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Changes in Nursing Students' Clinical Handover Performance Following ISBAR-Structured Handover Simulation Teaching: A
Jui-Chiung Sun1,2, Min-Yu Chang2, Yi-Chun Tsai1
1Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
Background:
Clinical handover is critical for patient safety, yet nursing students frequently lack structured training, making it difficult to convey essential information accurately.
Aim:
To examine changes in students' communication clarity, confidence and learning experiences following ISBAR (Introduction, Situation, Background, Assessment, Recommendation) simulation-based teaching.
Methods:
A mixed-methods design with 57 nursing students combined a single-group pretest-posttest study and focus group interviews. Data were collected from questionnaires and OSCE (Objective structured clinical examination), and analysed using SPSS 28.0 and content analysis.
Results:
Following the ISBAR-structured handover simulation intervention, post-intervention scores for communication clarity and confidence were significantly higher than pre-intervention scores. Qualitative analysis identified four themes: (1) mastering the handover framework to enhance organized expression; (2) scenario simulation strengthening clinical reasoning and adaptability; (3) peer feedback and reflection promoting self-awareness; and (4) progressive practice building handover confidence.
Conclusions:
Communication clarity and confidence improved after ISBAR simulation-based teaching. Because the design was single-group and uncontrolled, these changes cannot be attributed exclusively to the intervention; controlled studies are needed.
Implications For Nursing:
Incorporating this model into specialist nursing curricula-particularly in high-risk areas such as obstetrics-through scenario-based practice is recommended to strengthen communication quality; effects on patient-safety outcomes were not assessed and warrant future evaluation.
Reporting Method:
This study adhered to EQUATOR guidelines and used COREQ for qualitative reporting.
Patient Contribution:
No patient or public contribution.
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