112 Improving Clinical Handover. (30th November 2020)

• Record Type: Journal Article
• Authors: Konstantinidou, Sevasti; Patel, Nikita; Sivaraj, Jayaram; Dhaiban, Manal; Loukogeorgakis, Stavros; Jones, Ceri
• Is Part Of: Archives of disease in childhood. Volume 105(2020)Supplement 2
• Page Start: A38
• Page End: A38
• Publication Date: 2020-11-30
• Subjects: Children -- Diseases -- Periodicals; Infants -- Diseases -- Periodicals; 618.920005
• DOI: 10.1136/archdischild-2020-gosh.112
• Languages: English
• ISSNs: 0003-9888

Abstract

Abstract : Background: Handover is an important clinical skill combining knowledge, prioritisation and communication. This has been highlighted within the emergency working patterns essential for patient care during the pandemic. Effective handover can reduce the incidence of adverse events and benefit patients, clinicians and the hospital. The aim of this project is to assess and improve the quality of departmental verbal and written handover. Methods: A quality improvement method was used to assess the quality of verbal and written handover using verified opinion-based questionnaires for participants. The verbal handover was also assessed by measuring objective parameters including duration, participants and presenter type, number of patients discussed, situational awareness and task management, time pressure and distractions and teamwork factors. Following the initial audit, standardised handover formats and a traffic light system were implemented to assist with prioritising patients. Results were compared before and after intervention with descriptive statistics. Results: 20 members of our department completed our pre intervention questionnaire and results showed that most participants were dissatisfied with the verbal handover and 50% thought that this might result in adverse events. The disadvantages identified were lengthy duration, multiple interruptions and inappropriate team member leading handover. The objective assessment tool showed that areas of weakness were communication, accountability, task management and distractions. Following intervention with standardisation, objective measures remained stable but subjective responses improved. The satisfaction on general process, duration and person leading handover increased. Conclusions: 'Handover' is highlighted as an important clinical skill especially when working in unfamiliar team and shifts patterns. Implementing a standardised departmental handover has had a positive effect on the team and the process. We intend to continue to improve the handover process by implementing a standardised structure for written handover and continued integrated teaching highlighting communication, prioritisation and verbal handover.