The Development of Nursing Handoff Communication Competency by Online Lesson for Nursing Students

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Churairat Duangchan Boonthip Siritharungsri Songsri Soranasathaporn Wanpen Pinyopasakul

Abstract

This research aimed to develop and evaluate online lessons for promoting nursing students’ handoff communication (PNSHC). This research was divided into 3 phases; 1) Studied situations and guidelines for developing nursing students’ handoff communication competency (NHCC). Key informants were seven nursing instructors and eight nursing students. Data were collected by focus group interview, and content analysis was used for data analysis, 2) Developed online lesson for PNSHC based on ISBAR technique and verified by five experts, and 3) Evaluated the effect of online lessons using quasi-experimental research. The sample included twenty-four nursing students. The NHCC questionnaire was used for data collection. Data were analyzed by descriptive statistics and paired t-test. The research findings were as follows. This research aimed to develop and evaluate online lessons for promoting nursing students’ handoff communication (PNSHC). This research was divided into 3 phases; 1) Studied situations and guidelines for developing nursing students’ handoff communication competency (NHCC). Key informants were seven nursing instructors and eight nursing students. Data were collected by focus group interview, and content analysis was used for data analysis, 2) Developed online lesson for PNSHC based on ISBAR technique and verified by five experts, and 3) Evaluated the effect of online lessons using quasi-experimental research. The sample included twenty-four nursing students. The NHCC questionnaire was used for data collection. Data were analyzed by descriptive statistics and paired t-test. The research findings were as follows.



1. Online lessons for PNSHC comprised three steps of learning and teaching process; 1) Learner preparation: Students were orientated and did pre-test, 2) Learning and reflection: Students learned ISBAR theory and practice by clinical scenarios and a deliberate practice-based training protocol, and 3) Evaluation was conducted by using the NHCC questionnaire.



2. The mean scores of NHCC were significantly higher after receiving online lesson of ISBAR communication (t=9.39, p< .05).



The findings of this study indicated that online lessons on ISBAR communication were useful in developing NHCC. However, the online lessons should be created with suitable scenarios and consistent with the course or contexts used for nursing handoff communication appropriately and meet the needs.

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References

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