Real-World Implementation of a Standardized Handover Program (I-PASS) on a Pediatric Clinical Teaching Unit

Kathleen Huth; Francine Hart; Katherine Moreau; Katherine Baldwin; Kristy Parker; David Creery; Mary Aglipay; Asif Doja

doi:10.1016/j.acap.2016.05.143

Real-World Implementation of a Standardized Handover Program (I-PASS) on a Pediatric Clinical Teaching Unit

Acad Pediatr. 2016 Aug;16(6):532-9. doi: 10.1016/j.acap.2016.05.143. Epub 2016 May 14.

Authors

Kathleen Huth¹, Francine Hart², Katherine Moreau³, Katherine Baldwin¹, Kristy Parker¹, David Creery¹, Mary Aglipay², Asif Doja⁴

Affiliations

¹ Department of Pediatrics, University of Ottawa, Ottawa, Canada.
² Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada.
³ Faculty of Education, University of Ottawa, Ottawa, Canada.
⁴ Department of Pediatrics, University of Ottawa, Ottawa, Canada. Electronic address: adoja@cheo.on.ca.

PMID: 27188521
DOI: 10.1016/j.acap.2016.05.143

Abstract

Objective: A standardized handover curriculum (I-PASS) has been shown to reduce preventable adverse events in a large multicenter study. We aimed to study the real-world impact of the implementation of this curriculum on handover quality, duration, and identification of unstable patients.

Methods: A prospective intervention study was conducted. We implemented the I-PASS curriculum via faculty education and resident workshops. Resident handover on the clinical teaching unit was videorecorded, and written handover documents were collected for 2 weeks before and after the intervention. We examined the inclusion of key elements on handover documents before and after intervention using logistic regression models accounting for multiple handovers per patient. Duration of handover was compared using a linear regression model adjusting for number of patients. Qualitative content analysis was used to describe observable differences in verbal handover recordings and written critical care consultations.

Results: A total of 1275 handovers were included, comprising 364 inpatients. There was a significant increase (P < .05) in 7 of 11 key elements and a significant decrease in written physical examination findings after the intervention. No significant change was found in handover duration. Qualitative video analysis revealed observable differences in handover collaboration and organization. After the intervention, patients with critical care needs overnight were correctly identified as requiring close monitoring during handover.

Conclusions: Handover training resulted in consistent inclusion of key elements and was characterized by collaboration between participants and improved organization without significant increase in handover duration. Appropriate identification and response to clinically deteriorating patients was also found using the I-PASS model.

Keywords: handoff; handover; pediatrics; residency education; transitions in care.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Academic Medical Centers
Continuity of Patient Care
Documentation*
Humans
Internship and Residency*
Linear Models
Logistic Models
Ontario
Patient Handoff / organization & administration
Patient Handoff / standards*
Pediatrics / education*
Prospective Studies
Reference Standards
Video Recording