Assessing intern handover processes
2015; Wiley; Volume: 13; Issue: 3 Linguagem: Inglês
10.1111/tct.12404
ISSN1743-498X
AutoresRobert Habicht, Lauren Block, Kathryn Novello Silva, Nora Oliver, Albert W. Wu, Leonard Feldman,
Tópico(s)Patient Safety and Medication Errors
ResumoThe Clinical TeacherVolume 13, Issue 3 p. 187-191 Clinical and communication skills Assessing intern handover processes Robert Habicht, Corresponding Author Robert Habicht Department of Medicine, University of Maryland School of Medicine, Baltimore, Maryland, USACorresponding author's contact details: Robert Habicht, Department of Medicine, University of Maryland School of Medicine, 22 S. Greene Street, Baltimore, Maryland 21201, USA. E-mail: [email protected]Search for more papers by this authorLauren Block, Lauren Block Department of Medicine, Hofstra North Shore, LIJ School of Medicine, Hempstead, New York, USASearch for more papers by this authorKathryn Novello Silva, Kathryn Novello Silva Department of Medicine, University of Maryland School of Medicine, Baltimore, Maryland, USASearch for more papers by this authorNora Oliver, Nora Oliver Department of Medicine, Baylor University, Houston, Texas, USASearch for more papers by this authorAlbert Wu, Albert Wu Department of Medicine, Johns Hopkins University, Baltimore, Maryland, USASearch for more papers by this authorLeonard Feldman, Leonard Feldman Department of Medicine, Johns Hopkins University, Baltimore, Maryland, USASearch for more papers by this author Robert Habicht, Corresponding Author Robert Habicht Department of Medicine, University of Maryland School of Medicine, Baltimore, Maryland, USACorresponding author's contact details: Robert Habicht, Department of Medicine, University of Maryland School of Medicine, 22 S. Greene Street, Baltimore, Maryland 21201, USA. E-mail: [email protected]Search for more papers by this authorLauren Block, Lauren Block Department of Medicine, Hofstra North Shore, LIJ School of Medicine, Hempstead, New York, USASearch for more papers by this authorKathryn Novello Silva, Kathryn Novello Silva Department of Medicine, University of Maryland School of Medicine, Baltimore, Maryland, USASearch for more papers by this authorNora Oliver, Nora Oliver Department of Medicine, Baylor University, Houston, Texas, USASearch for more papers by this authorAlbert Wu, Albert Wu Department of Medicine, Johns Hopkins University, Baltimore, Maryland, USASearch for more papers by this authorLeonard Feldman, Leonard Feldman Department of Medicine, Johns Hopkins University, Baltimore, Maryland, USASearch for more papers by this author First published: 18 June 2015 https://doi.org/10.1111/tct.12404Citations: 6 Funding: The Osler Center for Clinical Excellence at Johns Hopkins University and the Johns Hopkins Hospitalist Scholars Fund provided stipends for our observers as well as transportation and logistical costs of the study. Confl ict of interest: None. Acknowledgement: The authors would like to acknowledge Lee-Ann Wagner, MD, who assisted with the review and editing of the article. Ethical approval: The standards of the Declaration of Helsinki were maintained. The institution review board at site 1 approved the study and the institutional review board at site 2 deemed the study not to be human subject research. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Summary Background New standards for resident work hours set in 2011 changed the landscape of patient care in teaching hospitals, and resulted in new challenges for US residency training programmes to overcome. One such challenge was a dramatic increase in the number of patient handovers performed by residents. As a result, there is a renewed focus for clinical teachers to develop educational strategies to optimise the patient handover process and improve the quality of patient care and safety. Methods In order to investigate current gaps in resident handovers, we examined the handover processes performed by medicine interns at two academic medical centres in Baltimore, Maryland, USA. We used trained observers to collect data on whether handovers were conducted face to face, with questions asked, in private locations, with written documentation, and without distractions or interruptions. Results were analysed using chi-square tests, and adjusted for clustering at the observer and intern levels. Results Interns successfully conducted handovers face to face (99.5%), asked questions (85.3%), used private locations (91%), included written handover documentation (95.8%) and did not experience distractions for the majority of the time (87.7%); however, interruptions were pervasive, occurring 41.3 per cent of the time. In order to investigate current gaps in resident handovers, we examined the handover processes performed by medicine interns Discussion Interns conducted patient handovers face to face, with questions asked, in private locations, with written documentation and without distractions the majority of the time; however, interruptions during the handover process were common. Exploring gaps at the individual programme level is a critical first step to develop effective teaching strategies to optimise handovers in residency. 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