Reilly, D., Shandilya, S., Streater, B., Aprile, B., & Aprile, J. M.

Cureus. 2024 Feb;16(2).

2024

Hospital

Hospital (HAP)

Not applicable

No

To investigate the impact of the implementation of JCAHO's recommendation of "a standardized approach to 'handoff' communications, including an opportunity to ask and respond to questions.

Uncontrolled Before-After Study

Prior to SAFETIPS (Stats, Assessment, Focused plan, Exam, To do, If/then, Pointers/pitfalls, Sick-o-meter), a clinical process curriculum for handovers, being implemented, residents at a mid-sized Pediatric program were observed giving handovers at various intervals to understand baseline habits. Residents were then educated with the SAFETIPS curriculum and again observed. Trained observers of the handover process completed a validated evaluation form concentrating on seven key domains necessary for effective handover and communication; residents involved in the handover also completed a validated evaluation form.

Mean values on all sections of the handover evaluation Likert scale completed by trained observers tended to increase over time; the variance in responses was likewise much smaller at later time periods. Similarly, all sections of the evaluation tools completed by the resident physicians themselves showed significantly increased scores from pre- to post-implementation of our curriculum. Data revealed a plateauing of results toward later time points suggestive of skills mastery and sustained improvements.

2016-2018

https://pubmed.ncbi.nlm.nih.gov/38435200/

undergraduate and graduate medical education, safety patient, quality improvement research, health, pediatrics communication, medical resident education

Positive