Repository logo
 

Teaching patient handoffs in the ambulatory setting: a comparison of three instructional methods

Simple item page
dc.contributor.authorOrtiz, Judy, author
dc.contributor.authorKuk, Linda, advisor
dc.contributor.authorGubrud-Howe, Paula, committee member
dc.contributor.authorHooper, Barbara, committee member
dc.contributor.authorKamberelis, George, committee member
dc.date.accessioned2016-01-11T15:13:38Z
dc.date.available2016-01-11T15:13:38Z
dc.date.issued2015
dc.description.abstractThis quantitative study explored methods of teaching patient handoff and communication skills to health professions students. The researcher sought to answer the following research questions: 1) Does the instructional mode used to deliver patient handoff training influence the participant’s behaviors and performance during simulated patient handoffs? 2) Is there a difference between instructional mode groups in the participants' perceptions of their assigned teaching method during the research study? A randomized experimental design with matching was used to examine whether the instructional mode used to deliver patient handoff training influenced the participant’s behaviors and performance during simulated patient handoffs. Twenty-eight physician assistant (PA) students were distributed to the three instructional groups in the study: didactic lectures (Group A), simulation of patient handoffs to paramedics (Group B), or no intervention (Group C). All PA students participated in the posttest patient handoff simulation. The results of the first question showed that simulation was more effective in teaching patient handoff skills to physician assistant students when compared to didactic lectures (p = .018) and the traditional PA curriculum (p = .000). For the second question, there were no significant differences in the instructional groups' perceptions of their assigned teaching method. These findings may help guide other physician assistant programs considering introducing patient handoff education in the didactic phase of the curriculum.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierOrtiz_colostate_0053A_13271.pdf
dc.identifier.urihttp://hdl.handle.net/10217/170302
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcurriculum
dc.subjectinterprofessional education
dc.subjectparamedic
dc.subjectpatient handoffs
dc.subjectphysician assistant
dc.subjectsimulation
dc.titleTeaching patient handoffs in the ambulatory setting: a comparison of three instructional methods
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Ortiz_colostate_0053A_13271.pdf
Size:
717.89 KB
Format:
Adobe Portable Document Format
Download

Collections

2000-2019
Theses and Dissertations