Learning dynamics during clinical handover: A qualitative study among final year students in central region nursing colleges, Malawi

Abstract

BACKGROUND: Clinical handover is the transfer of essential information, professional responsibility and authority for care of the patient from one health care provider to another. Clinical handover not only ensures patient safety and continuity of care but also provides learning opportunity for nursing students. Effective learning during clinical handover allows smooth transition of final year nursing students into practice. The aim of the study was to explore the dynamics of learning during handover among final year nursing students in central region nursing colleges. METHODS: A qualitative descriptive phenomenology study was done among final year nursing students in central region nursing colleges in Malawi. Purposive sampling method was used to recruit 15 participants for the study. Data in this study was collected using focus group discussions utilizing a focused group discussion guide. Data analysis was done manually using Colaizzi’s (1978) seven step approach. RESULTS: In this study, effective learning during clinical handover evolved around active involvement of student and teacher, comprehensive content and pedagogical knowledge of the clinical teacher and the conducive learning environment. Teaching strategies like question and answer, discussions and lecture method were among the most utilized teaching methods during handover. Shared knowledge, maximized learning opportunities and diversity were identified as facilitating factors to student learning. However lack of knowledge, poor time management, poor relationships between nurses and students as well as poor attitudes towards handover were among the most attributable barriers to student learning during handover. CONCLUSION: For students to maximize the teaching and learning opportunities that clinical handover offers, interventions like ensuring time management during clinical handover, promoting good work relationships, good clinical handover attendance, improved clinical teacher content/pedagogical knowledge and promoting self-initiated learning among students should be encouraged.