Teaching handover in undergraduate education: an evidence-based multi-disciplinary approach

Abstract

Poor standards of handover threaten patient safety and continuity of care, contributing significantly to morbidity and mortality. Handover practices has risen to the forefront of the patient safety agenda, with a call to develop and implement undergraduate handover modules into undergraduate healthcare education. Recent systematic reviews demonstrate a common failure of educational interventions to demonstrate a theoretical and pedagogical framework underpinning the delivery of education and method of assessment.The authors developed and piloted a multi-disciplinary evidence-based undergraduate handover training program to health care students studying at a UK university. The intervention was designed based on underpinning educational theories. It has been developed in a manner that supports dissemination and replication, with a model that is cost effective.The intervention was designed to assess learner reaction, attitudes and confidence, and knowledge and skills. This was achieved through a pre-and post-intervention attitude questionnaire, and an externally validated pre-and postintervention knowledge assessment.46 undergraduate students participated, with a statistically significant increase in self-reported attitudes (p < 0.001) and knowledge (p < 0.001) following the handover intervention. Students participated from the disciplines of medicine, adult nursing, pharmacy, mental health nursing, paramedic practice and operating department practioners. This intervention serves as a significant resource for those looking to develop local interventions and stands as a truly multi-disciplinary approach to handover education, mirroring the clinical reality. The introduction of this handover intervention immediately improves the attitudes, knowledge and skills of undergraduate healthcare students. Future work should sample beyond the selected 6 professions, investigating the transference of outcomes to the workplace, as well as the impact on patient safety.

The European Conference on Education 2020: Official Conference Proceedings

“…Interventions in communications and effective handovers have been proven to provide cost-effective improvements in the attitudes, skills and knowledge of professionals (Gordon et al, 2018). Though few have stemmed from a basis in evidence-based pedagogy and educational theory, there is now a growing body of literature in the subject (Gordon, Grafton-Clarke, & Hill, 2019).…”