CPD · Medical and healthcare

Plain English for ward handovers

Short, clear spoken handovers between shifts, for health workers who use English as a second or working language.

about this course

What you will be able to do

L4 PractitionerAbout 3 hours (180 minutes) of CPDSelf-study plus role-playMedical and healthcare

Short, clear spoken handovers between shifts, for health workers who use English as a second or working language.

Summarize a patient's status in a spoken handover, given a written case card, in under 2 minutes, in the agreed handover order, with no missing items.
Clarify an unclear instruction, given a recorded role-play, with one repeat-back question that confirms the meaning.
Select plain words instead of slang or abbreviations, given a list of 20 phrases, with at least 18 correct.
Demonstrate safe closing of a handover, given a live role-play, by confirming who holds each open task.

Task, condition and standard

Task

Summarise a patient's status in a spoken handover, clarify unclear instructions and close with named owners for each open task

Condition

Given written case cards, recorded and live role-plays and a list of 20 phrases, in a 3-hour practical session

Standard

Show a handover of a case card in the agreed order in under 2 minutes with no missing items, and choose at least 18 of 20 plain-word phrases correctly

These courses teach process, communication and recording. They give no clinical, legal, tax, financial or engineering sign-off. A named subject expert must review every line, and you must check your own professional body's current CPD rules, before you rely on a certificate.

sessions

8 modules

Module 1 Why handovers fail, with two invented near-miss stories 25 min

A missed task usually comes from one gap: no named owner.
Near-miss stories show the cause without blaming a person.
Name the cause in one short sentence.

Worked example. Story 1: the night nurse hears "fluids are sorted" but the chart is still open, and 4 hours later it shows 0 ml. Cause: no named owner for the open task.

Practise: Practise with a case card or template for "why handovers fail, with two invented near-miss stories": summarize a patient's status in a spoken handover, given a written case card, in under 2 minutes, in the agreed handover order, with no missing items.

Standard to meet. Explain, using two invented near-miss stories, how a poor handover leads to a missed task, and name the cause in each story.

Module 2 The SBAR order, speaking it in 60 seconds 35 min

Situation, Background, Assessment, Recommendation: four parts, in that order.
Give the main concern first, then only the background that is needed.
About 90 words fits in 40 to 60 seconds.

Worked example. Situation: "Patient A, bed 4, is due his 6 pm dressing change and says the pain is worse than this morning." Request: "Please check his pain score at 6." Timed: 4 parts at about 15 seconds each = 60 seconds.

Practise: Practise with a case card or template for "the SBAR order, speaking it in 60 seconds": clarify an unclear instruction, given a recorded role-play, with one repeat-back question that confirms the meaning.

Standard to meet. Summarise a patient's status aloud from a case card in Situation, Background, Assessment, Recommendation order, in about 60 seconds with no missing items.

Module 3 Repeat-back and clarifying questions 25 min

Ask the listener to say the plan back in their own words.
One clarifying question is better than a guess.
Repeat-back catches errors early.

Worked example. You say: "Can you repeat the plan back to me?" Listener: "Check his pain at 6 and tell the doctor if it is higher than this morning." Two tasks, both correct, so the check passes.

Practise: Practise with a case card or template for "repeat-back and clarifying questions": select plain words instead of slang or abbreviations, given a list of 20 phrases, with at least 18 correct.

Standard to meet. Clarify an unclear instruction in a role-play by asking one repeat-back question and asking the listener to repeat the plan back to confirm the meaning.

Module 4 Plain words and approved abbreviations 30 min

Use plain words, not slang.
Use only abbreviations the workplace approves.
Replace a vague phrase with the specific fact.

Worked example. "He's gone off" becomes "He has eaten 1 of 3 meals today." Phrase list scoring: 18 of 20 correct is the pass line, so 2 misses are allowed.

Practise: Practise with a case card or template for "plain words and approved abbreviations": demonstrate safe closing of a handover, given a live role-play, by confirming who holds each open task.

Standard to meet. Select plain words instead of slang or unapproved abbreviations from a list of phrases, getting at least 18 of 20 correct.

Module 5 Practice role-plays with feedback 30 min

Work from a case card with a clock running.
Cover patient, concern, open tasks and request.
Partner gives feedback against the checklist.

Worked example. Case card: Bed 7, Patient B, quiet voice, family at 5 pm, fluids chart open. Target: under 120 seconds. A learner takes 105 seconds and covers 7 of 7 checklist items.

Practise: Run one full practice round for "plain English for ward handovers" on a case card or template: work through each outcome in turn (summarize a patient's status in a spoken handover; clarify an unclear instruction; select plain words instead of slang or abbreviations; demonstrate safe closing of a handover).

Standard to meet. Demonstrate a handover under two minutes in a live role-play, using the agreed order and confirming who holds each open task.

Module 6 Assessment and reflection 15 min

Hand over from a new case card.
The assessor scores the 7-item role-play checklist.
Finish by naming one thing to improve.

Worked example. Score sheet: 6 of 7 items ticked; the missing item is "confirms who holds each open task". Reflection: "Next time I will name the person before I leave."

Practise: Practise with a case card or template for "assessment and reflection": demonstrate safe closing of a handover, given a live role-play, by confirming who holds each open task. Use a new case this time (round 2).

Standard to meet. Show you can hand over from a new case card in the agreed order and reflect on one thing to improve, meeting the role-play checklist.

Module 7 Second worked case 10 min

Use the second case card to practise the full order.
Compare it with the first case.
Check the time against the 2-minute limit.

Worked example. Case card 2: Bed 3, Patient L, scan at 2 pm, needs a porter, hearing aid, daughter phoned twice. A 105-second handover leaves 15 seconds under the 120-second limit.

Practise: Practise with a case card or template for "second worked case": demonstrate safe closing of a handover, given a live role-play, by confirming who holds each open task. Use a new case this time (round 2).

Standard to meet. Apply the handover order to the second case card in under 2 minutes, naming the porter task and who holds it.

Module 8 Teach-back and peer check 10 min

Work in groups of three and swap roles.
The listener repeats three key items.
The observer scores with the checklist.

Worked example. Groups of 3: speaker 2 minutes, listener repeat-back 30 seconds, observer scoring 30 seconds. Target: listener repeats 3 of 3 items correctly.

Practise: Practise with a case card or template for "teach-back and peer check": demonstrate safe closing of a handover, given a live role-play, by confirming who holds each open task. Use a new case this time (round 2).

Standard to meet. Evaluate a peer's handover against the checklist, giving one strength and one improvement, and confirm the listener repeated all three key items.

practice

Worked example and case cards

Handover order used in this course (a common pattern; use your workplace's order if it differs)

Situation, Background, Assessment, Recommendation/request. We call it SBAR.

Worked example (spoken, about 40 seconds)

"Situation: Patient A, bed 4, is due his 6 pm dressing change and says the pain is worse than this morning. Background: he had knee surgery three days ago; the notes say he is allergic to one named medicine, shown on his wristband. Assessment: he looks tired and the dressing is dry. Request: please check his pain score at 6 and tell the doctor if it is higher than this morning's. Can you repeat the plan back to me?"

Case card for practice

Bed 7, Patient B, new this shift, speaks quietly, asks for the same question twice, family visiting at 5 pm, night nurse needs to know about a fluids chart that is open.

Role-play checklist (scored)

states the patient and bed; gives the one main concern; gives only needed background; names the open task; uses no slang; asks for a repeat-back; confirms who holds each open task.

Case card 2

Bed 3, Patient L, going for a scan at 2 pm, needs a porter, wears a hearing aid, daughter phoned twice. Learners hand over to a colleague in under 2 minutes.

checks

10 check questions with model answers

What does the "R" in SBAR ask for?

Model answer: A clear request or recommendation. (Covered in module 2: The SBAR order, speaking it in 60 seconds. To pass that module: Summarise a patient's status aloud from a case card in Situation, Background, Assessment, Recommendation order, in about 60 seconds with no missing items.)

Why ask the listener to repeat the plan back?

Model answer: To confirm they understood, catching errors early. (Covered in module 3: Repeat-back and clarifying questions. To pass that module: Clarify an unclear instruction in a role-play by asking one repeat-back question and asking the listener to repeat the plan back to confirm the meaning.)

Replace the slang "he's gone off":

Model answer: "He is not eating or drinking as usual" or the specific fact. (Covered in module 4: Plain words and approved abbreviations. To pass that module: Select plain words instead of slang or unapproved abbreviations from a list of phrases, getting at least 18 of 20 correct.)

A handover is going well but you did not say who holds the open fluids chart. What do you do?

Model answer: State it before you leave: name the person and the task. (Covered in module 5: Practice role-plays with feedback. To pass that module: Demonstrate a handover under two minutes in a live role-play, using the agreed order and confirming who holds each open task.)

True or false: abbreviations are always safe if you know them.

Model answer: False. Use only those the workplace approves; plain words are safer. (Covered in module 4: Plain words and approved abbreviations. To pass that module: Select plain words instead of slang or unapproved abbreviations from a list of phrases, getting at least 18 of 20 correct.)

What belongs in "Background"?

Model answer: Only history needed for this handover. (Covered in module 2: The SBAR order, speaking it in 60 seconds. To pass that module: Summarise a patient's status aloud from a case card in Situation, Background, Assessment, Recommendation order, in about 60 seconds with no missing items.)

Why keep it under two minutes?

Model answer: Attention drops; focus on what must change. (Covered in module 5: Practice role-plays with feedback. To pass that module: Demonstrate a handover under two minutes in a live role-play, using the agreed order and confirming who holds each open task.)

What do you do if the listener looks confused?

Model answer: Slow down, rephrase, ask a repeat-back. (Covered in module 3: Repeat-back and clarifying questions. To pass that module: Clarify an unclear instruction in a role-play by asking one repeat-back question and asking the listener to repeat the plan back to confirm the meaning.)

Name a risk of unapproved abbreviations.

Model answer: Two readers may take different meanings. (Covered in module 4: Plain words and approved abbreviations. To pass that module: Select plain words instead of slang or unapproved abbreviations from a list of phrases, getting at least 18 of 20 correct.)

Who confirms an open task?

Model answer: You name the person; they confirm out loud. (Covered in module 5: Practice role-plays with feedback. To pass that module: Demonstrate a handover under two minutes in a live role-play, using the agreed order and confirming who holds each open task.)

glossary

Words used in this course

handover, SBAR, repeat-back, open task, near miss.

marking

How the practice and assessment are marked

Level	Meaning	Marks of 4
Secure	Meets the standard in the outcome every time, no prompts	4
Meeting	Meets the standard with one small slip, corrected when prompted	3
Developing	Meets part of the standard; needs a re-attempt	2
Not yet	Standard not met	1

Pass = average 3 or more, and no outcome at 1. You may re-attempt after feedback. The subject expert sets any stricter pass mark.

where next

Ladder L1 to L7, slide by slide with notes

Slide 1: L1 Basic: What a handover is. Speaker note: A handover passes care of a patient from one person to the next. At this first step the learner can say what a handover is, why it happens at shift change, and why a missed task can hurt a patient.
Slide 2: L2 Awareness: Why handovers fail. Speaker note: The learner can name common causes of ward handover failure, such as no named owner, slang and rushing. Two invented near-miss stories show how one gap in a handover leads to a missed task.
Slide 3: L3 Foundation: The order and plain words. Speaker note: The learner knows the Situation, Background, Assessment, Recommendation order and can swap slang for plain words. They follow a worked example and a repeat-back, using a short case card with help.
Slide 4: L4 Practitioner: Hand over in under 2 minutes. Speaker note: This course sits here. The learner gives a full spoken handover from a case card in the agreed order in under 2 minutes, asks one repeat-back question, and names who holds each open task.
Slide 5: L5 Specialist: Hard handovers. Speaker note: The specialist handles harder handovers: several patients, a listener who looks confused, a noisy ward or a late change of plan. They adjust pace and wording while keeping every open task owned and confirmed.
Slide 6: L6 Advanced: Coach and improve the system. Speaker note: The advanced practitioner observes colleagues, scores handovers against the checklist, gives specific feedback and spots repeated gaps. They suggest changes to the ward's handover routine and word lists.
Slide 7: L7 Super expert: Lead handover practice. Speaker note: The super expert designs training and audits for handover quality across a service. They study near-miss patterns, set standards for plain words and repeat-back, and mentor others to teach the method.

This course sits at L4 Practitioner. Credits stack; aligned with, not accredited by, any framework.

jobs this leads to

Where this takes you

Ward nurse
Healthcare assistant
Nursing student
Clinical team leader
Care home worker

assessment and certificate

How you are checked

Each outcome is checked against its standard with a checklist or a short test. A digital CPD record shows the hours. Keep evidence in My page. Aligned with common CPD practice; not accredited. Learners check their own body's rules.

ten locations and global

Your place

Use your own body's forms, units and currency. Local professional bodies set the rules for CPD hours; check them first.

India (Bengaluru)

Language: English, Hindi, Kannada. Personal data: Digital Personal Data Protection Act 2023. Credit and levels: National Skills Qualifications Framework (NSQF) and the national credit framework.

Netherlands (Eindhoven area)

Language: Dutch, English. Personal data: EU GDPR (Dutch: AVG), supervised by the Autoriteit Persoonsgegevens. Credit and levels: the Dutch qualification framework (NLQF) linked to the European Qualifications Framework.

UAE (Dubai and Abu Dhabi)

Language: Arabic, English. Personal data: Federal Decree-Law No. 45 of 2021 (personal data protection). Credit and levels: the emirate education and training regulators (for example KHDA in Dubai) and the national qualifications framework.

Brazil (Sao Paulo)

Language: Portuguese (Spanish and English support). Personal data: LGPD (Lei Geral de Protecao de Dados). Credit and levels: the national technical-education catalogue and the national S-system training bodies.

Canada (Toronto)

Language: English, French. Personal data: PIPEDA, with provincial rules where they apply. Credit and levels: the provincial colleges framework and the national credential-recognition guidance.

United States

Language: English, Spanish. Personal data: state privacy laws (for example California), and COPPA for children under 13. Credit and levels: state and community-college credit systems.

Singapore

Language: English, Mandarin, Malay, Tamil. Personal data: Personal Data Protection Act (PDPA). Credit and levels: the Singapore national skills frameworks and the national credit system.

Australia

Language: English. Personal data: the Privacy Act 1988 and the Australian Privacy Principles. Credit and levels: the Australian Qualifications Framework (AQF) levels.

Hong Kong (Eastern Asia)

Language: Chinese (Cantonese, Mandarin), English. Personal data: the Personal Data (Privacy) Ordinance. Credit and levels: the Hong Kong Qualifications Framework.

Georgia and Israel (Western Asia)

Language: Georgian, Hebrew, Arabic, English. Personal data: the personal data law of the country where the learner lives. Credit and levels: the national qualifications framework of that country.

Cayman Islands (Caribbean)

Language: English. Personal data: the Data Protection Act. Credit and levels: the local education and training framework.

Mexico

Language: Spanish, English. Personal data: the federal law on personal data held by private parties. Credit and levels: the national competency certification system and the education ministry levels.

Draft

Draft CPD course. It opens only after final checks. No fee is shown.

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