cortés-Rodríguez; Pablo Roman; María Mar López-Rodríguez; Isabel María Fernández-Medina; Cayetano Fernández-Sola; José Manuel Hernández-Padilla Journal: Healthcare (Basel) Date: 2021-12-27