Effects of Handover Education Using the Outcome-Present State Test (OPT) Model and SBAR in Nursing Students: A Quasi-Experimental Design
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Abstract
Background: Since most of nursing students lack clinical reasoning competency, for effective handover education, it is necessary to include a strategy to improve the clinical reasoning competency in the practical training course of the nursing department.
Methods: This study used a quasi-experimental research design using a non-equivalent control group pretest-posttest design to verify the effectiveness of the practice education program using the OPT model and SBAR. The subjects were 73 third-year students participating in clinical practice or clinical alternative practice in Korea.
Results: The experimental group showed significantly better communication clarity (t=-12.262, P<.001), communication confidence (t=-12.486, P<.001), problem-solving processes (t=-13.100, P<.001), and team efficacy (t=-6.197, P<.001) compared to before the intervention. However, there was no significant difference between the pre- and post-intervention scores of the control group.
Conclusion: In a situation where clinical practice is difficult for nursing students, the handover education program using the OPT model and SBAR can helps improve their communication clarity, communication confidence, problem- solving process, and team efficacy.
1. Lancaster RJ, Westphal J, Jambunathan J (2015). Using SBAR to promote clinical judgment in undergraduate nursing students. J Nurs Educ, 54(3):S31-S34.
2. Kim JH, Lee JL, Kim EM (2021). Patients safety culture and handoff evaluation of nurses in small and medium-sized hospital. Int J Nurs Sci, 8(1):58-64.
3. Park SN, Kim Y, Im YS (2015). Educational needs assessment in pediatric nursing handoff for nursing students. Child Health Nurs Res, 21(3):204-15.
4. Compton J, Copeland K, Flanders S, et al. (2012). Implementing SBAR across a large multihospital health system. Jt Comm J Qual Patient Saf, 38(6):261-8.
5. Moseley BD, Smith JH, Diaz-Medina GE, et al (2012). Standardized sign-out improves completeness and perceived accuracy of inpatient neurology handoffs. Neurology, 79(10):1060-4.
6. Panesar RS, Albert B, Messina C, et al (2016). The effect of an electronic SBAR communication tool on documentation of acute events in the pediatric intensive care unit. Am J Med Qual, 31(1):64-8.
7. Cornell P, Townsend Gervis M, Yates L, et al (2014). Impact of SBAR on nurse shift reports and staff rounding. Medsurg Nurs, 23(5):334-42.
8. Abraham J, Kannampallil T, Patel VL (2014). A systematic review of the literature on the evaluation of handoff tools: implications for research and practice. J Am Med Inform Assoc, 21(1):154-62.
9. Martin HA, Ciurzynski SM (2015). Situation, background, assessment, and recommendation–guided huddles improve communication and teamwork in the emergency department. J Emerg Nurs, 41(6):484-8.
10. Shahid S, Thomas S (2018). Situation, background, assessment, recommendation (SBAR) communication tool for handoff in health care–a narrative review. Saf Health, 4(1):1-9.
11. Blouin AS (2011). Improving hand-off communications: new solutions for nurses. J Nurs Care Qual, 26(2):97-100.
12. Yune SJ, Lee EY, Park KH (2018). Relationship between communication, interpersonal understanding, proactivity in problem solving, and team efficacy of medical students and nursing students. AJMAHS, 8(2):369-78.
13. Simmons B (2010). Clinical reasoning: concept analysis. J Adv Nurs, 66(5):1151-8.
14. Kim JA, Ko JK (2015). A study on clinical reasoning ability and academic achievements in nursing students. JKAIS, 16(3):1874-83.
15. Collins G (2014). Using simulation to develop handover skills. Nurs Times, 110(8):12-4.
16. Pesut DJ, Herman J (1999). Clinical reasoning: The art and science of critical and creative thinking. Delmar. New York.
17. Kuiper R, O’Donnell SM, Pesut DJ et al. (2017). The essentials of clinical reasoning for nurses: using the outcome-present state test model for reflective practice. Sigma Theta Tau.
18. Kautz D, Kuiper R, Bartlett R, Buck R, et al (2009). Building evidence for the development of clinical reasoning using a rating tool with the outcome-present state-test (OPT) model. South Online J Nurs Res, 9(1):1-8.
19. Seo YH, Eom MR (2021). The effect of simulation nursing education using the outcome-present state-test model on clinical reasoning, the problem-solving process, self-efficacy, and clinical competency in Korean nursing students. Healthcare(Basel), 9(3):243.
20. Cohen J (1988). Set correlation and contingency tables. Appl Psychol Meas, 12(4):425-34.
21. Marshall LC. The relationship between efficacy, teamwork, effort and patient satisfaction [PhD thesis]. The Graduate School, University of Southern California, Los Angeles; 2003.
22. Cho H. The effect of SBAR program education on a nurse's communication clarify and self expression [Master’s thesis]. Yonsei University, Seoul; 2013.
23. Kim E. The effect of simulation-based SBAR training program on nursing students communication and clinical judgement [PhD thesis]. Department of Nursing, Graduate School, Chonnam University, Gwangju; 2018.
24. Lee JS. The effects of process behaviors on problem-solving performance in various tests [PhD Thesis]. University of Chicago, USA; 1978.
25. Woo OH. The effects of a Problem-based learning on the porblem solving process of students by their meta-cognitive levels [Master Thesis]. Graduate School of Korea National University of Education, Korea; 2000.
26. Kuiper R, Heinrich C, Matthias A, et al. (2008). Debriefing with the OPT model of clinical reasoning during high fidelity patient simulation. Int J Nurs Educ Scholarsh, 5(1).
27. Superville JG. Standardizing nurse-to-nurse patient handoffs in a correctional healthcare setting: a quality improvement project to improve end-of-shift nurse-to-nurse communication using the SBAR I-5 handoff bundle [PhD thesis]. The University of North Carolina at Chapel Hill, USA; 2017.
28. Abadi HQ, Hassan HB (2021). Instruction Program for Nurses Knowledge about Applying the Communication Strategies (SBAR) in Critical Care Units. Indian Journal of Forensic Medicine & Toxicology, 15(4):3299-3305.
29. Ji Y, Han S, Wang B (2021). Effects of situation-background-assessment-recommendation handover combined with detail nursing intervention on patients with infections. Am J Transl Res, 13(8):9056-62.
30. Bartlett R, Bland A, Rossen E, et al (2008). Evaluation of the outcome-present state test model as a way to teach clinical reasoning. J Nurs Educ, 47(8):337-44.
2. Kim JH, Lee JL, Kim EM (2021). Patients safety culture and handoff evaluation of nurses in small and medium-sized hospital. Int J Nurs Sci, 8(1):58-64.
3. Park SN, Kim Y, Im YS (2015). Educational needs assessment in pediatric nursing handoff for nursing students. Child Health Nurs Res, 21(3):204-15.
4. Compton J, Copeland K, Flanders S, et al. (2012). Implementing SBAR across a large multihospital health system. Jt Comm J Qual Patient Saf, 38(6):261-8.
5. Moseley BD, Smith JH, Diaz-Medina GE, et al (2012). Standardized sign-out improves completeness and perceived accuracy of inpatient neurology handoffs. Neurology, 79(10):1060-4.
6. Panesar RS, Albert B, Messina C, et al (2016). The effect of an electronic SBAR communication tool on documentation of acute events in the pediatric intensive care unit. Am J Med Qual, 31(1):64-8.
7. Cornell P, Townsend Gervis M, Yates L, et al (2014). Impact of SBAR on nurse shift reports and staff rounding. Medsurg Nurs, 23(5):334-42.
8. Abraham J, Kannampallil T, Patel VL (2014). A systematic review of the literature on the evaluation of handoff tools: implications for research and practice. J Am Med Inform Assoc, 21(1):154-62.
9. Martin HA, Ciurzynski SM (2015). Situation, background, assessment, and recommendation–guided huddles improve communication and teamwork in the emergency department. J Emerg Nurs, 41(6):484-8.
10. Shahid S, Thomas S (2018). Situation, background, assessment, recommendation (SBAR) communication tool for handoff in health care–a narrative review. Saf Health, 4(1):1-9.
11. Blouin AS (2011). Improving hand-off communications: new solutions for nurses. J Nurs Care Qual, 26(2):97-100.
12. Yune SJ, Lee EY, Park KH (2018). Relationship between communication, interpersonal understanding, proactivity in problem solving, and team efficacy of medical students and nursing students. AJMAHS, 8(2):369-78.
13. Simmons B (2010). Clinical reasoning: concept analysis. J Adv Nurs, 66(5):1151-8.
14. Kim JA, Ko JK (2015). A study on clinical reasoning ability and academic achievements in nursing students. JKAIS, 16(3):1874-83.
15. Collins G (2014). Using simulation to develop handover skills. Nurs Times, 110(8):12-4.
16. Pesut DJ, Herman J (1999). Clinical reasoning: The art and science of critical and creative thinking. Delmar. New York.
17. Kuiper R, O’Donnell SM, Pesut DJ et al. (2017). The essentials of clinical reasoning for nurses: using the outcome-present state test model for reflective practice. Sigma Theta Tau.
18. Kautz D, Kuiper R, Bartlett R, Buck R, et al (2009). Building evidence for the development of clinical reasoning using a rating tool with the outcome-present state-test (OPT) model. South Online J Nurs Res, 9(1):1-8.
19. Seo YH, Eom MR (2021). The effect of simulation nursing education using the outcome-present state-test model on clinical reasoning, the problem-solving process, self-efficacy, and clinical competency in Korean nursing students. Healthcare(Basel), 9(3):243.
20. Cohen J (1988). Set correlation and contingency tables. Appl Psychol Meas, 12(4):425-34.
21. Marshall LC. The relationship between efficacy, teamwork, effort and patient satisfaction [PhD thesis]. The Graduate School, University of Southern California, Los Angeles; 2003.
22. Cho H. The effect of SBAR program education on a nurse's communication clarify and self expression [Master’s thesis]. Yonsei University, Seoul; 2013.
23. Kim E. The effect of simulation-based SBAR training program on nursing students communication and clinical judgement [PhD thesis]. Department of Nursing, Graduate School, Chonnam University, Gwangju; 2018.
24. Lee JS. The effects of process behaviors on problem-solving performance in various tests [PhD Thesis]. University of Chicago, USA; 1978.
25. Woo OH. The effects of a Problem-based learning on the porblem solving process of students by their meta-cognitive levels [Master Thesis]. Graduate School of Korea National University of Education, Korea; 2000.
26. Kuiper R, Heinrich C, Matthias A, et al. (2008). Debriefing with the OPT model of clinical reasoning during high fidelity patient simulation. Int J Nurs Educ Scholarsh, 5(1).
27. Superville JG. Standardizing nurse-to-nurse patient handoffs in a correctional healthcare setting: a quality improvement project to improve end-of-shift nurse-to-nurse communication using the SBAR I-5 handoff bundle [PhD thesis]. The University of North Carolina at Chapel Hill, USA; 2017.
28. Abadi HQ, Hassan HB (2021). Instruction Program for Nurses Knowledge about Applying the Communication Strategies (SBAR) in Critical Care Units. Indian Journal of Forensic Medicine & Toxicology, 15(4):3299-3305.
29. Ji Y, Han S, Wang B (2021). Effects of situation-background-assessment-recommendation handover combined with detail nursing intervention on patients with infections. Am J Transl Res, 13(8):9056-62.
30. Bartlett R, Bland A, Rossen E, et al (2008). Evaluation of the outcome-present state test model as a way to teach clinical reasoning. J Nurs Educ, 47(8):337-44.
| Files | ||
| Issue | Vol 52 No 6 (2023) | |
| Section | Original Article(s) | |
| DOI | https://doi.org/10.18502/ijph.v52i6.12956 | |
| Keywords | ||
| Problem solving process Efficacy Clinical reasoning Nursing students Nursing handover | ||
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How to Cite
1.
Seo YH, Jang K, Ahn J-W. Effects of Handover Education Using the Outcome-Present State Test (OPT) Model and SBAR in Nursing Students: A Quasi-Experimental Design. Iran J Public Health. 2023;52(6):1140-1149.
