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Myhr K, Ballangrud R, Aase K, Vifladt A. Ambulance professionals' experiences of teamwork in the context of a team training programme - a qualitative study. BMC Emerg Med 2024; 24:108. [PMID: 38956498 PMCID: PMC11218233 DOI: 10.1186/s12873-024-01018-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2024] [Accepted: 06/04/2024] [Indexed: 07/04/2024] Open
Abstract
BACKGROUND Teamwork in the context of ambulance services exhibits unique characteristics, as this environment involves a small core team that must adapt to a dynamic team structure that involves health care professionals and emergency services. It is essential to acquire a deeper understanding of how ambulance teams operate. Therefore, this study aimed to explore the experiences of ambulance professionals with teamwork and how they were influenced by the implementation of a team training programme. METHODS A qualitative descriptive study was conducted involving ambulance professionals who took part in focus group interviews carried out both before and after the implementation of a team training program across seven ambulance stations within a Norwegian hospital trust. The data were analysed using reflexive thematic analysis based on a deductive-inductive approach. RESULTS Our analysis revealed 15 subthemes that characterised ambulance professionals' experiences with teamwork and a team training programme, which were organised according to the five main themes of team structure, communication, leadership, situation monitoring, and mutual support. Ambulance professionals' experiences ranged from the significance of team composition and interpersonal and professional relationships to their preferences regarding different communication styles and the necessity of team leaders within the ambulance service. The team training programme raised awareness of teamwork, while the adoption of teamwork tools was influenced by both individual and contextual factors. The Introduction/Identity, Situation, Background, Assessment and Recommendation (ISBAR) communication tool was identified as the most beneficial aspect of the programme due to its ease of use, which led to improvements in the structure and quality of consultations and information handover. CONCLUSIONS This study documented the diverse characteristics and preferences associated with teamwork among ambulance professionals, emphasising the particular importance of proficient partnerships in this context. Participation in a team training programme was perceived as a valuable reminder of the significance of teamwork, thus providing a foundation for the enhancement of communication skills. TRIAL REGISTRATION ClinicalTrials.gov-ID: NCT05244928.
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Affiliation(s)
- Kjetil Myhr
- Department of Health Sciences Gjøvik, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, 2815, Norway.
- Department of Acute Medicine, Division of Elverum-Hamar, Innlandet Hospital Trust, Brumunddal, 2381, Norway.
| | - Randi Ballangrud
- Department of Health Sciences Gjøvik, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, 2815, Norway
| | - Karina Aase
- Department of Health Sciences Gjøvik, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, 2815, Norway
- Center for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Hus, Kjell Arholms Gate 43, Stavanger, 4021, Norway
| | - Anne Vifladt
- Department of Health Sciences Gjøvik, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, 2815, Norway
- Department of Research, Innlandet Hospital Trust, Brumunddal, 2381, Norway
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Thigpen J, Naccarini D, Moore SL, Culhane NS. Incorporating Interprofessional Education into a Required Introductory Pharmacy and Nursing Didactic Course. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100123. [PMID: 37714658 DOI: 10.1016/j.ajpe.2023.100123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 03/24/2023] [Accepted: 04/11/2023] [Indexed: 09/17/2023]
Abstract
OBJECTIVE The primary objective was to describe the pedagogical approach of conducting 2 Interprofessional Education (IPE) sessions focused on IPE Collaborative (IPEC) Core Competencies in a required pharmacy and nursing didactic course. The secondary objective was to use quantitative and qualitative methods to assess students' self-reported IPE knowledge, skills, and attitudes after the IPE sessions. METHODS Sessions consisted of active learning exercises with supplemental lectures, emphasizing students work together to find optimal solutions to both clinical and nonclinical problems. Time was allotted for debriefing and discussion. Students completed a post-session reflection with 6 guided questions to collect qualitative themes. Participants also completed the W(e) Learn Interprofessional Program Assessment Scale, a survey designed to assess student perceptions of the interprofessional sessions. We used t tests for comparing scores among relevant subgroups. RESULTS From 2017-2019, 263 students attended 2 annual IPE sessions in a required, introductory course. Small group didactic activities with faculty-led debriefing were included in each session. A total of 111 students fully completed the scale and average scores were high (Mean = 197.5, SD = 15.96). Thematic analysis of reflections revealed that students recognized teamwork, mutual respect, effective communication, and understanding the roles and responsibilities of the interprofessional team helped improve patient care. CONCLUSION Including joint IPE sessions in a foundational didactic course was a feasible and successful IPE component. Sessions provided students with experience practicing foundational skills for interprofessional communication and teamwork. Students reported high satisfaction and valued the sessions, as indicated by quantitative surveys and qualitative themes.
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Affiliation(s)
- Jonathan Thigpen
- Samford University McWhorter School of Pharmacy, Birmingham, AL, USA.
| | - Deborah Naccarini
- Notre Dame of Maryland University School of Nursing, Baltimore, MD, USA
| | - Sherry L Moore
- Notre Dame of Maryland University School of Pharmacy, Baltimore, MD, USA
| | - Nicole S Culhane
- Notre Dame of Maryland University School of Pharmacy, Baltimore, MD, USA
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Arrogante Ó, Raurell-Torredà M, Zaragoza-García I, Sánchez-Chillón FJ, Aliberch-Raurell AM, Amaya-Arias A, Rojo-Rojo A. TeamSTEPPS®-based clinical simulation training program for critical care professionals: A mixed-methodology study. ENFERMERIA INTENSIVA 2023; 34:126-137. [PMID: 37246108 DOI: 10.1016/j.enfie.2022.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Accepted: 10/03/2022] [Indexed: 05/30/2023]
Abstract
INTRODUCTION The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®) programme has been shown to improve interprofessional work among healthcare professionals by enhancing teamwork. Intensive care professionals were trained in this methodology through the course "Simulation Trainer: Improving Teamwork through TeamSTEPPS®". OBJECTIVES To analyse the teamwork performance and good practice in simulation of the intensive care professionals attending the course and to explore their perceptions of the training experience carried out during the course. METHODS A cross-sectional descriptive and phenomenological study was carried out using a mixed methodology. The 18 course participants were administered the questionnaires "TeamSTEPPS™ 2.0 Team Performance Observation Tool" to evaluate teamwork performance and "Educational Practices Questionnaire" for good practices in simulation after the simulated scenarios. Subsequently, a group interview was conducted through a focus group with 8 attendees using the Zoom™ videoconferencing platform. A thematic and content analysis of the discourses was carried out using the interpretative paradigm. Quantitative and qualitative data were analysed using IBM SPSS Statistics™ 27.0 and MAXQDA Analytics Pro™ respectively. RESULTS Both the level of teamwork performance (mean = 96.25; SD = 8.257) and good practice in simulation (mean = 75; SD = 1.632) following the simulated scenarios were adequate. The following main themes were identified: satisfaction with the TeamSTEPPS® methodology, usefulness of the methodology, barriers to methodology implementation and non-technical skills improved through TeamSTEPPS®. CONCLUSIONS TeamSTEPPS® methodology can be a good interprofessional education strategy for the improvement of communication and teamwork in intensive care professionals, both at the care level (through on-site simulation strategies) and at the teaching level (through its inclusion in the students' curriculum).
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Affiliation(s)
- Ó Arrogante
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Madrid, Spain; Grupo de simulación de la Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain
| | - M Raurell-Torredà
- Grupo de simulación de la Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain; Departament Infermeria Fonamental i Mèdico Quirúrgica, Universitat de Barcelona, Barcelona, Spain.
| | - I Zaragoza-García
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Madrid, Spain; Grupo de simulación de la Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain; Instituto de Investigación Sanitaria Hospital 12 de Octubre (imas12), Madrid, Spain
| | - F J Sánchez-Chillón
- Grupo de simulación de la Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain; Centro de simulación, Hospital 12 de Octubre, Madrid, Spain
| | - A M Aliberch-Raurell
- Grupo de simulación de la Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain; Hospital Clínic de Barcelona, Barcelona, Spain
| | - A Amaya-Arias
- Grupo de simulación de la Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain; Universidad de Antioquia, Antioquia, Colombia
| | - A Rojo-Rojo
- Grupo de simulación de la Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain; Universidad Católica de Murcia, Murcia, Spain
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Arrogante Ó, Raurell-Torredà M, Zaragoza-García I, Sánchez-Chillón F, Aliberch-Raurell A, Amaya-Arias A, Rojo-Rojo A. Programa de entrenamiento basado en TeamSTEPPS® mediante simulación clínica en profesionales de cuidados intensivos: un estudio con metodología mixta. ENFERMERÍA INTENSIVA 2022. [DOI: 10.1016/j.enfi.2022.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Kim OT. Patient safety as a global health priority. КАРДИОВАСКУЛЯРНАЯ ТЕРАПИЯ И ПРОФИЛАКТИКА 2022. [DOI: 10.15829/1728-8800-2022-3427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
Patient safety is a discipline that has arisen in response to the increasing complexity of health care delivery and the associated increase in patient harm. Adverse health care events are a serious problem, causing significant harm to the patient and increasing health care costs. The World Health Organization has identified patient safety as one of the key priorities for world health. The current review presents the historical background that led to the formation of the discipline of patient safety, the determinants of adverse events in medical practice, and the main tools for dealing with them.
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Affiliation(s)
- O. T. Kim
- National Medical Research Center for Therapy and Preventive Medicine
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Ulrich G, Amstad H, Glardon O, Kaap-Fröhlich S. Teaching staff in interprofessional education: A proposed terminology. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc31. [PMID: 36119145 PMCID: PMC9469565 DOI: 10.3205/zma001552] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 04/26/2022] [Accepted: 05/11/2022] [Indexed: 06/15/2023]
Abstract
Different terms (e.g., interprofessional, multiprofessional, interdisciplinary) are used in interprofessional education and collaboration without sufficient differentiation or precision in regard to meaning. In recent years academic publications in English and German have contributed to clarifying this issue. However, there are no definitions internationally or in the German-speaking countries (Germany, Austria, Switzerland) specifically referring to the people engaged in teaching interprofessional education. Teaching in interprofessional education has evolved from the traditional role of expert to one of mentor or facilitator. It is also evident that those who teach play a central role in the success of interprofessional courses. While many different designations are used to refer to interprofessional teachers in the relevant literature and in the language of daily use, a uniform and adequate terminology should be used to refer to such teaching staff. Based on literature reviews, this commentary seeks to propose terms for teaching staff active in the area of interprofessional education and thus provide a basis for discussion in the German-speaking countries. Taking the results of the literature analysis and the roles of teachers in interprofessional settings into consideration, we propose that the English term "IP facilitator" (IP for interprofessional) should also be used in the German-speaking world and "facilitateur IP" in the French-speaking world. A French translation is included in attachment 1 to enable broader discussion in Switzerland.
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Affiliation(s)
- Gert Ulrich
- Careum Foundation, Department of strategy and innovation, Zurich, Switzerland
| | | | | | - Sylvia Kaap-Fröhlich
- Zurich University of Applied Sciences, Institute of chemistry and biotechnology, Wädenswil, Switzerland
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Development of An Interprofessional Handoff Assessment for Doctor of Physical Therapy Students. JOURNAL OF ACUTE CARE PHYSICAL THERAPY 2022. [DOI: 10.1097/jat.0000000000000196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Kaap-Fröhlich S, Ulrich G, Wershofen B, Ahles J, Behrend R, Handgraaf M, Herinek D, Mitzkat A, Oberhauser H, Scherer T, Schlicker A, Straub C, Waury Eichler R, Wesselborg B, Witti M, Huber M, Bode SFN. Position paper of the GMA Committee Interprofessional Education in the Health Professions - current status and outlook. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc17. [PMID: 35692364 PMCID: PMC9174072 DOI: 10.3205/zma001538] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 01/31/2022] [Accepted: 02/16/2022] [Indexed: 05/19/2023]
Abstract
In the wake of local initiatives and developmental funding programs, interprofessionality is now included in national curricula in the German-speaking countries. Based on the 3P model (presage, process, product), this position paper presents the development of interprofessional education in recent years in Germany, Austria and Switzerland and places it in an international context. Core aspects as legal frameworks, including amendments to occupational regulations as well as the formation of networks and faculty development are basic requirements for interprofessional education. New topics and educational settings take shape in the process of interprofessional education: patient perspectives and teaching formats, such as online courses, become more important or are newly established. The influence of the COVID-19 pandemic on interprofessional education is explored as well. Among many new interprofessional courses, particularly the implementation of interprofessional training wards in Germany and Switzerland are positive examples of successful interprofessional education. The objective of interprofessional education continues to be the acquisition of interprofessional competencies. The main focus is now centered on evaluating this educational format and testing for the corresponding competencies. In the future, more capacities will be required for interprofessional continuing education and post-graduate education. Structured research programs are essential to ascertain the effects of interprofessional education in the German-speaking countries. In this position paper the GMA committee on interprofessional education encourages further advancement of this topic and expresses the aim to continue cooperating with other networks to strengthen and intensify interprofessional education and collaboration in healthcare.
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Affiliation(s)
- Sylvia Kaap-Fröhlich
- Careum Foundation, Zurich, Switzerland
- Zurich University of Applied Sciences, Bachelor "Biomedical Laboratory Diagnostics", Wädenswil, Switzerland
| | | | - Birgit Wershofen
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Jonathan Ahles
- Albert-Ludwigs-University Freiburg, Medical Faculty, Office of the Dean of Studies, Freiburg, Germany
| | - Ronja Behrend
- Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Deans Office of Study Affairs, Semester Coordination, Berlin, Germany
| | - Marietta Handgraaf
- University of Applied Sciences, Department of Applied Health Sciences, Division of Physiotherapy, Bochum, Germany
| | - Doreen Herinek
- Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Health and Nursing Science, Berlin, Germany
| | - Anika Mitzkat
- Heidelberg University Hospital, Department of General Medicine and Health Services Research, Heidelberg, Germany
| | - Heidi Oberhauser
- fh gesundheit, fhg - Health University of Applied Sciences Tyrol, Innsbruck, Austria
| | - Theresa Scherer
- Bern University of Applied Sciences, Department of Health, Office for Interprofessional Teaching, Bern, Switzerland
| | - Andrea Schlicker
- Witten/Herdecke University, Faculty of Health, Department of Human Medicine, Witten, Germany
| | - Christine Straub
- University of Freiburg, Faculty of Medicine, Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Teaching and Teaching Research/Teaching Development Working Group, Freiburg, Germany
| | - Regina Waury Eichler
- Protestant University of Applied Sciences Berlin, Bachelor of Nursing degree program, Berlin, Germany
| | - Bärbel Wesselborg
- Fliedner Fachhochschule Düsseldorf, University of Applied Sciences, Nursing Education, Düsseldorf, Germany
| | - Matthias Witti
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Marion Huber
- Zurich University of Applied Sciences, Department of Interprofessional Teaching and Practice, Winterthur, Switzerland
| | - Sebastin F N Bode
- University of Freiburg, Faculty of Medicine, Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Teaching and Teaching Research/Teaching Development Working Group, Freiburg, Germany
- Ulm University, Ulm University Medical Center, Department of Pediatrics and Adolescent Medicine, Ulm, Germany
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Hall-Lord ML, Ballangrud R. Patients’ Perceptions of Quality of Care: A Teamwork Intervention Study in a Surgical Ward. SAGE Open Nurs 2022; 8:23779608221076814. [PMID: 35155776 PMCID: PMC8829721 DOI: 10.1177/23779608221076814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2021] [Revised: 12/22/2021] [Accepted: 01/11/2022] [Indexed: 11/16/2022] Open
Abstract
Introduction Improving teamwork competencies among health care professionals is important for patient safety. Few previous studies have investigated whether a teamwork intervention has an impact on patients’ perceptions of quality of care. Objective To investigate patients’ perceptions of quality of care before and after the implementation of a team training program in a surgical ward. Methods A quasi-experimental pre- and posttest design was used. The TeamSTEPPS® team training program was implemented in a surgical ward. Three groups of consecutively sampled patients responded to the Quality from the Patient's Perspective (QPP) questionnaire including four dimensions with 25 items. In addition to the QPP, six items were developed for this study. In total, 223 patients responded to the questionnaire. The mean age was 59.6 years, and there were 128 males and 94 females. Results The physical-technical condition dimension and four items showed significantly higher scores after six months of intervention. The majority of the patients scored quality of care in the four dimensions as very high at all three time points. Younger patients reported the lowest care quality. Conclusion The results in this study indicate that the teamwork intervention had a minimal impact on the patients’ perceptions of quality of care, with only significant differences between baseline and six months of intervention in one dimension and three items. At each data collection time point, the numbers of patients who perceived quality of care as modest decreased slightly. Younger patients were more likely to perceive care quality as modest.
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Affiliation(s)
- Marie Louise Hall-Lord
- Department of Health Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, Norway
| | - Randi Ballangrud
- Department of Health Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, Norway
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Karlsen T, Hall-Lord ML, Wangensteen S, Ballangrud R. Bachelor of nursing students' attitudes toward teamwork in healthcare: The impact of implementing a teamSTEPPS® team training program - A longitudinal, quasi-experimental study. NURSE EDUCATION TODAY 2022; 108:105180. [PMID: 34715563 DOI: 10.1016/j.nedt.2021.105180] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 10/04/2021] [Accepted: 10/18/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Teamwork skills are essential to the quality of care and patient safety; nevertheless, team training is limited in Bachelor of Nursing degree programs in Norway. OBJECTIVES The objective of this study was to explore the impact of implementing a TeamSTEPPS® team training intervention on Bachelor of Nursing students' attitudes toward teamwork in health care. DESIGN A longitudinal quasi-experimental design with pre- and posttests was used. SETTINGS One intervention group and one control group were recruited from two campuses at a Norwegian university offering a Bachelor of Nursing degree. PARTICIPANTS Subjects were recruited from a population of 423 students. METHODS For 26 months, the intervention group was exposed to the TeamSTEPPS® team training program with various learning activities to enhance teamwork skills. The intervention group and the control group responded to the Norwegian version of the TeamSTEPPS® Teamwork Attitude Questionnaire (T-TAQ) before the intervention (T0), after ten months (T1), and after 24 months (T2). The students participated in survey T0 and T1 was defined as Sample 1 and students participated in survey T0 and T2 was defined as Sample 2 The data were analyzed with parametric and nonparametric statistics. RESULTS At T0 there was a significant difference between the intervention and control group. The intervention group showed a significant positive change in the Total T-TAQ score from T0 to T1 and from T0 to T2. The change in mean score differed significantly between the intervention and control group in favor of the intervention group. CONCLUSIONS This study showed that a team training program improved Bachelor of Nursing students' attitudes toward teamwork. Therefore, we recommend that the TeamSTEPPS® team training program be implemented in Bachelor of Nursing programs to facilitate a culture of teamwork.
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Affiliation(s)
- Tore Karlsen
- Norwegian University of Science and Technology (NTNU) Faculty of Medicine and Health Sciences, Department of Health Sciences in Gjøvik, Norway.
| | - Marie Louise Hall-Lord
- Norwegian University of Science and Technology (NTNU) Faculty of Medicine and Health Sciences, Department of Health Sciences in Gjøvik, Norway; Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Karlstad, Sweden
| | - Sigrid Wangensteen
- Norwegian University of Science and Technology (NTNU) Faculty of Medicine and Health Sciences, Department of Health Sciences in Gjøvik, Norway
| | - Randi Ballangrud
- Norwegian University of Science and Technology (NTNU) Faculty of Medicine and Health Sciences, Department of Health Sciences in Gjøvik, Norway
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Haruna J, Unoki T, Ishikawa K, Okamura H, Kamada Y, Hashimoto N. Influence of Mutual Support on Burnout among Intensive Care Unit Healthcare Professionals. SAGE Open Nurs 2022; 8:23779608221084977. [PMID: 35284634 PMCID: PMC8915210 DOI: 10.1177/23779608221084977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2021] [Accepted: 02/14/2022] [Indexed: 11/26/2022] Open
Abstract
Introduction Burnout among healthcare professionals in intensive care units (ICUs) is a serious issue that leads to early retirement and medication errors. Their gender, lower years of experience, and lower education have been reported as risk factors. Simultaneously, mutual support—commonly referred to as “back-up behavior,” in which staff members support each other—is critical for team performance. However, little is known about the influence of mutual support among ICU healthcare professionals on burnout. The U.S. Agency for Healthcare Research and Quality refers to mutual support as the involvement of team members in: assisting one another, providing and receiving feedback, and exerting assertive and advocacy behaviors when patient safety is threatened. Objective This study aimed to verify the hypothesis that lower mutual support among ICU healthcare professionals is associated with increased probability of burnout. Methods A web-based survey was conducted from March 4 to 20, 2021. All ICU healthcare professionals in Japan were included. An invitation was sent via the mailing list of the Japanese Society of Intensive Care Medicine and asked to mail to local communities and social network services. We measured burnout severity using the Maslach Burnout-Human Services Survey and mutual support using the TeamSTEPPS Teamwork Perceptions Questionnaire, as well as occupational background. The cutoff value for burnout was predefined and conducted logistic regression. Results We received 335 responses, all of which were analyzed. The majority of respondents were nurses (58.5%), followed by physicians (18.5%) and clinical engineers (10.1%). The burnout group scored significantly lower on mutual support than the non-burnout group. After adjusting for covariates in a logistic regression, low mutual support was an independent factor predicting a high probability of burnout. Conclusions This study suggests that it is important to focus on mutual support among ICU healthcare professionals to reduce the frequency of burnout.
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Affiliation(s)
- Junpei Haruna
- Department of Intensive Care Medicine, Sapporo Medical University, School of Medicine, Sapporo, Hokkaido, Japan
| | - Takeshi Unoki
- Department of Acute and Critical Care Nursing, School of Nursing, Sapporo City University, Sapporo, Hokkaido, Japan
| | - Koji Ishikawa
- Department of Nursing, Hokkaido University of Science, Sapporo, Hokkaido, Japan
| | - Hideaki Okamura
- Nursing Department, NTT Medical Center Sapporo, Sapporo, Hokkaido, Japan
| | - Yoshinobu Kamada
- Department of Nursing, Kyouaikai, Tokushukai Hospital, Hakodate, Hokkaido, Japan
| | - Naoya Hashimoto
- Department of Advanced Critical Care and Emergency Center, Sapporo Medical University Hospital, Sapporo, Hokkaido, Japan
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Issa N, Liddy WE, Samant S, Conley DB, Kern RC, Hungness ES, Cohen ER, Barsuk JH. Effectiveness of a simulation-based mastery learning to train clinicians on a novel cricothyrotomy procedure at an academic medical centre during a pandemic: a quasi-experimental cohort study. BMJ Open 2021; 11:e054746. [PMID: 34799364 PMCID: PMC8606759 DOI: 10.1136/bmjopen-2021-054746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVES To develop and evaluate a simulation-based mastery learning (SBML) curriculum for cricothyrotomy using wet towels to suppress aerosolisation during a pandemic. DESIGN Quasi-experimental, pre-post study. SETTING Tertiary care, academic medical centre in Chicago. PARTICIPANTS Ear, nose and throat and general surgery residents, fellows and attendings. INTERVENTION Cricothyroidotomy simulation-based mastery learning curriculum. OUTCOMES MEASURE Pretest to posttest simulated cricothyrotomy skills checklist performance. RESULTS 37 of 41 eligible surgeons participated in the curriculum. Median pretest score was 72.5 (IQR 55.0-80.0) and 100.0 (IQR 98.8-100.0) for the posttest p<0.001. All participants scored at or above a minimum passing standard (93% checklist items correct) at posttest. CONCLUSIONS Using SBML is effective to quickly train clinicians to competently perform simulated cricothyrotomy during a pandemic.
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Affiliation(s)
- Nabil Issa
- Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Whitney E Liddy
- Department of Otolaryngology, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Sandeep Samant
- Department of Otolaryngology, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - David B Conley
- Department of Otolaryngology, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Robert C Kern
- Department of Otolaryngology, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Eric S Hungness
- Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Elaine R Cohen
- Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Jeffrey H Barsuk
- Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
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Michael M, Griggs AC, Shields IH, Sadighi M, Hernandez J, Chan C, McHugh M, Nichols BE, Joshi K, Testa D, Raj S, Preble R, Lazzara EH, Greilich PE. Improving handover competency in preclinical medical and health professions students: establishing the reliability and construct validity of an assessment instrument. BMC MEDICAL EDUCATION 2021; 21:518. [PMID: 34600497 PMCID: PMC8487478 DOI: 10.1186/s12909-021-02943-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 09/15/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND As part of the worldwide call to enhance the safety of patient handovers of care, the Association of American Medical Colleges (AAMC) requires that all graduating students "give or receive a patient handover to transition care responsibly" as one of its Core Entrustable Professional Activities (EPAs) for Entering Residency. Students therefore require educational activities that build the necessary teamwork skills to perform structured handovers. To date, a reliable instrument designed to assess teamwork competencies, like structured communication, throughout their preclinical and clinical years does not exist. METHOD Our team developed an assessment instrument that evaluates both the use of structured communication and two additional teamwork competencies necessary to perform safe patient handovers. This instrument was utilized to assess 192 handovers that were recorded from a sample of 229 preclinical medical students and 25 health professions students who participated in a virtual course on safe patient handovers. Five raters were trained on utilization of the assessment instrument, and consensus was established. Each handover was reviewed independently by two separate raters. RESULTS The raters achieved 72.22 % agreement across items in the reviewed handovers. Krippendorff's alpha coefficient to assess inter-rater reliability was 0.6245, indicating substantial agreement among the raters. A confirmatory factor analysis (CFA) demonstrated the orthogonal characteristics of items in this instrument with rotated item loadings onto three distinct factors providing preliminary evidence of construct validity. CONCLUSIONS We present an assessment instrument with substantial reliability and preliminary evidence of construct validity designed to evaluate both use of structured handover format as well as two team competencies necessary for safe patient handovers. Our assessment instrument can be used by educators to evaluate learners' handoff performance as early as their preclinical years and is broadly applicable in the clinical context in which it is utilized. In the journey to optimize safe patient care through improved teamwork during handovers, our instrument achieves a critical step in the process of developing a validated assessment instrument to evaluate learners as they seek to accomplish this goal.
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Affiliation(s)
- Meghan Michael
- Department of Anesthesiology and Pain Management, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Mail Code 9068, Dallas, TX 75390 USA
| | - Andrew C. Griggs
- Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, 1 Aerospace Blvd, Daytona Beach, FL 32114 USA
| | - Ian H. Shields
- Office of Quality, Safety, and Outcomes Education, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Mozhdeh Sadighi
- Department of Undergraduate Medical Education, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Jessica Hernandez
- Department of Emergency Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Chrissy Chan
- Department of Emergency Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Mary McHugh
- Department of Emergency Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Blake E. Nichols
- Department of Pediatrics, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Mail Code 9063, Dallas, TX 75390 USA
| | - Kavita Joshi
- Department of Emergency Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Daniel Testa
- Department of Emergency Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Sonika Raj
- Department of Emergency Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Richard Preble
- Office of Quality, Safety, and Outcomes Education, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390 USA
| | - Elizabeth H. Lazzara
- Department of Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University, 1 Aerospace Blvd, Daytona Beach, FL 32114 USA
| | - Philip E. Greilich
- Department of Anesthesiology and Pain Management, University of Texas Southwestern Medical Center, 5323 Harry Hines Blvd, Mail Code 9068, Dallas, TX 75390 USA
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Schmutz JB. Institutionalizing an interprofessional simulation education program: an organizational case study using a model of strategic change. J Interprof Care 2021; 36:402-412. [PMID: 34459330 DOI: 10.1080/13561820.2021.1951189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Initiatives to implement interprofessional simulation education programs (ISEP) often fail due to lack of support, resources from management or proper integration into the organization system. This paper aims to identify factors that ensure the successful implementation of an ISEP. Further, the study explores the potential effects an ISEP can have on organizational processes and culture. The case study describes the implementation process of an ISEP in a non-academic community hospital using interviews, participative observations and archival data over six years. A thematic approach has been used to analyze the data guided by Kotter's 8-step model for organizational change. Strategies for a successful implementation of an ISEP include: 1) make a case for interprofessional simulation-based education (SBE), 2) search for healthcare champions, 3) define where the ISEP will lead the organization, 4) spread the word about interprofessional SBE, 5) ensure that structures, skills and supervisors align with the change effort, 6) win over smaller entities, 7) enable peer feedback and create more change, 8) institutionalize the ISEP. Indicators of how the ISEP impacted hospital culture are presented and discussed. ISEPs - if implemented effectively - provide powerful opportunities to span boundaries between professional groups, foster interprofessional collaboration, and eventually improve patient care.
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Affiliation(s)
- Jan B Schmutz
- Department of Management, Technology and Economics, ETH Zurich, Zurich, Switzerland
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Ballangrud R, Aase K, Vifladt A. Longitudinal team training program in a Norwegian surgical ward: a qualitative study of nurses' and physicians' experiences with implementation. BMC Health Serv Res 2021; 21:725. [PMID: 34294085 PMCID: PMC8299676 DOI: 10.1186/s12913-021-06732-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 07/06/2021] [Indexed: 01/15/2023] Open
Abstract
Background Team training interventions to improve team effectiveness within healthcare are widely used. However, in-depth knowledge of how healthcare professionals experience such team training curricula and their implementation processes, as well as how contextual factors impact implementation, is currently missing. The aim of this study is therefore to describe healthcare professionals’ experiences with the implementation of a longitudinal interprofessional team training program in a surgical ward. Methods A descriptive design was applied based on qualitative semi-structured focus group interviews with 11 healthcare professionals. A convenience sample of physicians (n = 4), registered nurses (n = 4), and certified nursing assistants (n = 3) was divided into three professionally based focus groups, which were interviewed at three time intervals over a period of 1 year. Intervention The validated and evidence-based team training program Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) was implemented in a surgical ward at a hospital between January 2016 and June 2017. The team training program included three phases: 1) assessment and planning, 2) training and implementation, and 3) sustainment. Results Healthcare professionals’ experiences with the content of the team training program varied from valuing the different elements of it to seeing the challenges in implementing the elements in clinical practice. A one-day training course was found to be especially beneficial for interprofessional collaboration at the ward. Over time, the nursing staff seemed to maintain their motivation for the implementation of the tools and strategies, while the physicians became less actively involved. Contextual ward factors influenced the adoption and utilization of the tools and strategies of the program both positively and negatively. The healthcare professionals’ experienced the implementation of the team training program as positive for the patient safety culture at the ward in the forms of increased awareness of teamwork and open communication. Conclusions The study suggests that the implementation of a team training program in a surgical ward is dependent on a set of factors related to content, process, context, and impact. Knowledge on how and why a team training program work supports the transferability to clinical practice in further planning of team training measures. Trial registration The study is part of a larger research project with a study protocol that was registered retrospectively on 05.30.17, with the trial registration number ISRCTN13997367. Supplementary Information The online version contains supplementary material available at 10.1186/s12913-021-06732-6.
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Affiliation(s)
- Randi Ballangrud
- Department of Health Sciences Gjøvik, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Teknologivn. 22, 2815, Gjøvik, Norway.
| | - Karina Aase
- Department of Health Sciences Gjøvik, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Teknologivn. 22, 2815, Gjøvik, Norway.,Center for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms hus, Kjell Arholms gate 43, 4021, Stavanger, Norway
| | - Anne Vifladt
- Department of Health Sciences Gjøvik, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Teknologivn. 22, 2815, Gjøvik, Norway
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Can You Escape Sepsis? Using a Healthcare Escape Room as an Innovative Approach to Nursing Education. CLIN NURSE SPEC 2021; 35:65-72. [PMID: 33534248 DOI: 10.1097/nur.0000000000000578] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
PURPOSE/OBJECTIVES The purpose of this article is to provide the clinical nurse specialist with an interactive, creative, and fun approach using an escape room to increase the retention and application of knowledge about caring for patients with sepsis and improve patient care outcomes. DESCRIPTION OF THE PROJECT This project involved the design of a healthcare-based escape room, where clinical nurses and interprofessional learners engaged in a series of puzzles and problem-solving experiences to apply clinical judgment and critical thinking about patient care. THEORY AND FRAMEWORKS Knowles' theory of adult learning guided the development of this gamified learning. OUTCOME The clinical nurse specialist was critical to the success of the escape room. The escape room created an innovative learning environment, expanding opportunities to engage staff and promote high-quality care for best patient outcomes. CONCLUSION The benefits of incorporating adult learning principles with gamification-based education as a teaching strategy are evident in the feedback and overwhelmingly positive responses received from participants. The successes of the sepsis escape room have presented opportunities to continue supporting progressive, fun, and evidence-based learning environments and positively impact both nursing education and patient care outcomes.
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Corgan S, Ford Winkel A, Sugarman R, Young JQ. From Burnout to Wholehearted Engagement: A Qualitative Exploration of Psychiatry Residents' Experience of Stress. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:709-717. [PMID: 33410608 DOI: 10.1097/acm.0000000000003912] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Physician burnout is endemic across medical education and has numerous deleterious effects. Given the prevalence and negative effects of burnout, there is an urgent need to understand how residents experience and cope with stress and develop explanatory models that inform the development of more effective interventions. METHOD Using a qualitative, constructivist approach informed by grounded theory, the authors conducted semistructured interviews from March to April 2019, in which psychiatry residents were asked about their experiences of stress and how they coped. First- through fourth-year trainees at Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York, were invited. Two authors independently and inductively coded deidentified transcripts. A constant comparative approach was used to analyze data and support construction of themes. Theoretic sufficiency was observed after 14 interviews. RESULTS The authors constructed an explanatory model for how residents cope with stress and whether they tended toward burnout or wholehearted engagement. The model included 3 themes: self-care, work relationships, and meaning making. Self-care, including time spent with others, provided connection and belonging that bolstered physicians' developing identities. Interpersonal relationships at work profoundly influenced the experience of residents. Positive peer and supervisor relationships enhanced confidence and perseverance. Negative role models and conflict engendered feelings of inadequacy. The ability to shift perspective and build meaning through examining moral values in the face of challenges was crucial for residents who reported success at coping with stress. Residents identified personal psychotherapy as an especially important strategy to facilitate meaning making. CONCLUSIONS These findings provide guidance for how residency programs may help residents cope with stress and move away from burnout toward wholehearted engagement. Strategies may include reducing barriers to self-care and to accessing help early in training, creating spaces that promote peer connection and providing training in addressing conflict, and facilitating engagement in meaning-making activities.
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Affiliation(s)
- Sondra Corgan
- S. Corgan is a fellow in child and adolescent psychiatry, Department of Psychiatry, Thomas Jefferson University Hospital, Philadelphia, Pennsylvania
| | - Abigail Ford Winkel
- A. Ford Winkel is associate professor and vice chair for education, Department of Obstetrics and Gynecology, and assistant director, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
| | - Rebekah Sugarman
- R. Sugarman is a medical student, University of Michigan Medical School, Ann Arbor, Michigan
| | - John Q Young
- J.Q. Young is professor and vice chair for education, Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York; ORCID: http://orcid.org/0000-0003-2219-5657
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18
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Karlsen T, Hall‐Lord ML, Wangensteen S, Ballangrud R. Reliability and structural validity of the Norwegian version of the TeamSTEPPS Teamwork Attitudes Questionnaire: A cross-sectional study among Bachelor of Nursing students. Nurs Open 2021; 8:664-674. [PMID: 33570306 PMCID: PMC7877154 DOI: 10.1002/nop2.671] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 08/24/2020] [Accepted: 10/09/2020] [Indexed: 11/25/2022] Open
Abstract
AIM To test the reliability and structural validity of the Norwegian version of the TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ) among Bachelor of Nursing students. DESIGN Cross-sectional study. METHODS Bachelor of Nursing students (N = 1,624) at three campuses in different regions of Norway were invited to complete the survey. The data were analysed with descriptive statistics, Cronbach's alpha and confirmatory factor analysis (CFA). Three models were tested. Model 3 was a post hoc modification with a correlation between four negatively worded items. The data was collected in September 2018 and May-June 2019. RESULTS A total of 509 students were included in the study. Cronbach's alpha ranged from 0.44-0.70 for the dimensions and was 0.79 for the total questionnaire. The fit indexes of model 3 were as follows: RMSEA = 0.043, chi-square = 724.3 (p < .000), normed chi-square = 1.862, TLI = 0.812 and CFI = 0.832. The questionnaire shows some potential to display attitudes towards teamwork in health care among Bachelor of Nursing students. Low Cronbach's alpha in the dimensions might indicate that the questionnaire should be considered used as a unidimensional questionnaire.
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Affiliation(s)
- Tore Karlsen
- Department of Health Science GjøvikFaculty of Medicine and Health SciencesNorwegian University of Science and TechnologyGjoevikNorway
| | - Marie Louise Hall‐Lord
- Department of Health Science GjøvikFaculty of Medicine and Health SciencesNorwegian University of Science and TechnologyGjoevikNorway
- Department of Health SciencesFaculty of Health, Science and TechnologyKarlstad UniversityKarlstadSweden
| | - Sigrid Wangensteen
- Department of Health Science GjøvikFaculty of Medicine and Health SciencesNorwegian University of Science and TechnologyGjoevikNorway
| | - Randi Ballangrud
- Department of Health Science GjøvikFaculty of Medicine and Health SciencesNorwegian University of Science and TechnologyGjoevikNorway
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19
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Hall-Lord ML, Bååth C, Ballangrud R, Nordin A. The Swedish version of the TeamSTEPPS® teamwork attitudes questionnaire (T-TAQ): A validation study. BMC Health Serv Res 2021; 21:105. [PMID: 33516232 PMCID: PMC7847595 DOI: 10.1186/s12913-021-06111-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 01/24/2021] [Indexed: 02/08/2023] Open
Abstract
Background Effective teamwork is essential for delivering safe health care. It is important to increase patient safety in healthcare by conducting interprofessional team training with both healthcare professionals and undergraduate students. Validated questionnaires that evaluate team training activities contribute to valuable knowledge regarding changes in attitudes toward teamwork. The aim of the study was to test the reliability and structural validity of the Swedish version of the TeamSTEPPS® Teamwork Attitudes Questionnaire (T-TAQ). Methods The study had a cross-sectional design. Four hospitals in three health care regions in Sweden participated in the study. In total, 458 healthcare professionals, response rate 39.4%, completed the questionnaire. The T-TAQ, which consists of 30 items and covers five dimensions (Team Structure, Leadership, Situation Monitoring, Mutual Support and Communication), was translated to Swedish. A paper version of the T-TAQ was distributed to healthcare professionals (physicians, registered nurses, midwives, nursing assistants and allied health professionals) from the hospitals. Reliability and validity were tested using Cronbach’s alpha and confirmatory factor analysis. Results Cronbach’s alpha was 0.70 for the total T-TAQ and ranged from 0.41 to 0.87 for the individual dimensions. The goodness-of-fit indexes in the confirmatory factor analysis (Model 2) revealed a normed chi-square of 2.96, a root mean square error of approximation of 0.068, a Tucker-Lewis index of 0.785 and a comparative fit index of 0.808. Conclusions The Swedish version of the T-TAQ has some potential to measure healthcare professionals’ general attitudes toward the core components of teamwork in hospital settings. Further validation studies of the Swedish version of the T-TAQ are required, with samples representing both healthcare professionals and students from various healthcare disciplines and educational levels.
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Affiliation(s)
- Marie Louise Hall-Lord
- Department of Health Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, Norway. .,Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden.
| | - Carina Bååth
- Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden.,Faculty of Health and Welfare, Østfold University College, Fredrikstad, Norway
| | - Randi Ballangrud
- Department of Health Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, Norway
| | - Anna Nordin
- Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden
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20
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O'Connell MB, Fava JP, Gilkey SJ, Dereczyk AL, Higgins R, Burke CA, Lucarotti RL, Gaggin PE. Using community pharmacies and team observed structured clinical encounters (TOSCEs) for interprofessional education and training. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:19-28. [PMID: 33131613 DOI: 10.1016/j.cptl.2020.07.018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Revised: 07/02/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Collaborative practice improves patient outcomes and is a needed student skill. An interprofessional education and collaborative practice (IPECP) program was developed using community pharmacies, clinics, and emergency departments. This study's purpose was to assess student pharmacists' team attitudes and skill development after the IPECP using team observed structured clinical encounters (TOSCEs). METHODS Nineteen pairs of fourth-year pharmacy and second-year physician assistant students practiced together in a community pharmacy (two days) and clinic or emergency department (two days). They completed TeamSTEPPS training and two team modules. Assessments included TOSCEs and pre/post attitude surveys. RESULTS Students significantly increased all TOSCE domain skills with pre- to post-mean score (SD) of: team communications 3.0 (0.5) to 4.1 (0.5), collaboration 2.8 (0.6) to 4.0 (0.5), roles and responsibilities 2.4 (0.4) to 3.8 (0.5), patient-centered care 2.8 (0.5) to 4.1 (0.6), conflict management 2.8 (0.5) to 4.1 (0.6), team functioning 2.7 (0.6) to 3.9 (0.6), and global performance 2.8 (0.6) to 4.0 (0.5). Afterwards, students reported positive attitudes about team-based patient care. All students stated the experience increased patient and healthcare professional communication skills and understanding of patient problems, and decreased errors. Most students (84%) agreed team care increased interventions compared to individually provided care. Most students (84%) thought the experience was worthwhile, and 68% agreed the IPECP program should be continued. CONCLUSIONS This study supports that IPECP can be conducted in a community pharmacy and clinic or emergency department to improve student team skills as evidenced by documented team skills development during TOSCEs.
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Affiliation(s)
- Mary Beth O'Connell
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Joseph P Fava
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Stephanie J Gilkey
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Physician Assistant Studies, 259 Mack Ave, Suite 2590, Detroit, MI 48201-2427, United States.
| | - Amy L Dereczyk
- University of Detroit Mercy, College of Health Professions, Physician Assistant Program, 4001 West McNichols Road, Detroit, MI 48221, United States.
| | - Rose Higgins
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Ave, Detroit, MI 48201-2427, United States
| | - Constance A Burke
- University of Detroit Mercy, College of Health Professions, Physician Assistant Program, 4001 West McNichols Road, Detroit, MI 48221, United States.
| | - Richard L Lucarotti
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
| | - Pilar E Gaggin
- Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Pharmacy Practice Department, 259 Mack Avenue, Suite 2190, Detroit, MI 48201-2427, United States.
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Felgoise SH, Branch J, Poole A, Levy L, Becker M. Interprofessional Education: Collaboration and Learning in Action. J Osteopath Med 2020; 119:612-619. [PMID: 31449307 DOI: 10.7556/jaoa.2019.109] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Interprofessional education (IPE) is necessary to ensure that future health care professionals are prepared to provide holistic, patient-centered prevention programs, assessments, diagnoses, treatment plans, and chronic illness management in a collaborative manner. Accrediting bodies such as the Commission on Osteopathic College Accreditation and the American Psychological Association newly require programs to implement instruction and evaluate IPE core competency development in each year of their programs. The IPE core team at the Philadelphia College of Osteopathic Medicine has designed, implemented, and tested an IPE core course over the past 2 years that includes students in osteopathic medicine, clinical psychology, mental health counseling, and physician assistant programs. Throughout this process, the IPE core team has identified strengths, weaknesses, opportunities, and challenges. Cultural considerations, institutional resources, pedagogy for large interdisciplinary groups at different stages of training, and technology and assessment tools for student and course evaluation are all critical considerations.
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