Document Type
Article
Language
eng
Publication Date
2019
Publisher
University of Antwerp
Source Publication
Journal of Writing Research
Source ISSN
2030-1006
Abstract
In clinical nursing simulations, a group of students provide care for a robotic patient during a structured scenario. As care is transferred from one group to another, they participate in a patient handoff, with outgoing students passing key information onto incoming students. In healthcare, the nursing handoff is a critical and perilous communication moment that is mediated by a range of participants and texts. Drawing on observations and video recordings of 52 simulation handoffs in the United States, this article examines how two student-designed texts – a collaborative patient chart and individual notes – are leveraged during the handoff. I also consider how handoff talk and writing changes as student nursing knowledge increases over the course of a year. By focusing on textual mediation of the simulated nursing handoff, this article contributes to existing research on professional writing pedagogy and to nursing scholarship on the handoff. Ultimately, it argues that a textual mediation framework can help bridge class room and professional contexts by evaluating student writing not for how successfully it meets a set of imposed criteria but for how effectively it supports classroom activities.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Campbell, Lillian, "Textual Mediation in Simulated Nursing Handoffs: Examining How Student Writing Coordinates Action" (2019). English Faculty Research and Publications. 516.
https://epublications.marquette.edu/english_fac/516
Comments
Accepted Version. Published version. Journal of Writing Research, Vol. 11, No. 1 (2019): 79-106. DOI.