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

• Published in: International journal of environmental research and public health Vol. 18; no. 11; p. 5821
• Main Authors: Lee, Da-Hye, Lim, Eun-Ju
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 28.05.2021; MDPI
• Subjects: Communication; Design of experiments; Education; Experimental design; Knowledge; Nurses; Nursing; Nursing care; Nursing education; Patient safety; Patient satisfaction; Quasi-experimental methods; Questionnaires; Role playing; Simulation; Simulator fidelity; Students
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph18115821

Nursing handover facilitates the continuity of nursing and ensures patient safety and quality of care. This study aimed to evaluate the effectiveness of a handover education program by assessing handover knowledge, self-efficacy, and handover performance competency. A group pretest–post-test quasi-experimental design was used. Thirty 4th-year Korean nursing students participated in a handover education program comprising a lecture and simulation training using a high-fidelity simulator. The average level of handover knowledge was 4.63 ± 1.61 before the program and 5.83 ± 0.95 after (t = −3.71, p = 0.001). Meanwhile, the average self-efficacy score was 3.35 ± 0.57 before the program and 3.90 ± 0.60 after (t = −5.65, p < 0.001). Further, the average handover performance competency was 1.75 ± 0.25 before the program and 2.37 ± 0.21 after (t = −12.08, p < 0.001). The simulation-based handover education intervention was effective in improving knowledge, self-efficacy, and performance competency of nursing students. This intervention can provide an effective method of improving nursing students’ handover skills prior to entering clinical practice.