Teamwork competence and readiness of emergency nurses in the care of trauma patients: A multicenter cross-sectional study

Trauma nursing competency in the emergency department: a concept analysis

OBJECTIVES

Despite numerous published concept analyses of nursing competency, the specific understanding of trauma nursing competency in emergency departments remains limited, with no clear definition. This study aimed to clarify the definitions and attributes of trauma nursing competencies in emergency departments.

DESIGN

Walker and Avant's method was used to clarify the concept of trauma nursing competency in emergency departments.

DATA SOURCES

PubMed, EMBASE, CINAHL and RISS were searched from inception to 23 April 2023.

ELIGIBILITY CRITERIA

Relevant studies that included combinations of the terms 'nurse', 'nursing', 'emergency', 'trauma', 'competency', 'capability' and 'skill' were selected. We restricted the literature search to English and Korean full-text publications, with no limit on the publication period; grey literature was excluded.

DATA EXTRACTION AND SYNTHESIS

This study uses defining attributes, antecedents and consequences extracted through data analysis. To aid comprehension of the model, related and contrary cases of the concept were created, and empirical referents were defined.

RESULTS

After excluding duplicates, irrelevant studies, incomplete texts and articles unrelated to the context and study population, 15 of the initial 927 studies were included. Five additional studies were added after a manual search of the references. The final concept analysis therefore included 20 studies. The attributes of trauma nursing competency for emergency nurses included 'rapid initial assessments considering injury mechanisms', 'priority determinations based on degrees of urgency and severity', 'clinical knowledge of trauma nursing', 'skills of trauma nursing', 'interprofessional teamwork' and 'emotional care'.

CONCLUSIONS

The concept analysis revealed that it is possible to promote the enhancement and development of trauma nursing competency in emergency departments across various contexts, such as clinical practice, education, research and organisational settings. This could ultimately improve trauma nursing quality and treatment outcomes.

Perceived trauma nursing core competency, interprofessional collaborative competency, and associated barriers among regional trauma center nurses

INTRODUCTION

As key members of interprofessional teams working in complex settings, nurses in trauma centers require trauma nursing core competency.

PURPOSE

This study sought to determine the levels and relationships of the perceived importance and performance of trauma nursing core competency, as well as the interprofessional collaborative competency and associated barriers among Korean regional trauma center nurses.

METHODS

This cross-sectional, descriptive, and correlational survey involved a convenience sample of 190 Korean trauma center nurses. Data were collected using a web-based self-reporting questionnaire about the perceived importance and performance of trauma nursing core competency, as well as the interprofessional collaborative competency and associated barriers. Data were analyzed using descriptive statistics, Pearson's correlation, and multiple regression (Enter method) analyses.

RESULTS

The perceived performance and importance of interprofessional collaborative competency, the perceived importance of trauma nursing core competency, and the perceived barriers to resources, training, competency, and interest significantly affected trauma nursing core competency performance, accounting for 64.5 % of the variance.

CONCLUSIONS

Training programs are needed to improve the core and interprofessional collaborative competencies of trauma nurses. Individual, team, and organizational approaches are essential to addressing the perceived barriers. The effects of training programs on the core competency of trauma nurses should be validated.

The relationship between teamwork, moral sensitivity, and missed nursing care in intensive care unit nurses

BACKGROUND

Teamwork, moral sensitivity, and missed nursing care are important healthcare challenges for Intensive Care Unit (ICU) nurses and the existence of a relationship between these variables can be useful for developing better care improvement strategies. This study aimed to determine the relationship between teamwork, moral sensitivity, and missed nursing care in ICU nurses.

METHODS

This is a descriptive cross-sectional study conducted on a total of 200 ICU nurses working at teaching hospitals affiliated to Semnan and Shahroud Universities of Medical Sciences, Semnan, Iran in 2022. Sampling was conducted using the census method. Data collection was conducted using a demographic checklist, the TeamSTEPPS Team Perception Questionnaire (T-TPQ), Lützén Moral Sensitivity Questionnaire (L-MSQ), and Kalisch and Williams Missed Nursing Care (MISSCARE) Survey. The examination of the relationship between the three variables was conducted using Pearson's correlation coefficient and multiple regression analysis.

RESULTS

The mean and standard deviation of teamwork, moral sensitivity, and missed nursing care was 3.47 ± 0.69, 64.19 ± 13.43, and 55.04 ± 34.10, respectively. The variable of teamwork had a significant positive relationship with moral sensitivity (p < .001) and a significant negative relationship with missed nursing care (p < .001). Teamwork was also a positive predictor of moral sensitivity (p < .001) and a negative predictor of missed nursing care (p < .001). The clinical experience of ICU nurses was a positive predictor of teamwork (p = .01) and a negative predictor of missed nursing care (p = .001). The age of ICU nurses was a positive predictor of moral sensitivity (p = .001) and a negative predictor of missed nursing care (p = .008).

CONCLUSION

The findings showed that a higher level of teamwork was associated with increased moral sensitivity and reduced missed nursing care among ICU nurses. Therefore, focusing on planning interventions on teamwork improvement can lead ICU nurses to improve moral sensitivity, lower missed nursing care, and promote the quality of patient care.

Consensus marking as a grading method for the development of evaluative judgement: Comparing assessor and students

AIM

This study explored postgraduate nursing students' perceptions, anxiety and satisfaction of an innovative and novel grading method for online vivas, consensus marking, compared with traditional assessor judgement.

BACKGROUND

Reflection, self-evaluation and feedback conversations have the potential to develop nursing students' evaluative judgement. Consensus marking is a novel method of grading students' performance that supports students to reflect, self-evaluate and grade their own work. Active engagement in a feedback dialogue supports students to calibrate their self-evaluation to the required standard in a grade negotiation. Through this approach, students are supported to develop evaluative judgement and lifelong learning skills.

DESIGN

A convergent mixed-methods parallel research design was used.

METHODS

Students enrolled in a postgraduate emergency nursing unit of study completed two online viva assessments. One viva was graded using traditional assessor judgement and the other used consensus marking, involving a two-way feedback dialogue, where students had an opportunity to actively engage in grading their own work with the assessor. Student perceptions of each grading method were explored through semi-structured interviews. Interview data were analysed thematically using a six-stage approach. Student anxiety and satisfaction were measured pre- and post each viva using valid and reliable questionnaires. Non-parametric analyses explored differences in anxiety and satisfaction between the two grading methods. Alpha was set at 0.05.

RESULTS

Forty-six participants had complete data for anxiety and satisfaction across both test occasions (82%) and were included in the analysis. Of these, 13 students participated in follow up interviews. Students perceived that the ability to self-evaluate performance and discuss their grade with the assessor using consensus marking was less hierarchical and similar to a collegial debrief. Student anxiety was significantly lower prior to consensus marking compared with the assessor judged viva (p < 0.001). Students were significantly more satisfied with consensus marking compared with assessor judgement (p < 0.01).

CONCLUSIONS

Consensus marking created an opportunity for students to identify knowledge deficits through reflection and self-evaluation of their own performance prior to external judgement. Students were more satisfied and less anxious with the consensus marking grading method compared with traditional assessor judgement. These findings have implications for the development and application of new grading methods in nursing education to facilitate the development of evaluative judgement.