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Enhancement of clinical handover
Reflection on clinical handover
Enhancement of clinical handover
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1.0 INTRODUCTION
Clinical handover is a form of communication in the clinical setting which allow nurses to plan and prioritize patient care and manage their workload effectively. Clinical handover encompasses the exchange of patient information from one shift to another and it has been known for benefits such as being a platform for exchange of opinions amongst nurses, expression of feelings, teaching and learning. Bedside clinical handover was reported to be a patient-centred initiative that enhanced the standards of healthcare and reduced adverse events in the healthcare setting. The implementation of bedside clinical handover was found to be time-effective, reduced the risks of error and enabled nurses to spend more time with their patients.
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Some research includes routine communication interactions between healthcare professionals as part of clinical handover, while other research restricts the term to particular clinical settings. The clinical handover process is also sometimes described by a range of other terms, for example, hand-offs, shift reports, patient transfers. This review also confirms that good handovers do not happen by chance and that they require the support of significant structural and organizational efforts (AMA, 2006). The literature also highlights the importance of leadership, time commitment, human resource commitment and appropriate structures and processes being in place for effective clinical handover to occur (AMA, 2006). Above all this literature review highlights that clinical handovers involve a complex set of dynamic processes (Yee et al, 2006; Turner et al, 2006; Yonge, 2008) that need to be taken into account in any interventions aimed at improving clinical handover (Wong et al, …show more content…
Inaccurate and omission of information can lead to serious problems, possibly life threating.
1.5 RESEACH QUESTION
The project is set answer the importance of bedside handing over by nurses? Nursing students’ general attitudes about implementing bedside report in the clinical setting in relation to the learning experience? Nurse educators and University of the Gambia nursing students provided their perspectives on the topic to help determine whether or not the practice could be beneficial if incorporated into the student nurse undergraduate learning experience.
1.6 STATEMENT OF RESARCH PROBLEM The end of shift handover nursing report is the time when the off going nurse hands over patient care to the oncoming nurse. During this process critical information about patient’s status and plan of care must be communicated properly. Conducting the shift-to-shift report at the bedside allows patients and families to become involved in their care. It also lets them participate in the sharing of information, which ensures that patient, family and team goals are identified and aligned. Bedside shift-to-shift nursing reports increases patients’ satisfaction, improves the nurse-patient relationship, decreases patient falls, discharge time occurs faster, strengthens teamwork, and leads to better nurse
The adoption of clinical information systems is one way that healthcare organizations are making an effort to improve patient safety, provide a means to exemplify regulatory compliance, and facilitate exchange of patient information between care providers (Kirkley & Stein, 2004; Nadzam, 2009). To achieve this goal, Barnes-Jewish Hospital (BJH) recently implemented a new CPOE/clinical documentation system. One of the objectives of the new system was to give bedside clinicians a standardized electronic tool, known as the Clinical Summary, for bedside shift hand-off reporting. Soon after go-live, it was identified that the standard nursing Clinical Summary did not meet specialized the reporting needs of the nurses on the Women and Infants divisions. Consequently, an application enhancement request was submitted. The goal of this project is to synthesize the knowledge gained throughout this Masters Degree program to initiate, plan, and execute changes to the current clinical documentation system to provide a standardized Clinical Summary review screen to meet the specialized hand-off reporting needs of the nurses on the Women and Infants divisions at BJH. This paper includes project objectives, a supporting evidence-based literature review, project methodology, formative and summative evaluation criteria, and a graphical timeline with a narrative description for the Women and Infants Clinical Summary project.
HCAHPS is a survey instrument and data collection methodology for measuring patients' perceptions of their hospital experience. The HCAHPS survey can be used as a method of communication to involve the patients in promoting this change by giving insight on their experience. To improve patient experiences of the quality of care, nurses need to know what factors within the nursing work environment are of influence. This will provide a way for nurses to respond to concerns. There is evidence that performing change of shift nursing report at a patient’s bedside helps patients to be more informed and engaged, and may lead to an improvement in patient satisfaction (Sherman & Sand-Jecklin, 2013).
Identifying the handoff practices currently in use will demonstrate the endeavor to examine options and recommend approaches for the future. Diverse forms of handoffs at different occasions for a large group of physicians, medical residents, nurses, allied health professionals and student clinicians from different disciplines have created inconsistencies. Besides, the bedside shift report has impacted patient and family satisfaction with the continuum of care. Examining a number of models, protocols, tools, standards and trends concerning patient-centered handoffs will highlight implications for the best practice. Recommendation for safer and more effective handoffs to improve practice and reach sustainable outcomes will be discussed to promote multidisciplinary approaches for patient-centered care. The transfer of critical information and accountability for patient care from one clinician to another is an essential component of communication in
Weekly journaling post clinical will assist students in applying the knowledge, skills and attitudes to improve the safety and quality of nursing care. Students will show improved critical thinking and judgment in making complex decisions in various situations, based on previously learned knowledge, ultimately improving patient outcomes (Coombs, 2001). The implementation of QSEN integrated journaling into the curriculum will enable educators to identify the knowledge learned, and skills needed for the enhancement of the students clinical experience (Aaron,
...ves with practice, it is important for students to gain knowledge about the skill and use them when on clinical placements. Learning these skills will also prepare the student nurses in future to delegate task when they qualify and become RN’s. In relation to my nursing practice, when I become a registered nurse, I will assist student nurses in their career by delegating tasks to them that are within their level of competence as well as making sure that all tasks assigned to them are duly supervised and follow up on the delegated task. I will encourage them to seek clarification where necessay. Providing feedback and praising them for work well done is another thing I would bring into my practice. I will equally inform them through feedback of any task which did not work well and show them areas where they need to improve upon.
nurses who frequently enhance the communication problems in discharge planning, and who strive to improve the working relationship, collaboration and who use the teamwork approach to patient and family centered discharge planning will greatly reduce patient readmission (Lo, Stuenkel, and Rodriguez, 2009, p. 160). Lo, Stuenkel and Rodriguez (2009) emphasize that an organized and well prepared discharge planning, education of patients with multilingual services and use of different methods of teaching greatly improves the patients’ outcome (p.157). These include an experienced and well-taught phone call follow-up sessions after discharge along with ensuring the extension of adequate postoperative care. Another way nurses can deliver a planned discharge is by providing a direct checklist for patients and families to follow. One must understand that these approaches will help the staff, nurses and other health care providers to develop the safe patient transition to home.
This systems limits patient involvement creates a delay in patient and nurse visualization. Prior to implementation of bedside shift reporting an evidenced based practice educational sessions will be provided and mandatory for nursing staff to attend (Trossman, 2009, p. 7). Utilizing unit managers and facility educators education stations will be set up in each participating unit. A standardized script for each nurse to utilize during the bedside shift report will be implemented to aid in prioritization, organization and timeliness of report decreasing the amount of information the nurse needs to scribe and allowing the nurse more time to visualize the patient, environment and equipment (Evans 2012, p. 283-284). Verbal and written bedside shift reporting is crucial for patient safety. “Ineffective communication is the most frequently cited cause for sentinel events in the United States and in Australian hospitals 50% of adverse events occur as a result of communication failures between health care professionals.” Utilizing written report information creates accountability and minimizes the loss in important information during the bedside shift report process (Street, 2011 p. 133). To minimize the barriers associated with the change of shift reporting process unit managers need to create a positive environment and reinforce the benefits for the procedural change (Tobiano, et al.,
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
...an be seen that effective communication during handover is essential to providing reliable care (Smith & Pressman, 2010) tailored to a patient's individual needs. As healthcare professionals who can make a difference in life and death for patients, it is therefore crucial to promote active dialogue and exchange of relevant information.
Nursing staff from an array of specialized backgrounds have identified underperformances and barriers within the handover process which resulted in staff reporting problems and decreased confidence from poor handover practices. The PACT Project, a study conducted in a large-sized Victorian private hospital evaluating handover, identified a clear scope for improvement in the way handovers occurred within the nursing cohort. Key results from the study entailed that only 32% stated that they always received information needed at handover, 94% identified that different nurses give handover in different ways, 85% felt a clear room for improvement in the way nurses communicate, and 60% stated that they would like to deliver handover more effectively. The core underperformances and barriers identified specific to Mater consisted of poor patient identification and lack of discussion within handover, time constraints which placed significant stress, and a more formal and assertive approach in handover training. While, the Mater’s handover process ‘SHARED Framework for Clinical Handover’ is a comprehensive, appropriate and safe clinical communication tool irrespective of clinical setting, several concepts can be integrated to expand on the tool to meet NSQHS Standards and improve patient
Professor Cantu and Class, The first article is, Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Chapter 34 “Handoffs: Implications for Nurses”, this article is applicable not only to my unit, but to every nurse in the profession. It is imperative that the translation of patient information from one person to the next during shift change, patient transfer, or transfer to another facility is clear, accurate, understandable, and complete, conveying all pertinent information about that patient. The article discusses why we have problems with handoffs, and different methods for handoff styles.
It helps to improve the communication channel between the staffs and the patients and to increase the nurse accountability (Baker, 2010; Kent, Stevens, Patterson, & Plunkett, 2010). However, I realised that bedside handover may significantly increase the handover duration. Therefore, I started my research in this aspect and I found out that bedside handover did not increase handover duration (Bradley & Mott,
Firstly, Nurses must develop the right communication tools when dealing with their patients. For example most nurses do bedside reporting, before they change their shift in the morning, therefore they would be relaying information to the other nurse about the patient they dealt with during the night. The nurse that is going off shift would give a report to the incoming nurse in the presence of the patient. He or she has to discuss the condition of the patient, medications and the procedures so the next nurse would be on the same level. Most nurses in the General Hospital do their reporting by the bedside of their patients.
Objective: Implement that nurses use the same handoff report at change of shift with patient at bedside by May 2018.
I believe placing student nurses in the clinical setting is vital in becoming competent nurses. Every experience the student experiences during their placement has an educative nature therefore, it is important for the students to take some time to reflect on these experiences. A specific situation that stood out to me from my clinical experience was that; I didn’t realize I had ignored the patient’s pain until I was later asked by the nurse if the patient was in any pain.