Jung Hee Kim1, Myung-Haeng Hur2, Hyun-Young Kim3. 1. Department of Nursing, Shinsung University, 1 Daehak-ro, Jeongmi-myeon, Dangjin-si, Chungcheongnam-do, 31801, Republic of Korea. 2. College of Nursing, Eulji University, 77 Gyeryong-ro, 771 beon-gil, Jung-gu, Daejeon 34824, Republic of Korea. Electronic address: mhhur@eulji.ac.kr. 3. Department of Nursing, Jeonju University, 303 Cheonjam-ro, Wansan-gu, Jeonju-si 55069, Republic of Korea. Electronic address: flowhykim@gmail.com.
Abstract
BACKGROUND: Nursing handovers are a crucial nursing practice for patient safety and continuity of nursing care. As a strategy to improve nursing handovers, it has been suggested that new graduate nurses receive training in how to conduct handovers. OBJECTIVES: The purpose of this study was to examine the effects of simulation-based handover training and peer-learning handover training on clinical competence regarding handovers and clinical judgment among new graduate nurses. DESIGN: Quasi-experimental research using a nonequivalent control group post-test design. PARTICIPANTS: A convenience sample of 55 new graduate nurses with no clinical experience who expected to work at a university hospital were selected. METHODS: We measured participants' clinical competence regarding handovers and clinical judgment immediately after completing a training program and after 1 month of working at a hospital to examine the immediate and latent effects of simulation-based and peer-learning handover training, respectively. A researcher-developed clinical competence instrument regarding handovers and a clinical judgment instrument based on the Lasater Clinical Judgment Rubric were used. To identify differences in the effects of simulation-based and peer-learning handover training, we analyzed the data using the independent t-test and paired t-test. When evaluating the latent effects, the participants wrote self-reflection reports. RESULTS: There were no significant differences in the immediate effects of the simulation-based training and the peer-learning training. In contrast, in the evaluation of the latent effects, new graduate nurses who received simulation-based training showed significantly higher clinical competence regarding handovers (p = .020) and clinical judgment (p = .033) than their counterparts who received peer-learning training. In the self-reflection reports, 19 participants stated that they had gained more confidence with handovers. CONCLUSION: We suggest that simulation-based handover training contributes more to the improvement of new graduate nurses' clinical competence regarding handovers and clinical judgment than peer-learning training.
BACKGROUND: Nursing handovers are a crucial nursing practice for patient safety and continuity of nursing care. As a strategy to improve nursing handovers, it has been suggested that new graduate nurses receive training in how to conduct handovers. OBJECTIVES: The purpose of this study was to examine the effects of simulation-based handover training and peer-learning handover training on clinical competence regarding handovers and clinical judgment among new graduate nurses. DESIGN: Quasi-experimental research using a nonequivalent control group post-test design. PARTICIPANTS: A convenience sample of 55 new graduate nurses with no clinical experience who expected to work at a university hospital were selected. METHODS: We measured participants' clinical competence regarding handovers and clinical judgment immediately after completing a training program and after 1 month of working at a hospital to examine the immediate and latent effects of simulation-based and peer-learning handover training, respectively. A researcher-developed clinical competence instrument regarding handovers and a clinical judgment instrument based on the Lasater Clinical Judgment Rubric were used. To identify differences in the effects of simulation-based and peer-learning handover training, we analyzed the data using the independent t-test and paired t-test. When evaluating the latent effects, the participants wrote self-reflection reports. RESULTS: There were no significant differences in the immediate effects of the simulation-based training and the peer-learning training. In contrast, in the evaluation of the latent effects, new graduate nurses who received simulation-based training showed significantly higher clinical competence regarding handovers (p = .020) and clinical judgment (p = .033) than their counterparts who received peer-learning training. In the self-reflection reports, 19 participants stated that they had gained more confidence with handovers. CONCLUSION: We suggest that simulation-based handover training contributes more to the improvement of new graduate nurses' clinical competence regarding handovers and clinical judgment than peer-learning training.