How to Develop Nursing Handoff Communication Competency in Nursing Students: Situations and Guidelines
Keywords:
Nursing Handoff Communication, Communication Competency, Nursing StudentsAbstract
The purpose of this research was to study situations and guidelines of developing nursing students’ handoff communication competency. Key informants were 7 instructors and 8 nursing students. Focus groups were held to collect data, which were analyzed by content analysis. The findings are as follows.
The teaching and learning situations to improve nursing handoff communication among nursing students were about patient’ symptoms, nursing care plan, and imitating seniors. Most of students lack confidence, they are scared, and their stress is resulting in the omission of information and long time spent. Students need opportunities for practice before being put into clinic. The guidelines for developing handoff communication for nursing students could be inspired by SBAR (Situation-Background-Assessment-Recommendation) techniques with recording forms. Any online or e-learning lesson could be self-directed, as long as there are a variety of clinical situations.
The findings suggest that it is important to create lessons for improving nursing handoff communication competency among nursing students, in full accordance with both the needs of the learners in 21st century approach, and the nursing professional needs.
References
Chantavanich, S. (2010). Qualitative Research Method. Bangkok: Chulalongkorn University Press.
Chantian, P., Saard, S., von Bormann, S., & Boonpleng, W. (2016). The Development of an E-Learning Program to Prepare Nursing Students of Phraboromarajchanok Institute for Health Workforce Development in Response to the ASEAN community. Nursing Journal of the Ministry of Public Health, 26(2), 154-65. (in Thai)
Charuwanno, R., Wongchanglor, J., & Pongsananurak, T. (2014). Effects of Teaching by Using SBAR Technique on Knowledge Attitude and Practice in Taking and Giving Report among Nursing. Journal of The Royal Thai Army Nurses, 15(3), 390-397. (in Thai)
Collins, G. (2014). Using Simulation to Development Handover Skills. Nursing Times, 110(8), 12-14.
Cornell, P., Townsend-Gervis, M., Yates, L., & Vardaman, J. M. (2013). Improving Shift Report Focus and Consistency with the Situation, Background, Assessment, Recommendation Protocol. The Journal of Nursing Administration, 3(7-8), 422-428. doi: 10.1097/NNA.0b013e31829d6303.
Farmanbar, R., & Hosseinzadeh, T. (2016). Need to Teaching Communication Skills of Nursing Students from the Viewpoint of the Faculty Members of Guilan University of Medical Sciences. Journal of Advances in Medical Education, 1(3), 47-59.
Kumkong, M., & Chaikongkiat, P. (2017). High-Fidelity Simulation-Based Learning: A Method to Develop Nursing Competency. The Southern College Network Journal of Nursing and Public Health, 4(Suppl), S332-S344. (in Thai)
Lancaster, R. J., Westphal, J., & Jambunathan, J. (2015). Using SBAR to Promote Clinical Judgement in Undergraduate Nursing Students. Journal of Nursing Education, 54(3 Suppl), 31-34.
Lee, J., Mast, M., Humbert, J., Bagnardi, M., & Richards, S. (2016). Teaching Handoff Communication to Nursing Students: A Teaching Intervention and Lessons Learned. Nurse Educator, 41(4), 189-193.
Nagammal, S., Nashwan, A. J., Nair, S. L. K., & Susmitha, A. (2017). Nurses’ Perceptions Regarding Using the SBAR Tool for Hand-Off Communication in a Tertiary Cancer Center in Qatar. Journal of Nursing Education & Practice, 7(4), 103-110.
Niyomtin, P., Cheevakasemsook, A., & Pinyopasakul, W. (2017). The Development of a Referral Communication Model for Emergency Patients at Dansai Crown Prince Hospital, Loei Province. Journal of Nursing and Health Care, 35(1), 46-54. (in Thai)
Nursing Council. (2010). Competencies of Registered Nurse. Bangkok: Suruyod Printing. (in Thai)
Padwang, B., & Udomluck, S. (2011). A Study of the Self-Directed Learning Readiness of Nursing Students at Boromarajonani College of Nursing, Nakorn Lampang. Nursing Journal of the Ministry of Public Health, 21(2), 74-84. (in Thai)
Pang, W. I. (2017). Promoting Integrity of Shift Report by Applying ISBAR Principle among Nursing Students in Clinical Placement. In E. Masal, I. Önder, S. Beşoluk, H. Çalişkan, & E. Demirhan (Eds.), SHS Web of Conferences: Vol. 37. Proceeding of ERPA International Congresses on Education 2017 (ERPA 2017) (pp. 128-136). Budapest, Hungary: Curran Associates.
Pantaewan, P. (2016). Development of Students in the 21st Century with Active Learning in Nursing Profession. Journal of The Royal Thai Army Nurses, 17(3), 17-24. (in Thai)
Patton, M. Q. (2015). Qualitative Evaluation and Research Methods. Thousand Oaks, CA: Sage.
Phothidara, P. (2011). Nursing Education Management: For Student Generation Y. Journal of Nursing Science & Health, 34(2), 61-69. (in Thai)
Prachomklao College of Nursing, Phetchaburi Province. (2012). TQF 2, Bachelor of Nursing Science Programme (Revised Curriculum 2012). Phetchaburi: Prachomklao College of Nursing, Phetchaburi Province. (in Thai)
Saied, H., James, J., Singh, E. J., & Humaied, L. A. (2016). Clinical Evaluation of Baccalaureate Nursing Students Using SBAR Format: Faculty Versus Self Evaluation. Journal of Education and Practice, 7(11), 9-13.
Sajjaskulchai, S., & Cheevakasemsook, A. (2016). Effects of Utilizing a Change of Shift Model with the Nursing Process and Risk Management on Communication Errors at Intermediate Care Unit, Police General Hospital. Journal of The Police Nurse, 8(2), 91-106. (in Thai)
Shahid, S., & Thomas, S. (2018). Situation, Background, Assessment, Recommendation (SBAR) Communication Tool for Handoff in Health Care–a Narrative Review. Safety in Health, 4(1), e7.
Siriwat, R., Rojtinnakorn, N., Kamsuk, S., Pokpoonsrap, J., & Chiaranai, C. (2019). Development of a Seamless Nursing Communication Model Using SBAR Techniques During Transitional Care Period Emergency Nursing Division Maharat Nakhon Ratchasima Hospital. Journal of Nursing and Health Care, 37(1), 60-69. (in Thai)
Stevens, N., McNiesh, S., & Goyal, D. (2020). Utilizing an SBAR Workshop with Baccalaureate Nursing Students to Improve Communication Skills. Nursing Education Perspectives, 41(2), 117-118.
Suwanjaroen, J., Sarakshetrin, A., & Malai, C. (2017). Teaching Models to Enhance the 21st Century Skills for Bachelor’s Degree Nursing Students. Nursing Journal, 44(4), 177-188. (in Thai)
Tobiano, G., Bucknall, T., Sladdin, I., Whitty, J. A., & Chaboyer, W. (2018). Patient Participation in Nursing Bedside Handover: A Systematic Mixed-Methods Review. International Journal of Nursing Studies, 77, 243-258. doi: 10.1016/j.ijnurstu.2017.10.014.
Wang, W., Liang, Z., Blazeck, A., & Greene, B. (2015). Improving Chinese Nursing Students' Communication Skills by Utilizing Video-Stimulated Recall and Role-Play Case Scenarios to Introduce Them to the SBAR Technique. Nurse Education Today, 35(7), 881–887.
Wongwanich, S. (2015). Needs Assessment Research (3rd ed.). Bangkok: Chulalongkorn University Press. (in Thai)
Yu, M., & Kang, K. (2015). SBAR Report Competency and Communication Clarity of Handover in Korean Nursing Students. International Journal of Bio-Science and Bio-Technology, 7(6), 189-200.
Yu, M., & Kang, K. (2017). Effectiveness of a Role-Play Simulation Program Involving the SBAR Technique: A Quasi-Experimental Study. Nurse Education Today, 53, 41-47.
Downloads
Published
Issue
Section
License
1. บทความหรือข้อคิดเห็นใด ๆ ที่ปรากฏในวารสารเครือข่าย วิทยาลัยพยาบาลและการสาธารณสุขภาคใต้ ที่เป็นวรรณกรรมของผู้เขียน บรรณาธิการหรือเครือข่ายวิทยาลัยพยาบาลและวิทยาลัยการสาธารณสุขภาคใต้ ไม่จำเป็นต้องเห็นด้วย
2. บทความที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของ วารสารเครือข่ายวิทยาลัยพยาบาลและการสาธารณสุขภาคใต้
