Changes in Nursing Students' Clinical Handover Performance Following ISBAR‐Structured Handover Simulation Teaching: A Mixed‐Methods Study
- 1Department of Nursing Chang Gung University of Science and Technology Taoyuan Taiwan
- 2Department of Nursing New Taipei Municipal TuCheng Hospital (Built and Operated by Chang Gung Medical Foundation) New Taipei Taiwan
Abstract
Background: Clinical handover is critical for patient safety, yet nursing students frequently lack structured training, making it difficult to convey essential information accurately.
Aim: To examine changes in students' communication clarity, confidence and learning experiences following ISBAR (Introduction, Situation, Background, Assessment, Recommendation) simulation‐based teaching.
Methods: 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.
Results: 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.
Conclusions: 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.
Implications for Nursing: 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.
Reporting Method: This study adhered to EQUATOR guidelines and used COREQ for qualitative reporting.
Patient Contribution: No patient or public contribution.
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BibTeX
@article{sun2026changes,
title = {{Changes in Nursing Students' Clinical Handover Performance Following ISBAR‐Structured Handover Simulation Teaching: A Mixed‐Methods Study}},
author = {Jui‐Chiung Sun and Min‐Yu Chang and Yi‐Chun Tsai},
journal = {Nursing Open},
year = {2026},
month = oct,
doi = {10.1002/nop2.70955},
url = {https://doi.org/10.1002/nop2.70955},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Changes in Nursing Students' Clinical Handover Performance Following ISBAR‐Structured Handover Simulation Teaching: A Mixed‐Methods Study
AU - Jui‐Chiung Sun
AU - Min‐Yu Chang
AU - Yi‐Chun Tsai
PY - 2026
DA - 2026/10/26
JO - Nursing Open
DO - 10.1002/nop2.70955
UR - https://doi.org/10.1002/nop2.70955
AB - Background: Clinical handover is critical for patient safety, yet nursing students frequently lack structured training, making it difficult to convey essential information accurately. Aim: To examine changes in students' communication clarity, confidence and learning experiences following ISBAR (Introduction, Situation, Background, Assessment, Recommendation) simulation‐based teaching. Methods: 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. Results: 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. Conclusions: 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. Implications for Nursing: 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. Reporting Method: This study adhered to EQUATOR guidelines and used COREQ for qualitative reporting. Patient Contribution: No patient or public contribution.
SN - 2054-1058
ER -