Pediatric Residency Program Handover: Before and After the ACGME Requirement

Held, Melissa; Burke, Georgine; Zalneraitis, Edwin L.

doi:10.1016/j.acap.2014.06.005

Cited by 2 publications

(2 citation statements)

References 30 publications

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“…A recent study of paediatric residency programmes found that programmes struggle to incorporate systematic patient‐care handover instruction, with only one in three reporting curricula with goals, objectives and assessments . Although efforts to prepare trainees prior to their postgraduate care responsibilities attest to the students’ appreciation of such training, evidence of the impact of these interventions might further promote handover training during medical school .…”

Section: Discussionmentioning

confidence: 99%

Handover education improves skill and confidence

et al. 2015

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Faculty member, peer and self-assessments showed that students' performance significantly improved after the curriculum, on handover content, clinical judgment and overall performance (p < 0.05). Students rated the curriculum as effective and characterised themselves as more prepared to perform handovers, with these findings persisting for 8-12 months (p ≤ 0.001). Medical schools infrequently teach handover skills DISCUSSION: A handover curriculum appears to improve medical students' handover performance, as evaluated by independent ratings from faculty members, peers and the students themselves, in addition to improving the students' confidence.

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Section: Discussionmentioning

confidence: 99%

Handover education improves skill and confidence

et al. 2015

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“…In fact, not only are structured curricula crucial, but studies continue to emphasize the importance of communication among differing care team providers (clinicians, nursing for example) [ 12 - 17 ]. Even beyond the mnemonic device, an overarching limitation of handoff tools was the lack of faculty ownership and interest in resident learning [ 18 ]. A study of intern handoffs highlighted other persistent limitations, notably the lack of face-to-face communication, opportunities to ask questions, private handoff locations, accompanying written documentation, non-distracting environments, and minimization of interruptions [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Improvements in Interdisciplinary Communication Following the Implementation of a Standardized Handoff Curriculum: SAFETIPS (Statistics, Assessment, Focused Plan, Pertinent Exam findings, to Dos, If/Thens, Pointers/Pitfalls, and Severity of Illness)

Shandilya,

Aprile

2024

Cureus

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Background Handoffs between medical providers serve a crucial patient safety function. While most published literature on the topic studies the handover process among physicians, robust literature is available on interdisciplinary medical communication. Little is known about the downstream effects of effective physician handover on subsequent physician and nursing interactions. Objective Our objective was to implement a handoff curriculum, SAFETIPS (Statistics, Assessment, Focused plan, pertinent Exam findings, To dos, If/thens, Pointers/pitfalls, and Severity of illness), for pediatric residents and to investigate its impact on nurses’ perceptions of resident preparedness, efficiency, and competency. Methods Nurses were asked to score residents in five domains and describe the frequency of nurse-to-resident and resident-to-nurse interruptions. The survey was distributed before and after the SAFETIPS introduction. Results Statistical analysis revealed significant post-intervention mean score increases of one full point in four categories, namely organization and efficiency, communication, content, and clinical judgment. The percentage of nurses using the term “reasonable/relevant” to describe interactions with residents significantly increased from 45% to 76% (p = 0.004). The percentage of nurses reporting that residents gave “unsure response[s],” made decisions that differed from nurses’ decisions, and made decisions without family/parental interests significantly decreased by 31 (p = 0.004), 22 (p = 0.034), and 30 (p = 0.002) percentage points, respectively. Conclusion The introduction of a structured handoff curriculum significantly improves communication among residents. This is then associated with improved interactions between residents and nurses.

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Pediatric Residency Program Handover: Before and After the ACGME Requirement

Cited by 2 publications

References 30 publications

Handover education improves skill and confidence

Handover education improves skill and confidence

Improvements in Interdisciplinary Communication Following the Implementation of a Standardized Handoff Curriculum: SAFETIPS (Statistics, Assessment, Focused Plan, Pertinent Exam findings, to Dos, If/Thens, Pointers/Pitfalls, and Severity of Illness)

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