Gheisari Faezeh, Farzi Sedigheh, Tarrahi Mohammad Javad, Momeni-Ghaleghasemi Tahere
Student Research Committee, Isfahan University of Medical Sciences, Isfahan, Iran.
Nursing and Midwifery Care Research Center, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
BMC Nurs. 2024 Sep 20;23(1):672. doi: 10.1186/s12912-024-02350-9.
The handover process is a vital part of patient safety continuity, particularly conducted between nurses at the end of shifts. Nurses often face challenges in handover due to a lack of self-efficacy and inadequate communication skills. The clinical supervision model, by providing emotional, educational, and organizational support, aids in skill acquisition and instills confidence.
This study was conducted to investigate the effect of the clinical supervision model on nurses' self-efficacy and communication skills in the handover process within medical and surgical wards.
This experimental two-group (pre-and post-test) study was conducted in 2024 at selected hospital affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. Convenience sampling was used, and participants were randomly assigned to either the intervention or control group. Data were collected using the ISBAR communication checklist, communication clarity, the Sherer General Self-Efficacy Scale (GSES), the Visual Analog Scale (VAS) for handover self-efficacy, and the Manchester Clinical Supervision Scale (MCSS). The clinical supervision model and routine supervision were implemented in six sessions for the intervention and control groups, respectively. Data were analyzed using SPSS version 16, employing independent t-tests, covariance analysis, paired t-tests, chi-square tests, and repeated measures ANOVA with a significance level of p < 0.05.
No significant differences were observed between the intervention and control groups in terms of baseline characteristics. Inter-group analysis indicated that there were no significant differences in the scores of self-efficacy, ISBAR, and communication clarity between the control and intervention groups before the intervention (P > 0.05). According to the intra-group analysis, the ISBAR and communication clarity scores in the intervention group significantly increased over time (p < 0.001), whereas no such increase was observed in the control group. The intervention group showed a significant increase in general self-efficacy (p < 0.001) compared to the control group. Although both groups showed a significant improvement in handover self-efficacy, the mean scores of the intervention group were higher than those of the control group (p < 0.001). The mean score of the Manchester Clinical Supervision Scale in the intervention group was 128.98, indicating the high effectiveness of implementing the clinical supervision model.
The findings indicated that the use of the clinical supervision model improves self-efficacy and communication skills in the handover process of nurses in medical and surgical wards. Therefore, it is recommended to use this model in handover training to enhance the quality of care and improve patient safety.
交接班过程是患者安全连续性的重要组成部分，尤其是在护士轮班结束时进行。由于缺乏自我效能感和沟通技巧不足，护士在交接班时经常面临挑战。临床督导模式通过提供情感、教育和组织支持，有助于技能习得并树立信心。
本研究旨在调查临床督导模式对内科和外科病房护士交接班过程中自我效能感和沟通技巧的影响。
本实验性两组（前后测）研究于2024年在伊朗伊斯法罕伊斯法罕医科大学附属的选定医院进行。采用便利抽样，参与者被随机分配到干预组或对照组。使用ISBAR沟通清单、沟通清晰度、谢勒一般自我效能量表（GSES）、交接班自我效能感视觉模拟量表（VAS）和曼彻斯特临床督导量表（MCSS）收集数据。干预组和对照组分别进行了六次临床督导模式和常规督导。使用SPSS 16版进行数据分析，采用独立t检验、协方差分析、配对t检验、卡方检验和重复测量方差分析，显著性水平为p < 0.05。
干预组和对照组在基线特征方面未观察到显著差异。组间分析表明，干预前对照组和干预组在自我效能感、ISBAR和沟通清晰度得分上无显著差异（P > 0.05）。根据组内分析，干预组的ISBAR和沟通清晰度得分随时间显著增加（p < 0.001），而对照组未观察到这种增加。与对照组相比，干预组的一般自我效能感显著增加（p < 0.001）。虽然两组在交接班自我效能感方面均有显著改善，但干预组的平均得分高于对照组（p < 0.001）。干预组曼彻斯特临床督导量表的平均得分为128.98，表明实施临床督导模式的有效性较高。
研究结果表明，使用临床督导模式可提高内科和外科病房护士交接班过程中的自我效能感和沟通技巧。因此，建议在交接班培训中使用该模式，以提高护理质量并改善患者安全。
