Learning dynamics during clinical handover: a qualitative study among final year students in Central Region Nursing Colleges, Malawi.

Background: Numerous learning opportunities exist in clinical handover but accessing them requires effort and careful planning since the primary goal of clinical handover is ensuring patient safety rather than teaching and learning. Clinical handover is the communication of vital information, professional accountability and authority for treatment of the patient from one healthcare provider to another. The study aimed to explore the lived experiences of final-year students in Malawi's Central Region Nursing Colleges on learning during clinical handover.

Methods: A descriptive phenomenological study was conducted among final-year students in Central Region Nursing Colleges in Malawi. Purposive sampling technique was used to recruit thirteen participants for the study. Data was collected using face-to-face (f2f) interviews. Data analysis was done manually using Colaizzi's (1978) seven-step approach.

Results: Three themes were identified which included clinical handover learning moments, student teaching and learning strategies and facilitators to learning during clinical handover. Student involvement determined the learning moments during clinical handover. Among the most utilised teaching methods during clinical handover were question-and-answer, discussions and lecture method. Factors that facilitated student learning during clinical handover were comprehensive sharing of knowledge and skills and presence of different health professionals.

Conclusion: Teaching and learning opportunities that clinical handover offers may be maximised by ensuring student involvement, use of appropriate teaching and learning strategies and the utilisation of comprehensive clinical information and good practices during clinical handovers.