Nurses' experience of handoffs on four Canadian medical and surgical units: A shared accountability for knowing and safeguarding the patient

The effect of clinical supervision model on nurses' self-efficacy and communication skills in the handover process of medical and surgical wards: an experimental study

BACKGROUND

The handover process is a vital part of patient safety continuity, particularly conducted between nurses at the end of shifts. Nurses often face challenges in handover due to a lack of self-efficacy and inadequate communication skills. The clinical supervision model, by providing emotional, educational, and organizational support, aids in skill acquisition and instills confidence.

OBJECTIVE

This study was conducted to investigate the effect of the clinical supervision model on nurses' self-efficacy and communication skills in the handover process within medical and surgical wards.

METHOD

This experimental two-group (pre-and post-test) study was conducted in 2024 at selected hospital affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. Convenience sampling was used, and participants were randomly assigned to either the intervention or control group. Data were collected using the ISBAR communication checklist, communication clarity, the Sherer General Self-Efficacy Scale (GSES), the Visual Analog Scale (VAS) for handover self-efficacy, and the Manchester Clinical Supervision Scale (MCSS). The clinical supervision model and routine supervision were implemented in six sessions for the intervention and control groups, respectively. Data were analyzed using SPSS version 16, employing independent t-tests, covariance analysis, paired t-tests, chi-square tests, and repeated measures ANOVA with a significance level of p < 0.05.

RESULTS

No significant differences were observed between the intervention and control groups in terms of baseline characteristics. Inter-group analysis indicated that there were no significant differences in the scores of self-efficacy, ISBAR, and communication clarity between the control and intervention groups before the intervention (P > 0.05). According to the intra-group analysis, the ISBAR and communication clarity scores in the intervention group significantly increased over time (p < 0.001), whereas no such increase was observed in the control group. The intervention group showed a significant increase in general self-efficacy (p < 0.001) compared to the control group. Although both groups showed a significant improvement in handover self-efficacy, the mean scores of the intervention group were higher than those of the control group (p < 0.001). The mean score of the Manchester Clinical Supervision Scale in the intervention group was 128.98, indicating the high effectiveness of implementing the clinical supervision model.

CONCLUSION

The findings indicated that the use of the clinical supervision model improves self-efficacy and communication skills in the handover process of nurses in medical and surgical wards. Therefore, it is recommended to use this model in handover training to enhance the quality of care and improve patient safety.

Evaluation of the Handover Training Program Given to Nursing Students Using the Kirkpatrick Model: A Quasi-Experimental Observational Study

BACKGROUND

Patient handover training given to nursing students is important to ensure patient safety. There are a variety of evaluation models that can be used to evaluate the impact of education in nursing, one of which is the Kirkpatrick model.

OBJECTIVE

This study aims to evaluate the patient handover training given to nursing students according to the Kirkpatrick model.

METHODS

A pretest and posttest design was used with a convenience sample of 33 nursing students. The training provided was evaluated according to the reaction, learning, behavior, and result levels of the Kirkpatrick model. In the study, data were collected by researchers observing students through face-to-face interactions and bedside observations using Handoff Evaluation Scale (Handoff CEX).

RESULTS

It was found that 42.1% of the nursing students practiced verbal, 19.7% taped, and 36.8% bedside handovers before the training, while all the students practiced taped, verbal, and bedside handovers after the training. While the mean (SD) scores of patient handover (2.87 [0.95]) were at an insufficient level before the training, the scores after the training (7.12 [1.06]) increased to a high level. The difference between the mean patient handover scores before and after the training was statistically significant (P < .001).

CONCLUSIONS

After the training provided in the study, it was observed that nursing students improved their patient handover levels and styles, handover participation, and information transfer. Patient handover training given to undergraduate student nurses can be evaluated using the Kirkpatrick model.

Relationship between emergency nurses' professional competencies and the Nursing care product

OBJECTIVE

(1) The professional competencies are related to the Nursing care product. (2) Staffing in APROCENF was related to six CSANE factors. (3) Care transfer in APROCENF was related to four CSANE factors. (4) Staffing and care transfer require competencies. to relate urgency and emergency nurses' professional competencies with the Nursing care product.

METHOD

a cross-sectional study conducted in the urgency and emergency units of two public hospitals. The participants were 91 nurses, 3 Nursing residents, 4 coordinators and 1 manager. Two validated instruments were used: 1) Competence Scale of Actions of Nurses in Emergencies and 2) Nursing Care Product Evaluation. Factors and domains were used, respectively. Descriptive statistics were applied, as well as Cronbach's alpha, Wilcoxon and Spearman's correlation tests (p<0.05).

RESULTS

in the professional competencies, higher values were verified for self-evaluation (p<0.001). In all 1,410 Nursing care product assessments, there was predominance of the "Good" score (n=1,034 - 73.33%). The "Nursing staffing" domain was related to the "Professional practice" (r=0.52719), "Relationships at work" (r=0.54319), "Positive challenge" (r=0.51199), "Targeted action" (r=0.43229), "Constructive behavior" (r=0.25601) and "Adaptation to change" (r=0.22095) factors; the "Care monitoring and transfer" domain, with "Professional practice" (r=0.47244), "Relationships at work" (r=0.46993), "Positive challenge" (r=0.41660) and "Adaptation to change" (r=0.31905) and the "Meeting care needs" domain, with "Professional practice" (r=0.32933), "Relationships at work" (r=0.31168), "Positive challenge" (r=0.29845) and "Adaptation to change" (r=0.28817).

CONCLUSION

there is a relationship between professional competencies and the Nursing care product domains.

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

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 on 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. 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 primary outcome was the communication skill competence and the secondary outcome was the self-efficacy of the participants in conducting clinical handovers. An analysis of covariance was used to examine the between-subjects effects on self-efficacy and communication skill competence in conducting clinical handovers after controlling for the significantly correlated variables. A paired sample t-test was used to determine the within-subjects effects on self-efficacy.

RESULTS

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. Nurse educators should incorporate a blended learning approach into the nursing curriculum to optimise the content of training programmes for teaching nursing students in conducting clinical handovers.

TRIAL REGISTRATION

The study protocol was registered in the Registration ClinicalTrials.gov ( NCT05150067 ; retrospective registration; date of registration 08/12/2021).