Nkhoma Lydia, Lungu Florence, Mbakaya Balwani Chingatichifwe, Bvumbwe Thokozani, Chirambo Griphin Baxter
Department of Nursing & Midwifery, Faculty of Health Sciences, Mzuzu University, P/Bag 201, Luwinga, Mzuzu, Malawi.
Department of Public Health, Faculty of Applied Science, University of Livingstonia, Mzuzu, Malawi.
BMC Nurs. 2025 Jul 15;24(1):921. doi: 10.1186/s12912-025-03590-z.
Numerous learning opportunities exist in clinical handover but accessing them requires effort and careful planning since the primary goal of clinical handover is ensuring patient safety rather than teaching and learning. Clinical handover is the communication of vital information, professional accountability and authority for treatment of the patient from one healthcare provider to another. The study aimed to explore the lived experiences of final-year students in Malawi's Central Region Nursing Colleges on learning during clinical handover.
A descriptive phenomenological study was conducted among final-year students in Central Region Nursing Colleges in Malawi. Purposive sampling technique was used to recruit thirteen participants for the study. Data was collected using face-to-face (f2f) interviews. Data analysis was done manually using Colaizzi's (1978) seven-step approach.
Three themes were identified which included clinical handover learning moments, student teaching and learning strategies and facilitators to learning during clinical handover. Student involvement determined the learning moments during clinical handover. Among the most utilised teaching methods during clinical handover were question-and-answer, discussions and lecture method. Factors that facilitated student learning during clinical handover were comprehensive sharing of knowledge and skills and presence of different health professionals.
Teaching and learning opportunities that clinical handover offers may be maximised by ensuring student involvement, use of appropriate teaching and learning strategies and the utilisation of comprehensive clinical information and good practices during clinical handovers.
临床交接班中存在大量学习机会，但获取这些机会需要付出努力并精心规划，因为临床交接班的主要目标是确保患者安全而非教学。临床交接班是指将患者治疗的重要信息、专业责任和权力从一名医护人员传递给另一名医护人员。本研究旨在探索马拉维中部地区护理学院最后一年学生在临床交接班期间的学习体验。
对马拉维中部地区护理学院最后一年的学生进行了一项描述性现象学研究。采用目的抽样技术招募了13名参与者进行研究。通过面对面访谈收集数据。使用科莱齐（1978）的七步法手动进行数据分析。
确定了三个主题，包括临床交接班学习时刻、学生的教学和学习策略以及临床交接班期间的学习促进因素。学生的参与决定了临床交接班期间的学习时刻。临床交接班期间最常用的教学方法包括问答、讨论和讲座法。临床交接班期间促进学生学习的因素包括知识和技能的全面分享以及不同健康专业人员的在场。
通过确保学生参与、使用适当的教学和学习策略以及在临床交接班期间利用全面的临床信息和良好实践，可以最大限度地利用临床交接班提供的教学和学习机会。
