Effects of Handoff Education using Concept Mapping and PASS-BAR

Abstract

Purpose: The purpose of this study was to identify effects of Handoff Education using Concept mapping and PASS-BAR (HECPAR) on clinical reasoning competence, self-efficacy for handoff, and handoff performance of new nurses.Methods: Participants were randomly allocated into an experimental group (n=20) and control group (n=21). The experimental group received HECPAR which consisted of a one hour lecture, case based clinical practicum, and mentoring for a week. The control group received the usual informal handoffs education from senior nurses. Clinical reasoning competence, self-efficacy for handoff, and handoff performance were measured before and a week after HECPAR. Data were analyzed using Mann-Whitney U test, independent t-test, Fisher’s exact test, and chi-sqaure test. Results: The experimental group showed significant improvement in clinical reasoning competence (z=-2.29, p=.022), handoff performance (z=-2.23, p=.026), and self-efficacy of handoff (t=3.47, p=.001) compared to the control group.Conclusion: The results indicate that HECPAR is effective in improving clinical reasoning competence, self-efficacy for handoff, and handoff performance by new nurses. In addition, integrating concept mapping, PASS-BAR, and mentoring proved beneficial for handoff education for new nurses.

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

“…Although the type and time of handover varies according to the clinical setting and medical environment, most patient handovers are performed orally [7]. In terms of quality management, it is important for clinical nurses to perceive changes in the patient's condition, conduct accurate assessments, handle the situation appropriately, determine significant results, and clearly communicate with other nurses.…”

“…Such errors also delay the diagnosis, treatment, and evaluation of patients, thereby increasing patient morbidity and mortality, and possibly longer-term hospitalization, reducing patient satisfaction [5,6]. Thus, studies reporting the current state of handover by clinical nurses in Korea constantly emphasize the need for educating nurses on accurate handover methods [4,7,8].…”

“…In [13], 62.6% of nurses were found to have no experience in handover. Moreover, most instances of handover education for new nurses consisted of merely observing the handovers of fellow nurses or learning from their senior nurses through simple oral instructions [7]. This has resulted in reported difficulties on the handover performance of new nurses for assigned patients [12].…”