Darbyshire Daniel, Gordon Morris, Baker Paul
Department of Life Sciences, University of Manchester, Manchester, UK.
Clin Teach. 2013 Feb;10(1):32-7. doi: 10.1111/j.1743-498X.2012.00610.x.
Handover is a key activity in acute health care, with patient safety implications if it is not performed well. This is becoming more important with shorter working hours and therefore a greater number of handovers. Despite this there is a paucity of evidence to guide education to enhance practice. A teaching session for senior medical students on handover of care was devised, delivered and evaluated, with the aim of producing a theoretically sound intervention that is acceptable to students and can be delivered with limited resources.
Teaching sessions to improve the handover of care have been described before, but the descriptions lacked the detail to allow a reader to deliver the session as intended.
We designed and delivered a 1-hour session on handover for senior medical students. This was based on models of handover practice and education, and was based on broader patient safety education principles. Student satisfaction was high and students rated their knowledge as having improved. No funding and minimal resources were used to develop and deliver the teaching session.
A pedagogically sound teaching session, based on best-evidence theories for modelling handover practice, is presented. The perceived ability to handover has also been extremely high after the intervention. Other educators can use this intervention as a starting point for designing interventions within their own setting, and to allow future research to investigate the effectiveness of such interventions.
交接班是急性医疗保健中的一项关键活动，如果执行不当会对患者安全产生影响。随着工作时间缩短，交接班次数增多，这一点变得越发重要。尽管如此，指导教育以改进实践的证据却很匮乏。我们设计、开展并评估了一场针对高年级医学生的护理交接班教学课程，目的是打造一种理论上合理、学生能够接受且资源需求有限即可开展的干预措施。
此前已有关于改善护理交接班的教学课程的描述，但这些描述缺乏细节，读者无法按预期开展该课程。
我们为高年级医学生设计并开展了一场为时1小时的交接班课程。该课程基于交接班实践与教育模式，并遵循更广泛的患者安全教育原则。学生满意度很高，且他们认为自己的知识有所提高。开发和开展该教学课程未使用任何资金，资源消耗也极少。
本文介绍了一场基于最佳证据理论构建交接班实践模型的、教学方法合理的教学课程。干预后，学生对交接班能力的感知也极高。其他教育工作者可以将此干预措施作为在自身环境中设计干预措施的起点，并为未来研究此类干预措施的有效性提供依据。
