Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS® training and simulation

Debbie A. Greene; Josie L. Doss

doi:10.1515/ijnes-2020-0077

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Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS^® training and simulation

Debbie A. Greene und Josie L. Doss

Veröffentlicht/Copyright: 21. Juni 2021

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Aus der Zeitschrift International Journal of Nursing Education Scholarship Band 18 Heft 1

Abstract

Objectives

Examine the impact of TeamSTEPPS^® training and simulation experiences on student knowledge and teamwork attitudes in a baccalaureate-nursing program.

Methods

This study used a quasi-experimental, pre-test, post-test design. The intervention included a workshop followed by 2 days of simulation experiences. Participants included a total of 46 nursing students. Instruments included the TeamSTEPPS learning benchmark and the Teamwork Attitudes Questionnaire (T-TAQ).

Results

Scores on the learning benchmark increased following the intervention. In addition, changes in subscores of teamwork strategies, leadership, situation monitoring, and mutual support on the T-TAQ indicate an improvement in student attitudes toward teamwork.

Conclusions

Incorporating TeamSTEPPS^® strategies into undergraduate education can be effective in increasing student knowledge and improving attitudes toward interdisciplinary teamwork.

Keywords: education nursing; patient care team; patient safety; teamwork

Corresponding author: Debbie A. Greene, PhD, RN, CNE, Assistant Director, Undergraduate Nursing Programs, School of Nursing, Georgia College & State University, 231 W Hancock Street, Campus Box 063, Milledgeville, GA 31061, USA, E-mail: debbie.greene@gcsu.edu

Funding source: Georgia College & State University

Award Identifier / Grant number: Scholarship of Teaching & Learning Grant

Acknowledgments

The authors acknowledge the assistance of Tiffany Parrish MSN, RN in implementing the educational intervention in this project.

Research funding: This study was funded by an internal faculty research grant (SoTL grant [Scholarship of Teaching and Learning]) at Georgia College & State University. The funding organization played no role in the study design; in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit the report for publication.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: The local Institutional Review Board deemed the study exempt from review.

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Received: 2020-09-14

Accepted: 2021-05-05

Published Online: 2021-06-21

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Artikel in diesem Heft

https://doi.org/10.1515/ijnes-2020-0077

Schlagwörter für diesen Artikel

education nursing; patient care team; patient safety; teamwork