Effects of Handover Education Using the Outcome-Present State Test (OPT) Model and SBAR in Nursing Students: A  Quasi-Experimental Design

Yon Hee Seo; Kyeongmin  Jang; Jung-Won  Ahn

doi:10.18502/ijph.v52i6.12956

Yon Hee Seo Department of Nursing Science, Andong National University, 1375 Gyeongdong-ro, Andong-si, Gyeongsangbuk-do, 36729, Korea
Kyeongmin Jang Department of Nursing, Bucheon University, 56 Sosa-ro, Bucheon-si, Gyeonggi-do 14774, Korea
Jung-Won Ahn Department of Nursing, Gangneung-Wonju National University, 150 Namwon-ro, Heungeop-myeon, Wonju-si, Gangwon-do 26403, Korea

DOI: https://doi.org/10.18502/ijph.v52i6.12956

Keywords: Problem solving process; Efficacy; Clinical reasoning; Nursing students; Nursing handover

Abstract

Background: Since most of nursing students lack clinical reasoning competency, for effective handover education, it is necessary to include a strategy to improve the clinical reasoning competency in the practical training course of the nursing department.

Methods: This study used a quasi-experimental research design using a non-equivalent control group pretest-posttest design to verify the effectiveness of the practice education program using the OPT model and SBAR. The subjects were 73 third-year students participating in clinical practice or clinical alternative practice in Korea.

Results: The experimental group showed significantly better communication clarity (t=-12.262, P<.001), communication confidence (t=-12.486, P<.001), problem-solving processes (t=-13.100, P<.001), and team efficacy (t=-6.197, P<.001) compared to before the intervention. However, there was no significant difference between the pre- and post-intervention scores of the control group.

Conclusion: In a situation where clinical practice is difficult for nursing students, the handover education program using the OPT model and SBAR can helps improve their communication clarity, communication confidence, problem- solving process, and team efficacy.