Effect of Scenario Based Interactive Learning on Knowledge, Self Efficacy and Competency on Clinical Handover Among Student Nurses
DOI:
https://doi.org/10.18537/mskn.17.01.06Keywords:
ISBAR, nursing handover, handoff, simulated learning, scenario-based.Abstract
Clinical handover is vital for patient care. This study examined the effectiveness of scenario-based interactive learning in improving student nurses’ knowledge, self-efficacy, and competency in handover. A true experimental design was conducted among 80 final-year nursing students who were randomly divided into two groups. The experimental group received a lecture followed by scenario-based learning and debriefing, whereas the control group received only a lecture. Validated tools were used to measure competency, self-efficacy, and knowledge. Descriptive statistics, paired and independent t-tests, ANCOVA, and Pearson correlation were used to analyze the data. The experimental group's knowledge and competency significantly improved as compared to the control group, according to the results (p < 0.001). Self-efficacy levels increased within groups, but after controlling for baseline values, there was no discernible difference across the groups. Knowledge and competency (r = 0.476) and knowledge and self-efficacy (r = 0.362) showed positive associations. An efficient teaching method for improving nursing students' clinical handover knowledge and proficiency is scenario-based interactive learning, which may also lead to better patient safety and communication procedures. An efficient teaching method for improving clinical handover knowledge and proficiency is scenario-based interactive learning.
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