Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design

Lee, Da-Hye; Lim, Eun Ju

doi:10.3390/ijerph18115821

Cited by 12 publications

(10 citation statements)

References 28 publications

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“…If they are well-represented in nurses, their clinical performance and the quality of their healthcare activities will be enhanced. Lee et al conducted a study on nurses and indicated that simulation-based education has significant effects on the nurses' qualifications and clinical performance [28], which was in line with the findings of the current study. Furthermore, the findings of Hsin-Hsin Lin showed that the simulation-based approach significantly impacts nursing students' self-efficacy and performance qualifications [29], which was also in line with the findings obtained in the current study.…”

Section: Discussionsupporting

confidence: 89%

A comparison of the effects of teaching through simulation and the traditional method on nursing students' self-efficacy skills and clinical performance: a quasi-experimental study

et al. 2022

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Introduction Simulators in a clinical environment provide a space where students can acquire skills and experience under the supervision of their professors without any worries or inflicting any harm on their patients. The current study aimed to compare the effects of teaching through simulation and the traditional method on nursing students' self-efficacy skills and clinical performance. Method The current study was quasi-experimental and adopted a pre-test & post-test design. The population consisted of 122 students of nursing, out of whom 100 students were selected as the sample. Then, they were randomly divided into an experimental and a control group. A questionnaire assessed the students' self-efficacy skills and clinical performance before and after implementing the instructional programs. The data were analyzed using descriptive and inferential statistical techniques in SPSS 23. Findings The mean of the participants' self-efficacy scores increased significantly after the intervention (from 87.57 to 142.13). Moreover, the mean of the participants' clinical performance increased significantly after the intervention (from 2.16 to 4.57). The findings indicated that simulation teaching significantly affects nursing students' self-efficacy and clinical performance. Conclusion Simulation was recommended as an effective teaching methodology, particularly in nurses' internship wards. In other words, acquiring the essential skills through applying the simulation method is recommended before entering real-world environments.

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Section: Discussionsupporting

confidence: 89%

A comparison of the effects of teaching through simulation and the traditional method on nursing students' self-efficacy skills and clinical performance: a quasi-experimental study

et al. 2022

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“…It provides a situated learning approach that leads to increased confidence and transfer of learning to the real-world environment. Our findings echo those of a study by Lee and Lim, which found that self-efficacy and handover knowledge among nursing staff increased after a simulation-based training [ 19 ]. They also found that the participants’ handover performance improved after the training, confirming that using a simulation-based approach can enhance nurses’ handover experiences after training.…”

Section: Discussionsupporting

confidence: 90%

Using a simulation-based approach to promote structured and interactive nursing clinical handover: a pre- and post-evaluation pilot study in bilingual Hong Kong

Pun

2023

BMC Nurs

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Effective clinical nursing handover involves the transfer of responsibility and accountability for patient care between nurses, leading to better patient safety and continuity of care. Nurses in bilingual contexts, such as Hong Kong – where nurses are trained in English but communicate in Cantonese – may find it challenging to deliver a safe clinical handover. This article reports a pilot study in which a simulation-based approach is being developed to enhance nursing handover with structured and interactive interactions, using handover protocols such as ISBAR (introduction, situation, background, assessment, recommendation and readback) and CARE-team (connect, ask, respond, empathise) protocols in a bilingual context. The study has a pre‐ and post-evaluation design involving a questionnaire survey before and after a 4‐hour workshop. Fourteen selected bilingual nurses in Hong Kong were trained according to the ISBAR and CARE-team protocols, and their perceptions of complete and structured handovers were evaluated before and after training using the questionnaire. The nurses reported that they were more self-confident in their handover experiences, with a deeper understanding of ISBAR and CARE-team protocols after the simulation-based training intervention, leading to better (i.e., more structured and interactive) clinical handover between nurses. Overall, the staff perceived their handover communication to have improved using simulation-based training.

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“…Using simulation for handoff education and training improves handoff skills, knowledge, self-efficacy, and performance competency (Lee & Lim, 2021). As part of the course, students were taught about the I-BIDS © Handoff Tool (Guido-Sanz, 2018), and all participated in a handoff of a patient in a simulated scenario (either participating as the one handing off and/or the one receiving).…”

Section: Methodsmentioning

confidence: 99%

Using Simulation to Test Validity and Reliability of I-BIDS: A New Handoff Tool

Guido-Sanz

Anderson

Talbert

et al. 2022

Simulation & Gaming

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Background Patient safety and improved outcomes are core priorities in healthcare, and effective handoffs are essential to these priorities. Validating handoff tools using simulation is a novel approach. Methods The construct validity and instrument reliability of the I-BIDS© tool were tested. In Phase I, construct validity was substantiated with a convenience sample of 21 healthcare providers through an electronic survey. Content Validity Ratio (CVR) was tabulated using Lawshe’s CVR. Interrater reliability was tested in a simulated handoff scenario, in Phase II, with graduate nursing students and two raters, and simulation effectiveness was assessed by students. Results Construct validity was evaluated, and 17 of the 25 items were found significant at the critical level (0.42). Items scoring below were removed, and the tool was reduced by one category. Weighted kappa (Kw) with quadratic weights was run from the scenario data to determine if there was an agreement between raters of handoff performance. There was a statistically significant agreement between the two raters, Kw = .627 (95% CI: .549–.705), p < .001) with good strength of the agreement. SET-M Total mean was 55.64 ( SD = 2.46). Discussion The tool showed beginning validity and interrater reliability. The SET-M Learning subscale showed the widest range of scores which suggests the most opportunity for improvement. Use of the tool in simulated scenarios may be one way to test the items further. Conclusions Simulation was effective in facilitating the evaluation of the tool.

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Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design

Cited by 12 publications

References 28 publications

A comparison of the effects of teaching through simulation and the traditional method on nursing students' self-efficacy skills and clinical performance: a quasi-experimental study

A comparison of the effects of teaching through simulation and the traditional method on nursing students' self-efficacy skills and clinical performance: a quasi-experimental study

Using a simulation-based approach to promote structured and interactive nursing clinical handover: a pre- and post-evaluation pilot study in bilingual Hong Kong

Using Simulation to Test Validity and Reliability of I-BIDS: A New Handoff Tool

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