Background: Inadequate handoff education in prelicensure nursing programs may pose a significant latent safety risk. This pilot study evaluates a Nursing Handoff Educational Bundle (NHEB) for a cohort of Accelerated Bachelor of Science (ABS) nursing students. The Evidence-Based Bundle consists of an educational workshop, a standardized handoff format, clinical faculty education, and structured, formative evaluation of student handoffs. This study was implemented during Adult Health clinical experiences conducted at four different University-affiliated healthcare institutions in the Northeastern United States. Methods: A pre-test, post-test design was used with a convenience sample of 28 ABS nursing students. Fourteen students who received the NHEB were compared to a similar group (n = 14) who were not exposed. Student handoffs were observed and rated using the Handoff Clinical Examination (CEX) tool while providing and receiving handoffs during clinical experiences. Data was obtained at the beginning and the end of a 15-week time period. Results: The provider handoff scores in the intervention group improved significantly (M = 4.64, SD = 1.3) over the comparison group change scores (M = 1.5, SD 1.34) when measured by independent samples t-test (t = 7.33, p = .000). The handoff recipients' scores in the intervention group also improved significantly (m = 5.5, SD = 1.01) compared to no improvement in the recipient control group (M = -0.36, SD = 1.39), (t = 12.7, p = .000). Conclusions: Without structured handoff education, nursing students are passive recipients during handoffs and do not engage in safety communication practices. Exposure to a NHEB improves student handoff communication skills and provides an opportunity to practice evidence-based handoff skills with structured support during clinical experiences. The NHEB could be considered for incorporation into prelicensure programs. Further study using a larger sample size is recommended based on these preliminary findings. Additionally, this intervention should be evaluated in novice nurse cohorts.

Background As the population of older adults in the US steadily increases and becomes more diverse, there is an urgent need to integrate geriatric competencies into baccalaureate nursing education. Purpose To integrate the Institute for Healthcare Improvement 4 Ms Framework into an existing baccalaureate nursing community clinical experience to build geriatric and interprofessional competencies and promote positive health outcomes. Methods As part of the Geriatric Workforce Enhancement Program, 15 students worked with bilingual social workers and community health workers in an affordable housing urban highrise, assessed building residents and implemented personalized plans of care using the 4Ms framework (what matters to the individual, medications, mentation, and mobility). Results Students demonstrated competence conducting cognition and depression screening, medication review, and functional and fall risk assessments. Student self‐rated achievement of learning objectives ranged from 4.3 to 4.8 (1–5 scale). A retrospective pretest–posttest survey suggested learning about the importance of interprofessional teamwork, and integration of person‐centered values when providing care to older adults in the community. Students reflected on barriers to health for older adults in low socioeconomic states and the importance of improving care across the continuum. Conclusion The 4Ms framework provided a valuable construct to guide the community experience and teach geriatric evidence‐based practice to nursing students.

Background/objective: Baccalaureate nursing clinical experiences must prepare graduates to assess and support the health of vulnerable populations within communities. Clinical experiences need to align with theoretical coursework throughout the entire curriculum. This pilot project evaluated an innovative method to introduce second-semester Accelerated Baccalaureate Students (ABS) into a service-learning community experience using a peer-mentoring strategy.Methods: Eleven second-semester and twelve fourth-semester ABS students were paired in learning dyads in a low-income, ethnically diverse urban housing development, along with community health workers and social workers.  Second-semester students were peer-mentored by fourth-semester students. Second-semester students performed health screenings, health promotion education, and medication reconciliation guided by fourth-semester students. Learning objectives and changes in knowledge were evaluated before and after the experience in a retrospective pretest/posttest format for all students. Additionally, second-semester students reported their perception of the mentoring experience on self-confidence, satisfaction, and helpfulness.Results: The learning objective rated highest related to the role of social determinants of health in the overall health of the residents (M = 4.38). Paired t-test analysis revealed significant positive increases in levels of knowledge about social determinants of health, role of culture, and importance of the interprofessional team. On a scale of one to five, second-semester students reported increased self-confidence (M = 4.2), satisfaction with the learning experience (M = 4), and help providing health promotion strategies (M = 4.4) due to mentorship by the fourth semester students.Conclusions: Students’ comments reflected an appreciation of the complexity of healthcare issues affecting vulnerable members of the community. Second-semester students reported more confidence and perceived themselves to be more effective due to the mentorship of the fourth semester students when providing education to residents with complex health needs.