Changes in Nursing Students' Clinical Handover Performance Following ISBAR-Structured Handover Simulation Teaching: A Mixed-Methods Study.

Authors

Jui-Chiung Sun, Min-Yu Chang, Yi-Chun Tsai

Published in

Nursing open. Volume 13. Issue 10.

Abstract

Clinical handover is critical for patient safety, yet nursing students frequently lack structured training, making it difficult to convey essential information accurately.
To examine changes in students' communication clarity, confidence and learning experiences following ISBAR (Introduction, Situation, Background, Assessment, Recommendation) simulation-based teaching.
A mixed-methods design with 57 nursing students combined a single-group pretest-posttest study and focus group interviews. Data were collected from questionnaires and OSCE (Objective structured clinical examination), and analysed using SPSS 28.0 and content analysis.
Following the ISBAR-structured handover simulation intervention, post-intervention scores for communication clarity and confidence were significantly higher than pre-intervention scores. Qualitative analysis identified four themes: (1) mastering the handover framework to enhance organized expression; (2) scenario simulation strengthening clinical reasoning and adaptability; (3) peer feedback and reflection promoting self-awareness; and (4) progressive practice building handover confidence.
Communication clarity and confidence improved after ISBAR simulation-based teaching. Because the design was single-group and uncontrolled, these changes cannot be attributed exclusively to the intervention; controlled studies are needed.
Incorporating this model into specialist nursing curricula-particularly in high-risk areas such as obstetrics-through scenario-based practice is recommended to strengthen communication quality; effects on patient-safety outcomes were not assessed and warrant future evaluation.
This study adhered to EQUATOR guidelines and used COREQ for qualitative reporting.
No patient or public contribution.

PMID:
42934896
Bibliographic data and abstract were imported from PubMed on 27 Oct 2026.

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