Patient handover education programme based on situated learning theory for nursing students in clinical practice

Area of Science:

• Nursing Education
• Patient Safety
• Clinical Skills Development

Background:

• Effective nursing handover is crucial for patient safety.
• Inadequate handover education poses risks to patients.
• Nursing students need robust handover training for clinical practice.

Purpose of the Study:

• To evaluate a handover education program for nursing students.
• The program was based on situated learning theory.
• The study was conducted during a clinical practicum.

Main Methods:

• A quasi-experimental design was employed with two groups: intervention (n=38) and control (n=39).
• The intervention group received a comprehensive handover education program including lectures, role-playing, and reflection.
• Handover skills were assessed before and after the practicum.

Main Results:

• The intervention group showed significant improvements in handover performance ability.
• Handover clinical judgment ability also significantly improved in the intervention group.
• Handover self-efficacy was notably higher in students who received the enhanced education.

Conclusions:

• A handover education program grounded in situated learning theory effectively enhances nursing student capabilities.
• Implementing theory-based handover education during clinical practicums is recommended.
• Improving handover skills is vital for nursing student competence and patient safety.