The effect of an unfolding case study on critical thinking, knowledge acquisition, and handoff communication in baccalaureate nursing students
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Antionella M. Upshaw, PhD, MSN, BS, CNE, RN
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Miscommunication during handoffs at time of transition for the older adult patient often results in hospital readmissions, penalties and nursing malpractice. Handoff communication (HOC) is a necessary and critical factor in patient safety; therefore, it is imperative that nurses be educated and trained in how to communicate essential geriatric patient data, minimize errors and ensure continuity of care. Nursing researchers report that HOC is a critical responsibility and varies in educational methods creating a latent patient safety risk. The unfolding case study (UCS) is increasingly being used to promote critical thinking and improve communication but lack of evidence to guide educational practice limits the use in pre-licensure nursing programs. Therefore, the purpose of this study was to examine the effects of an UCS teaching pedagogy on critical thinking, knowledge acquisition and HOC skill performance. A quasi-experimental study design was employed to examine the effect among seventy-one (71) baccalaureate nursing students in a historically black college in southeastern Louisiana. The variables in this study were the UCS, traditional didactic lecture, critical thinking, knowledge acquisition, and HOC skill performance.
Social Constructivism and the Constructive Theory Model (CTM) are theoretical frameworks that guided this research. Students were asked to complete pre- and post-test questionnaires in Health Education Systems, Inc. (HESI) custom exam, Handoff-Clinical Examination (CEX), and Health Sciences Reasoning Test (HSRT). The UCS educational intervention using pre-clinical activities, faculty training, communication workshop, and debriefing/guided reflection, was conducted over a two-week period. The Solomon four group meta-analysis approach was used to determine the effect of the UCS on learning outcomes before and after the educational intervention and implementation of the ISBAR standardized tool. No statistically significant differences between the intervention and control groups on knowledge acquisition, handoff communication skill performance and critical thinking were observed. A moderate positive correlation was found (r (70) = .322, p < .05), indicating a statistically significant relationship between knowledge acquisition and critical thinking. This educational intervention has implications for nursing education, practice, research, and health policy by addressing quality and patient safety competencies in handoff education.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10276805; ProQuest document ID: 2135769102. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Quasi-Experimental Study, Other |
Research Approach | Qualitative Research |
Keywords | Nursing Students; Nursing Education; Patient Safety; Patient Care; Handoff Communication |
Grantor | Southern University and A&M College |
Advisor | Hill, Jacqueline; Hull, Edna; Lawson, Albertha; Spurlock, Wanda; Kelly, Diana F. |
Level | PhD |
Year | 2017 |
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