CHAPTER 1

INTRODUCTION

Background of the Study

Desmedt et al. (2020) defined clinical handover as the “transfer of

professional responsibility and accountability for some or all aspects of care for a

patient, or a group of patients, to another person or professional group on a temporary

or permanent basis.” In nursing, clinical handover is specifically focused on

transferring information about a patient’s condition and the responsibility of patient

care to the nursing staff of another shift. This process is recognized as a critical

component of clinical practice, ensuring continuity and safety in patient care. Studies

have highlighted that effective handovers reduce the risk of medical errors and

improve patient outcomes (Kitson et al., 2021). Furthermore, handovers are the most

frequent and essential communication processes in nursing practice, playing a central

role in the management of patient care (Johnson et al., 2019). Ensuring clear,

structured, and thorough communication during handovers is crucial for maintaining

high standards of care and patient safety.

According to Pun, Jack (2021) Handoff or handover was a fundamental

routine clinical practice for the effective transfer of patient care plan between health

professionals. When a patient was handed over’ by an outgoing nurse to an incoming

nurse between shifts, communication about the patient’s condition was important to

ensure appropriate treatment. continuity of care. Failure to understand a patient’s

1
condition, acquire updated information about the patient, or ask questions to clarify

information during handover would put the patient at risk. In particular, dire events,

inadequate care and delayed treatment might be caused by the nurses’ failure to share

all relevant clinical information of the patient accurately and timely

According to Brown and Green (2023), nursing students sometimes struggle

with communication during shift changes. For instance, students often feel stressed

and experience difficulty remembering and sharing essential details during handovers.

These challenges can stem from insufficient exposure to structured communication

tools, such as SBAR (Situation, Background, Assessment, Recommendation), which

are designed to facilitate effective and consistent handovers. The absence of such

frameworks may hinder students’ ability to contribute to seamless patient care (Jones,

2022). Research highlights that incorporating communication tools and

simulation-based training into nursing curricula can enhance students’ confidence and

competence during clinical handovers (Taylor et al., 2023).

Globally, handover practices vary, but structured protocols like ISBAR

(Identify, Situation, Background, Assessment, Recommendation) are widely

recognized for improving communication and ensuring patient safety. Despite its

benefits, research indicates that newly graduated nurses often face difficulties during

handovers due to limited communication skills and lack of confidence. For instance, a

study conducted in Hong Kong identified significant challenges in bilingual

handovers, where mixing languages increased the complexity and risk of information

2
loss. This highlights the critical need for targeted training programs that enhance

communication skills and ensure a clear understanding of patient care plans (Deravin

& Anderson, 2020; Wong et al., 2021). Structured protocols, when effectively

implemented, can mitigate these challenges and promote better continuity of care.

In the national context, nursing students face various challenges in clinical

handovers, primarily due to a lack of structured training. Although exposure to

diverse clinical settings is common, nursing curricula often place insufficient

emphasis on standardized communication protocols such as ISBAR (Identify,

Situation, Background, Assessment, Recommendation). Consequently,

communication during shift changes can become inconsistent, potentially

compromising the continuity of care. Studies have shown that introducing structured

handover protocols in training can significantly enhance nursing students’

preparedness and confidence in clinical settings (Villanueva, 2023; Reyes et al.,

2022). Moreover, simulation-based training has been identified as an effective

strategy to bridge this gap, offering students opportunities to practice communication

in controlled environments, thereby improving their skills for real-world patient care

coordination (Garcia & Cruz, 2021). These findings underscore the importance of

integrating communication tools and simulation methodologies into nursing education

to better prepare students for the complexities of clinical practice.

In the local context, recent research highlights the effectiveness of

simulation-based education in enhancing nursing students' handover knowledge and

3
performance. Structured programs that integrate practical activities, such as

role-playing and simulations, have been shown to significantly improve

communication skills, self-confidence, and overall competence in handover tasks

(Lee & Lim, 2021; Santos et al., 2022). These approaches address a critical gap, as

nursing students often struggle with handovers due to limited clinical experience. For

instance, simulation-based education programs have demonstrated notable

improvements in students' handover knowledge, self-efficacy, and performance skills

(Garcia et al., 2023). Similar methods could be applied to nursing students in Davao

City, providing an opportunity for local research to explore how these strategies

impact clinical training and communication skills in the region.

The research gap in the study of clinical handover among nursing students

revolves around several critical areas. First, there is a lack of structured training in

communication protocols like ISBAR, which are essential for effective handovers but

often underemphasized in nursing curricula (Villanueva, 2023). Additionally, nursing

students frequently encounter difficulties in performing handovers due to limited

clinical exposure, resulting in stress and challenges in recalling vital patient

information (Lee & Lim, 2021). While simulation-based education has demonstrated

potential in addressing these issues, there is limited research on its implementation in

local contexts, such as Davao City (Garcia et al., 2023). Moreover, language barriers

in multilingual environments, prevalent in the Philippines, add complexity to

handovers, underscoring the need for studies that investigate targeted training

4
strategies to overcome these obstacles (Santos et al., 2022). Finally, there is a gap in

understanding how simulation-based programs can be adapted to local needs to

improve communication skills and clinical competence effectively.

5
Review of Related Literature

Effective communication and seamless coordination during shift handovers in

emergency settings are critical components in nursing practice that significantly

impact patient safety. Nursing students, especially those working in high-stress

environments like emergency departments (EDs), often find it challenging to develop

these competencies. According to Smith (2021), a combination of factors, including

inexperience, insufficient training, and the fast-paced nature of EDs, can hinder

nursing students from communicating effectively. Furthermore, the essential need for

nursing students to develop both communication skills and confidence in patient care

coordination. Integrating communication skills training into nursing education is

crucial for preparing students to excel in care coordination, ultimately benefiting both

patients and healthcare providers Cheun (2022).

Information Quality

The quality of information shared during clinical handovers is a cornerstone

of effective nursing practice, especially for nursing students in clinical training.

Accurate, complete, relevant, and timely information ensures patient safety and

supports continuity of care. The implementation of structured tools, such as the

SBAR (Situation, Background, Assessment, Recommendation) framework, has been

widely recognized for improving the accuracy and relevance of handover

communication. According to Ahmad, Khan, and Malik (2021) emphasize that using

structured protocols like SBAR reduces information loss and improves confidence

6
among students. Similarly, the findings by Thomas, Simons, and Davis (2023) reveal

that standardized formats ensure the inclusion of critical details during care

transitions.

Simulation-based training is another significant method to enhance

information quality. Research conducted by White, Brown, and Patel (2022)

highlights that simulation exercises provide nursing students with opportunities to

practice information prioritization and improve data completeness during handovers.

Additionally, digital documentation tools, as discussed by Khajouei, Abbasi, and

Mirzaeian (2019), have proven to enhance the accuracy and organization of

information by minimizing errors and facilitating a structured flow of patient data.

Communication Effectiveness

Effective communication is vital in clinical settings to ensure the seamless

exchange of patient information and foster teamwork among healthcare providers.

Nursing students often find communication challenging due to limited clinical

exposure and the complexities of interprofessional interactions. The study by Rees,

Finn, and Johansen (2021) emphasizes that structured communication models, such as

ISBAR and BRIEF-C, are effective in reducing communication errors and enhancing

the clarity of interactions during handovers. O’Meara, Franklin, and Hughes (2022)

further explore how these protocols help students build confidence and reduce anxiety

in clinical settings.

7
 Interprofessional education has also been shown to improve communication

effectiveness. According to Davidson, Cameron, and Roberts (2021), collaborative

learning with other healthcare disciplines promotes a better understanding of roles

and responsibilities, enhancing teamwork and reducing barriers in clinical practice.

Simulation-based training is another proven approach, as highlighted by Roh, Kim,

and Cho (2020), where feedback-driven exercises improve both verbal and

non-verbal communication skills, preparing students for real-life scenarios.

Information Accessibility

Accessibility of information plays a crucial role in nursing education,

particularly during clinical handovers. Digital tools such as electronic health records

(EHRs) enable nursing students to retrieve and share patient information efficiently.

Research by Khajouei, Abbasi, and Mirzaeian (2019) demonstrates that EHRs

improve the accessibility and accuracy of patient data, reducing the time spent on

retrieving records and minimizing errors during transitions of care. Additionally,

Thomas, Simons, and Davis (2023) discuss the benefits of integrating mobile health

(mHealth) technologies, which allow students to access real-time guidelines,

protocols, and patient records, thus enhancing workflow efficiency and

decision-making.

However, ensuring ethical use of these technologies remains critical. Studies

by O’Meara, Franklin, and Hughes (2022) emphasize the importance of training

nursing students on data security and patient confidentiality while using digital tools.

8
Furthermore, Roh, Kim, and Cho (2020) argue that accessible information systems

empower nursing students by reducing cognitive load during critical decision-making

processes, ultimately improving patient care outcomes.

Communication Skills

According to (Robbins, 2021) states that good communication will help

develop motivation by explaining to employees what to do, how well they are

working, and what can be done to improve substandard performance. Confidence and

structured communication training are crucial in high-stress emergency environments,

where accurate, timely information transfer is vital. Communication training for

nursing students transitioning from theory to practice in clinical settings. Structured

communication tools, such as SBAR (Situation, Background, Assessment,

Recommendation), are often underutilized among students, leading to incomplete or

incorrect information exchange (Jones, 2022; Brown & Green, 2023; Carter & Miller,

2022). According to, (Brown and Green 2023) indicate that familiarity with SBAR is

limited, and lack of experience with structured handover protocols often compromises

patient safety during shift transitions in high-stakes environments like the ED.

Clarity in Communication

Clarity in communication is essential across various contexts, as it

significantly impacts interpersonal relationships, business interactions, and healthcare

outcomes.​ Effective communication has been shown to enhance patient satisfaction

and safety by reducing misunderstandings that can lead to medical errors (Hemmati,

9
Sheikh, & Mehri, 2019). Research indicates that employing straightforward language

and avoiding jargon can foster clearer dialogue, making it easier for individuals to

understand complex information (Wallace, 2019). Furthermore, the act of active

listening is critical in maintaining clarity, as it allows speakers to feel validated and

understood, which in turn enhances the overall communication process (Cuncic,

2024). Effective feedback mechanisms are also crucial, as they not only clarify

messages but also ensure that all parties are aligned in their understanding (Singh,

2023). Thus, prioritizing clarity through these methods not only improves interactions

but also lays a foundation for more effective personal and professional relationships

(Nulab, 2024).

Activity Listening Skills

Active listening skills are essential in healthcare settings, facilitating better

communication and improving patient outcomes. Healthcare professionals employing

active listening are more likely to accurately interpret patients' verbal and non-verbal

cues, which leads to a deeper understanding of their health concerns (Tennant, 2023).

By actively engaging with patients, providers can also foster trust and encourage open

dialogue, allowing for a more comprehensive assessment of the patient's needs

(Cuncic, 2024). This level of engagement not only reduces misunderstandings but

also enhances the overall patient care experience (Authenticx, 2024). ​Therefore,

incorporating active listening into practice is vital for ensuring high-quality patient

care.

10
Non-verbal communication

Non-verbal communication plays a pivotal role in the clinical setting,

significantly impacting patient care and the therapeutic relationship. It encompasses

body language, facial expressions, eye contact, gestures, posture, and even proxemics,

all of which contribute to conveying empathy, trust, and understanding. Effective

non-verbal communication can improve patient satisfaction, adherence to treatment,

and overall health outcomes. For instance, studies highlight that clinicians who

maintain appropriate eye contact and use open body language are perceived as more

empathetic and approachable, fostering a stronger patient-provider bond (Hall et al.,

2022). Furthermore, non-verbal cues, such as nodding or a reassuring touch, can

provide comfort to patients experiencing anxiety or pain, demonstrating care beyond

verbal interactions (Peplau et al., 2021). However, inconsistent or contradictory

non-verbal signals may lead to miscommunication and mistrust, underscoring the

need for clinicians to develop awareness and control over their non-verbal behaviors

(Bensing et al., 2023). By mastering non-verbal communication, healthcare

professionals can enhance the quality of care and ensure a more supportive clinical

environment.

Confidence in Delivering Information

Confidence in delivering information is crucial for healthcare providers to

ensure that patients fully understand their diagnosis and treatment plans. Studies show

that when healthcare professionals communicate with confidence, it significantly

influences patients' perceived competence and credibility of the information provided

11
(Croker et al., 2023). Patients who feel assured in the communications they receive

are more likely to adhere to treatment plans, thus improving health outcomes

(American Academy of Family Physicians, 2022). Moreover, effective

communication bolstered by provider confidence can lead to increased patient

engagement in their own care management (Authenticx, 2024). Enhancing the

confidence of healthcare providers in their communication practice is essential for

effective patient-centered care.

Use of Medical Terminology

The use of appropriate medical terminology plays a vital role in patient

understanding and safety. However, healthcare providers often misuse complex

jargon, leading to confusion among patients and hindering their comprehension of

care instructions (Derevianchenko et al., 2019). It indicates that simplifying language

and avoiding medical jargon improve patient satisfaction and compliance with

medical advice (Kreps et al., 2019). By adopting clearer communication strategies,

healthcare professionals can ensure that patients understand their health conditions

better, thereby reducing the risk of adverse health outcomes (Chapman et al., 2021).

Thus, it is imperative for healthcare providers to use language that is accessible to

patients to enhance care delivery.

12
Theoretical Framework

Our study is anchored on Interpersonal Communication Theory, notably

developed by Erving Goffman, which emphasizes the importance of effective

interaction between individuals and how communication processes shape

relationships and social dynamics. This theory encompasses both verbal and

non-verbal cues that facilitate understanding and connection, making it particularly

relevant to our research on nursing students' handover practices (Abed, L. G., et al,

2023). By highlighting the necessity of clear and concise communication in clinical

settings, Interpersonal Communication Theory provides a framework for

understanding how nursing students perceive communication during handovers and

how these perceptions influence their practice, ultimately emphasizing the significant

role of interpersonal skills for successful information transfer and patient safety.

In conjunction with this, our study incorporates Cognitive Load Theory,

introduced by John Sweller, which explains how cognitive capacity affects the

acquisition and retention of information. This theory distinguishes between intrinsic

load (complexity of the material), extraneous load (irrelevant information), and

germane load (effort for processing and automating knowledge). Its application is

significant as it sheds light on how nursing students process information during

clinical handovers; effective communication requires balancing cognitive demands

with working memory capacity ( Tabatabaee, S., et al, 2024). By understanding how

cognitive load influences students’ perceptions and capabilities, this can develop

13
strategies to optimize their learning and communication skills, ultimately reducing

extraneous load to enhance retention and ensure safe and effective patient care.

In conclusion, the integration of Interpersonal Communication Theory and

Cognitive Load Theory provides a valuable framework for exploring nursing

students' perceptions of handover and communication skills in clinical settings.

Interpersonal Communication Theory highlights the importance of clear

communication for patient safety, while Cognitive Load Theory addresses how

cognitive demands impact information processing. Together, these theories emphasize

the relationship between effective communication and cognitive capacity, informing

targeted educational strategies to enhance nursing skills and improve patient care

outcomes.

14
Conceptual Framework

A Conceptual Frameworks: Showing variables, indicators and

proponents of the Study

Figure 1. Research Paradigm

The conceptual framework illustrates the relationship between the Independent

Variable (IV), Perception on Handover, and the Dependent Variable (DV),

Communication Skill. Perception on Handover focuses on how individuals view the

handover process, with indicators including Information Quality, which refers to the

accuracy and reliability of the information shared; Communication Effectiveness,

which measures the clarity and understanding achieved during handovers; and

Information Accessibility, which pertains to how easily the information can be

15
accessed and utilized. On the other hand, Communication Skill evaluates an

individual’s ability to convey and interpret messages effectively. Its indicators include

Clarity, the ability to communicate in an understandable and unambiguous manner;

Active Listening, which emphasizes attentiveness and thoughtful processing of

information; and Non-Verbal Communication, which encompasses body language,

gestures, and facial expressions. The framework suggests a direct relationship

between these variables, hypothesizing that a positive perception of handover

processes improves communication skills. For instance, well-organized, high-quality

handovers can enhance clarity, active listening, and non-verbal communication. This

framework serves as a basis for understanding how improving handover processes

can lead to better communication outcomes, particularly in clinical settings.

16
Statement of the Problem

The study aims to explore the communication skills of nursing students and

their impact on patient care coordination during shift handover in emergency settings.

Additionally, the study seeks to identify barriers that nursing students encounter

during handovers and assess how these challenges influence the effectiveness of

patient care coordination. The findings will serve as a foundation for developing

strategies to improve communication practices among nursing students in emergency

care settings.

The study will address the following research questions:

1. What is the level of Perception on handover in terms of:

1.1 Information Quality

1.2 Communication Effectiveness

1.3 Information Accessibility

2. What is the level of Communication skills in terms of:

2.1. Clarity

2.2. Active listening

2.3. Non-verbal communication

3. Is there a significant relationship between the level of perception on handover

and communication skills?

4. Does the level of perception on handover significantly influence the level of

communication skills among student nurses?

17
Hypothesis

Based on the objectives of the study, these are the assumptions of the researchers:

Ho1: There is no significant relationship between the perception of handover and

communication skills in the clinical setting among the nursing students.

Ho2:The level of perception on handover does not significantly influence the level of

communication skills among student nurses.

Definition of Terms

Perception on Handover. The way nursing students understand and interpret

the handover process, particularly in clinical settings. This includes their thoughts on

how well information is transferred during shift changes, the clarity of

communication, and its impact on patient care.

Communication Skills. The ability of nursing students to effectively

communicate with patients, colleagues, and other healthcare professionals. This

involves verbal, non-verbal, and written communication, especially in high-pressure

clinical environments.

Clinical Setting. The healthcare environment where nursing students interact

with patients and clinical staff, including hospitals, emergency rooms, and other

medical facilities. These settings are often high-pressure and require effective

communication for quality patient care.

SBAR (Situation, Background, Assessment, Recommendation). A

structured communication framework used during handovers to ensure that

18
information is conveyed clearly and concisely. It involves providing a brief overview

of the situation, patient background, assessment of the current status, and

recommendations for next steps.

Information Quality. The accuracy, relevance, and completeness of

information shared during handovers. High-quality information ensures that all

necessary details are conveyed to the next healthcare provider, promoting patient

safety and continuity of care.

Communication Effectiveness. The extent to which communication achieves

its intended goals. In nursing, this refers to how well information is understood and

acted upon by the recipient, ensuring that patient care is accurately coordinated.

Information Accessibility. The ease with which healthcare professionals can

access relevant patient information during shift handovers. Ensuring that critical data

is readily available enhances the efficiency and safety of care delivery.

Clarity. The ability to convey information in a way that is easy to understand.

Clear communication during handovers reduces the chances of misinterpretation and

improves patient safety.

Active Listening. The process of fully concentrating on what is being

communicated, understanding the message, responding appropriately, and

remembering the information. Active listening is crucial for effective handovers,

ensuring that important details are not overlooked.

Non-Verbal Communication. Communication through body language, facial

expressions, gestures, posture, and tone of voice, rather than through words.

19
Non-verbal cues often complement verbal communication and can help convey

emotions, urgency, or additional context during handovers.

Significance of the Study

This predictive correlational study aims to be beneficial to the following

individuals and groups: Nursing Student, Clinical Instructors,Hospital

Administrators,Future Researchers.

Nursing Students. This study will provide nursing students with an

understanding of how their communication skills, including the use of SBAR, active

listening, and non-verbal cues, impact patient care coordination during shift

handovers. By identifying strengths and areas for improvement, students will become

more confident and effective communicators in high-pressure clinical settings,

ensuring better patient safety and care delivery.

Clinical Instructors. The findings will offer valuable insights into the

challenges nursing students face during handover communication. Instructors can use

this information to improve the curriculum, incorporating structured communication

training (e.g., SBAR) and hands-on practice with active listening and non-verbal

communication in simulated clinical scenarios. These changes will better prepare

students for real-world clinical practice.

Hospital Administrators. Hospital administrators will benefit from

understanding how nursing students’ communication and handover skills affect

patient care. The findings can inform the development of policies related to student

20
training, mentorship programs, and handover protocols, enhancing communication

practices across clinical teams and promoting patient safety.

Future Researchers. This study will serve as a foundation for future research

on communication and information-sharing in clinical settings. Future studies can

explore the role of different communication styles, cultural factors, or technological

tools in enhancing or hindering handovers, further improving nursing education and

clinical practice.

21
 CHAPTER 2

METHODS

This chapter discusses the methods of how this study was conducted which

includes details about the research design, setting, participants, measures, ethical

consideration, procedures, data analysis, and scope and limitations of the study..

Design

The researchers used a predictive research design. According to Seeran

(2019), a predictive research design attempts to predict the level of dependent

variable from the measured values of the independent variables. This design was used

to determine the significant relationship between the two variables. Additionally, this

study aimed to determine whether there was a positive correlation, indicating that

Perception on handover and communication skills improved.

Setting

This study will be conducted at a private, non-sectarian higher education

institution in Davao City, Philippines. The school offers a wide range of programs,

including junior and senior high school, 13 undergraduate degree programs, and two

graduate programs. The researchers chose this institution due to its diverse student

22
population, particularly its substantial enrollment of nursing students, who are the

primary focus of the research.

Figure 2. Site map of the study

Participants

In this study, the target population consisted of 518 Level 3 students. Using

G-Power software, the minimum required sample size was determined to be 176,

assuming a medium effect size (r=0.30r = 0.30r=0.30), an alpha level of 0.05, and a

power of 0.80. This sample size ensures sufficient statistical power to detect

significant correlations within the data. The participants were selected through the

simple random sampling random technique.Out of 518 third-year nursing students

23
(distributed across sections A to N), a total of 176 students were randomly selected

to participate in the study using the simple random sampling technique. This ensures

a statistically sound representation of the population while meeting the calculated

sample size requirements.

Measure

This study used an adapted published questionnaire selected based on its

relevance to the constructs of Perception on handover and communication skills in

clinical setting among nursing students. Modifications were made to ensure alignment

with the specific objectives and context of this research. The questionnaire was

adapted from Jack Pun, the authors of the tool entitled “Factors associated with

nurses’ perceptions, their communication skills and the quality of clinical handover in

a bilingual context,” published in 2021. This study also used a self-made

questionnaire designed to capture detailed information on Perception on handover and

communication skills in clinical settings among nursing students. The scores will be

measured and interpreted in a 5-point Likert scale: 5– Strongly Agree, 4 – Agree, 3 –

Neutral, 2 – Disagree, and 1 – Strongly Disagree. This part will undergo a test-retest

reliability test to ensure that the questions are valid and possess consistency of items.

24
RATING FOR PERCEPTION ON HANDOVER AND COMMUNICATION

SKILLS IN CLINICAL SETTING

RATING DESCRIPTION INTERPRETATION

5 Strongly agree This indicates the strong

agreement of the
participant to the question
given and can relate to it.

4 Agree This indicates that the

respondent can relate to
the situation given.

3 Neutral This indicates that the

respondent is neither
agreeing or disagreeing
with the given questions.

2 Disagree This indicates that the

respondents disagree with
the question and cannot
relate to the situation.

1 Never This indicates the strong

disagreement of the
participants towards the
given question.

Procedure

The steps that researchers made to carry out the research are as follows:

1. The researcher wrote a letter to the Nursing Program Chair of a private

tertiary institution in Davao City to request their permission to conduct the study.

2. Following acceptance, data collection tools place, and research

participants have been emailed a link to a Google Form file. The Google Form file

25
consists of two main sections:the first section which is the Perception on handover

and the second section which contains the communication skills in the clinical setting.

Before answering the survey questions, each participants must first electronically sign

a document or image file under the section requesting informed consent to indicate

their willingness to participate.

3. The gathered information was examined, compiled, and interpreted.

4. Results and recommendations were made based on the results

obtained.

Ethical Considerations

The researcher acknowledges the ethical consideration that must be upheld in

this study. The main ethical challenges associated with conducting survey

questionnaires are informed consent, voluntary participation, privacy and

confidentiality (Ball, 2019). The research deliberated and considered conducting this

part of the research process.

Prior to conducting the study, the participants were given thorough

information about the research, encompassing its purpose, procedures, potential risks,

and benefits. The participants were informed that their inputs are beneficial and

enriches the nursing knowledge, particularly in understanding the correlation between

Perception on handover and communication skills. Furthermore, their contribution

may shed light on support needs for effective communication skills, potentially,

26
leading to improvement in the education practices. Additionally, participants may also

gain personal insights by reflecting on their own behaviors and strategies, fostering

increased self-awareness. The researchers also ensured to transparently comunicate

all the potential risks that are associated with the study to the participants.

Subsequent to the debriefing, each participant provided informed consent,

signifying their voluntary participation and confirming their understanding of the

research and awareness of their rights, including the option to withdraw from the

study at any point without repercussions. Researchers actively encourage the

participants to ask questions about the studies, and these inquiries were promptly

addressed during the consenting process to ensure a complete understanding.

Data Analysis

The following statistical tools will be employed for this study:

Mean and Standard Deviation. This will be used to assess the overall level of

communication skills, providing an average score and indicating the spread or

variability of the responses

Spearman Correlation Coefficient. This tool was used to examine the relationship

between the Perception on handover and communication skills in the clinical setting,

providing insights into complex relationships between variables, guiding

recommendations for educational strategies to improve nursing students' handover

and communication competencies.

27
Linear - The tool was used to determine the prediction of a dependent variable based

on one or more independent variables.

Scope and Limitations of the Study

This study focuses on perception on handover and communication skills in

the clinical settings among nursing students in a private tertiary institution in Davao

City. The study utilizes a predictive-correlational research design, aiming to not only

establish correlations but also predict how variations in communication competence

may influence clinical outcomes. Conducted in a private tertiary institution, the

research benefits from a diverse student population and access to technological

resources. Data was collected through a structured questionnaire comprising sections

of Perception on handover and communication skills in clinical settings. The study's

scope extends to 176 nursing students selected through simple random technique.

28
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