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Kheawwan P, Thanomlikhit C, Narajeeenron K, Rojnawee S. Translation and psychometric validation of the Thai version of TeamSTEPPS® team performance observation tool. J Interprof Care 2024; 38:573-582. [PMID: 38343289 DOI: 10.1080/13561820.2024.2307547] [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: 08/21/2023] [Accepted: 01/13/2024] [Indexed: 04/12/2024]
Abstract
In healthcare, effective communication and teamwork are pivotal in reducing medical errors. Integrating team training into health professions education is crucial. Accurate measurement of team performance during training requires reliable assessment tools. The TeamSTEPPS® Team Performance Observation Tool (TPOT), recently updated by the Agency for Healthcare Research and Quality, serves this purpose. However, it had not been translated and validated for use in Thailand. We aimed to translate and assess the psychometric properties of the Thai version of TPOT. Employing a back-translation process, TPOT was adapted to the Thai context. The resulting Thai TPOT instrument was administered to 518 healthcare professionals who had undergone TeamSTEPPS® training. Participants were asked to evaluate two prerecorded, 7-minute simulated team emergency scenarios using the Thai TPOT instrument. Results exhibited high internal consistency (Cronbach's alpha = .96) and inter-rater reliability (ICC = .98). Confirmatory factor analysis affirmed the construct validity of the Thai TPOT. These findings establish the Thai TPOT as useful for evaluating teamwork within healthcare teams.
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Affiliation(s)
- Pataraporn Kheawwan
- Department of Nursing, King Chulalongkorn Memorial Hospital, Bangkok, Thailand
| | - Chanya Thanomlikhit
- Nursing Professional Development Center, Department of Nursing, King Chulalongkorn Memorial Hospital, Bangkok, Thailand
| | - Khuansiri Narajeeenron
- Department of Emergency Medicine, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
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Vyas D, DelNero T, Bandy V, Yalamanchili J, Kaur N, Nguyen A, Galal SM. Impact of Just-in-Time TeamSTEPPS Training on Team Performance in a Pediatric Escape Room Interprofessional Experience. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100653. [PMID: 38237684 DOI: 10.1016/j.ajpe.2024.100653] [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: 08/11/2023] [Revised: 01/08/2024] [Accepted: 01/09/2024] [Indexed: 02/12/2024]
Abstract
OBJECTIVE To compare differences in observed and self-reported team dynamics between those who received versus those who did not receive TeamSTEPPS training prior to an interprofessional escape room scenario. METHODS Final-year pharmacy (N = 27) and physician assistant (N = 88) students participated in an escape room featuring pediatric dosing, asthma, otitis media, type 1 diabetes, and vaccine fundamentals. In total, 29 teams were randomized to control (14) or intervention arm (15). The control group went to the escape room and then returned to the classroom for a team-building module including TeamSTEPPS training. The intervention group started with the team-building module then went to the escape room. One faculty observer was assigned to each team and utilized the Performance Assessment Communication and Teamwork (PACT) expert-observer form to assess team performance. Post-event, students completed an abbreviated PACT post-assessment and a self-reflection on the prompt "What were the most important takeaways from today's interprofessional education experience?" RESULTS On the PACT expert-observer form, significantly higher global scores were noted for the intervention arm on all items except situation monitoring. On the aggregate observer data from all stations, leadership emerged as statistically different between the 2 groups. On the PACT post-assessment, the intervention arm reported significantly more leadership during the simulation. On the self-reflections, 70.9% versus 64% in the control arm recognized the importance of teamwork in managing patients. CONCLUSIONS Just-in-time TeamSTEPPS training improved observed and to a lesser extent, self-reported teamwork and communication skills. Incorporating TeamSTEPPS training immediately prior to an interprofessional education experience may enhance team performance.
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Affiliation(s)
- Deepti Vyas
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA.
| | - Tracey DelNero
- University of the Pacific, School of Health Sciences, Sacramento, CA, USA
| | - Veronica Bandy
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
| | | | - Navjot Kaur
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
| | - Ailynn Nguyen
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
| | - Suzanne M Galal
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
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Qiu T, Chen M, Gao S, Huang J, Wang W, Wang L, Li H. Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care. Sci Rep 2024; 14:4712. [PMID: 38409342 PMCID: PMC10897387 DOI: 10.1038/s41598-024-55509-4] [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: 03/06/2023] [Accepted: 02/24/2024] [Indexed: 02/28/2024] Open
Abstract
To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic wards from March 2020 to April 2022 were divided into two groups that received the same trauma care teaching content. The control group (n = 119) used the traditional teaching approach, and the experimental group (n = 125) utilized a combination of TeamSTEPPS with a modularization teaching model. A questionnaire was used to assess students' theoretical knowledge, practical skills, self-concepts and professional benefits after one month with the goal of determining their end-of-course performance. The theoretical knowledge scores obtained by the control group and the experimental group were 89.56 ± 4.06 and 91.62 ± 2.84, respectively, and these results were statistically significant (P < 0.05). Students preferred the combination of TeamSTEPPS with the modularization teaching model to the traditional instructional method in terms of practical skills, professional self-concepts and professional benefits (P < 0.05). The application of the combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care made significant contributions to nursing students' mastery of theoretical knowledge and practical skills, enhanced their sense level of professional identity, instilled a correct occupational ideology in such students, and enhanced the professional benefits they were able to obtain.
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Affiliation(s)
- Tieying Qiu
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 410011, China
| | - Min Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 410011, China
| | - Suyuan Gao
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 410011, China
| | - Jin Huang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 410011, China
| | - Weixing Wang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 410011, China
| | - Liping Wang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 410011, China.
| | - Haiyang Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 410011, China.
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Fernández Castillo G, Khalid M, Salas E. Beyond communication: an update on transforming healthcare teams. Front Med (Lausanne) 2024; 11:1282173. [PMID: 38449884 PMCID: PMC10915010 DOI: 10.3389/fmed.2024.1282173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 02/01/2024] [Indexed: 03/08/2024] Open
Affiliation(s)
| | | | - Eduardo Salas
- Making Effective Teams Laboratory, Department of Psychological Science, Rice University, Houston, TX, United States
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Fagerdal B, Lyng HB, Guise V, Anderson JE, Wiig S. No size fits all - a qualitative study of factors that enable adaptive capacity in diverse hospital teams. Front Psychol 2023; 14:1142286. [PMID: 37484113 PMCID: PMC10359188 DOI: 10.3389/fpsyg.2023.1142286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Accepted: 06/20/2023] [Indexed: 07/25/2023] Open
Abstract
Introduction Resilient healthcare research studies how healthcare systems and stakeholders adapt and cope with challenges and changes to enable high quality care. By examining how performance emerges in everyday work in different healthcare settings, the research seeks to receive knowledge of the enablers for adaptive capacity. Hospitals are defined as complex organizations with a large number of actors collaborating on increasingly complexity tasks. Consequently, most of today's work in hospitals is team based. The study aims to explore and describe what kind of team factors enable adaptive capacity in hospital teams. Methods The article reports from a multiple embedded case study in two Norwegian hospitals. A case was defined as one hospital containing four different types of teams in a hospital setting. Data collection used triangulation of observation (115 h) and interviews (30), followed by a combined deductive and inductive analysis of the material. Results The study identified four main themes of team related factors for enabling adaptive capacity; (1) technology and tools, (2) roles, procedures, and organization of work, (3) competence, experience, knowledge, and learning, (4) team culture and relations. Discussion Investigating adaptive capacity in four different types of teams allowed for consideration of a range of team types within healthcare and how the team factors vary within and across these teams. All of the four identified team factors are of importance in enabling adaptive capacity, the various attributes of the respective team types prompt differences in the significance of the different factors and indicates that different types of teams could need diverse types of training, structural and relational emphasis in team composition, leadership, and non-technical skills in order to optimize everyday functionality and adaptive capacity.
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Affiliation(s)
- Birte Fagerdal
- Faculty of Health Sciences, SHARE – Centre for Resilience in Healthcare, University of Stavanger, Stavanger, Norway
| | - Hilda Bø Lyng
- Faculty of Health Sciences, SHARE – Centre for Resilience in Healthcare, University of Stavanger, Stavanger, Norway
| | - Veslemøy Guise
- Faculty of Health Sciences, SHARE – Centre for Resilience in Healthcare, University of Stavanger, Stavanger, Norway
| | - Janet E. Anderson
- Department of Anesthesiology and Perioperative Medicine, Monash University, Melbourne, VIC, Australia
| | - Siri Wiig
- Faculty of Health Sciences, SHARE – Centre for Resilience in Healthcare, University of Stavanger, Stavanger, Norway
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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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Goto R, Haruta J. Current status of interprofessional competency among healthcare professions in Japan: A cross-sectional web-based survey. J Gen Fam Med 2023; 24:119-125. [PMID: 36909786 PMCID: PMC10000264 DOI: 10.1002/jgf2.601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 11/29/2022] [Accepted: 12/09/2022] [Indexed: 01/01/2023] Open
Abstract
Background Self-assessment of professionals' interprofessional competency is meaningful for benchmarking oneself and helping to identify training needs. We aimed to clarify differences in self-assessment of interprofessional competency in Japan by profession and type of facility. Methods We conducted a cross-sectional study using a web survey among primary healthcare providers in Japan, especially members of the Japan Primary Care Association, between June and October 2020. After sampling using the e-mail list, we used an exponential nondiscriminative snowball method as purposive sampling through key professional informants between November 2020 and February 2021. The questionnaire covered items including participant demographics (age, gender, years of experience as professionals, years of experience working at the current institution, attendance type (regular or part-time work), administrative experience, profession, and facility type) and included the Japanese version of the Self-assessment Scale of Interprofessional Competency (JASSIC). Differences between healthcare professions (physician, nurse, pharmacist, rehabilitation therapist, and social worker) and between types of facility (university hospital, medium-sized hospital, small hospital, and clinics) were compared using the Kruskal-Wallis test. Results A total of 593 people responded to the survey. Their mean age was 41.2 ± 11.3 years, and 312 (52.6%) were female. JASSIC scores of physicians and social workers were significantly higher than those of rehabilitation therapists (p < 0.01). Concerning facilities, professionals working in clinics rated themselves higher than those in medium-sized hospitals (p < 0.01). Conclusions We revealed that self-assessment of interprofessional competency in Japan varied by profession and type of facility.
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Affiliation(s)
- Ryohei Goto
- Department of Primary Care and Medical Education, Faculty of Medicine University of Tsukuba Tsukuba Japan
| | - Junji Haruta
- Department of Primary Care and Medical Education, Faculty of Medicine University of Tsukuba Tsukuba Japan.,Medical Education Center, School of Medicine Keio University Tokyo Japan
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Vifladt A, Ballangrud R, Myhr K, Grusd E, Porthun J, Mæhlum PA, Aase K, Sollid SJM, Odberg KR. Team training program's impact on medication administration, teamwork and patient safety culture in an ambulance service (TEAM-AMB): a longitudinal multimethod study protocol. BMJ Open 2023; 13:e067006. [PMID: 36669839 PMCID: PMC9872483 DOI: 10.1136/bmjopen-2022-067006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 01/06/2023] [Indexed: 01/22/2023] Open
Abstract
INTRODUCTION Medication administration errors (MAEs) have the potential for significant patient harm, and the frequency of MAEs in the ambulance services is not well known. Effective teamwork is paramount for providing safe and effective patient care, especially in a time-sensitive, high-risk environment such as the ambulance services. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an evidence-based team training programme that, to our knowledge, has not been studied in the ambulance services previously. TeamSTEPPS is based on the five principles: team structure, communication, leadership, situation monitoring and mutual support. This study aims to advance the knowledge of the medication administration process in the ambulance services and study the impact of a team training programme on the frequency of MAEs, and the perception of teamwork, and patient safety culture. METHODS AND ANALYSIS This study uses a longitudinal multimethod design to evaluate medication administration and the implementation of the team training programme TeamSTEPPS in an ambulance service. A review of electronic patient journals 6 months prior to the intervention, and 12 months after the intervention will provide data on the frequency of MAEs. Focus group interviews and questionnaires will be carried out before and after the intervention to describe the perception of teamwork and patient safety culture among ambulance professionals. Observations, individual interviews and a review of guidelines will be conducted in the first and second quarters of 2022 to study the medication administration process in ambulance services. ETHICS AND DISSEMINATION The study protocol was reviewed by the Regional Committees for Medical and Health Research Ethics Central Norway and approved by the Hospital Trust data protection officer, and the head of the Prehospital Division at the Hospital Trust. The data material will be managed confidentially and stored according to regulations. The results will be disseminated through scientific papers, reports, conference presentations, popular press, and social media. TRIAL REGISTRATION NUMBER NCT05244928.
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Affiliation(s)
- Anne Vifladt
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
- Department of Research, Innlandet Hospital Trust, Brumunddal, Norway
| | - Randi Ballangrud
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
| | - Kjetil Myhr
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
- Department of Acute Care Medicine, Innlandet Hospital Trust, Brumunddal, Norway
| | - Eystein Grusd
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
- Department of Prehospital Care, Innlandet Hospital Trust, Brumunddal, Norway
| | - Jan Porthun
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
| | - Pål Anders Mæhlum
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
- Department of Prehospital Care, Innlandet Hospital Trust, Brumunddal, Norway
| | - Karina Aase
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
- Center for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Stephen J M Sollid
- Department of Prehospital Care, Innlandet Hospital Trust, Brumunddal, Norway
- Center for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Kristian Ringsby Odberg
- Department of Health Sciences Gjøvik, Norwegian University of Science and Technology, Gjøvik, Norway
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Madisa M, Filmalter CJ, Heyns T. Considerations for promoting the implementation of work-based interprofessional education programmes: A scoping review. NURSE EDUCATION TODAY 2023; 120:105617. [PMID: 36368119 DOI: 10.1016/j.nedt.2022.105617] [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: 03/15/2022] [Revised: 10/11/2022] [Accepted: 10/23/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Effective inter-professional collaboration may improve healthcare outcomes, including maternal and child healthcare settings where unfavourable outcomes are often due to communication and collaboration failures. OBJECTIVE Explore the considerations for promoting the implementation of work-based interprofessional education programmes. METHODS A scoping review guided by the methodological framework of Arksery and O'Malley was used to analyse 28 articles published between 2000 and 2020. The reporting was guided by the PRISMA extension for Scoping Reviews. RESULTS Twenty-seven of 28 articles were studies conducted in high-income countries. The review revealed considerations which were themed as 1) mobilisation of resources, 2) helpful learning environment, 3) healthcare professional's valuation and 4) barriers prior to implementing IPE/IPC. Successful implementation of interventions triggered motivation, confidence, self-efficacy, value for IPE/IPC. CONCLUSION Our findings demonstrate that there are specific considerations that can contribute to the uptake of IPE/IPC interventions in the clinical setting.
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Affiliation(s)
- Montlenyane Madisa
- University of Pretoria, Department of Nursing Science, Pretoria, South Africa.
| | - Celia J Filmalter
- University of Pretoria, Department of Nursing Science, Pretoria, South Africa.
| | - Tanya Heyns
- University of Pretoria, Department of Nursing Science, Pretoria, South Africa.
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Bender M, Veenstra J, Yoon S. Improving interprofessional communication: Conceptualizing, operationalizing and testing a healthcare improvisation communication workshop. NURSE EDUCATION TODAY 2022; 119:105530. [PMID: 36155207 DOI: 10.1016/j.nedt.2022.105530] [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: 07/06/2021] [Revised: 08/02/2022] [Accepted: 08/24/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Communication errors are a leading cause of adverse events in the acute and ambulatory healthcare setting. We now understand that communication within and across professions and patients is a complex achievement with numerous barriers, including cultural, educational, and structural hurdles. Improvisation has been identified as an approach with great potential to develop communication skills for multi-disciplinary healthcare students. OBJECTIVE We report on the interdisciplinary conceptualization, operationalization, and effectiveness testing of a novel educational healthcare improvisation communication workshop. DESIGN Prospective pre-post test experimental. SETTING University of California, Irvine. PARTICIPANTS Total of 158 nursing, medicine, and population health students. METHODS We conceptualized improvisation through the constructs of presence, trust, and acceptance to develop workshop activities, then used the Kirkpatrick Learning Framework to test the workshop's feasibility, learning outcomes, and preliminary behavior changes. RESULTS Participants rated the feasibility of the workshop highly. Pre-post workshop effectiveness testing showed significant increases in communication and collaboration competencies. Qualitative data suggested workshop activities were powerful learning modality because they were premised by introducing their conceptual underpinning and providing tangible examples via the video and debrief. Qualitative data also suggested preliminary behavior changes post workshop. CONCLUSIONS We have developed and tested a communication teaching modality with strong conceptual grounding and empirical evidence of its efficacy in engaging healthcare students in collaborative communication, with documented evidence of learning that health educators can use in their courses. Future research is needed (and currently underway) to generate the evidence that the workshop can be adopted and sustained within a multi-school curriculum, which includes testing the feasibility of cross-school curriculum logistics (i.e. cross-listing the course to meet different school registrar policies, teaching workload sharing across faculty, etc.), as well as continued effectiveness testing.
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Affiliation(s)
- Miriam Bender
- Sue & Bill Gross School of Nursing, University of California, Irvine, 252 Berk Hall, Irvine, CA 92697-3959, United States of America.
| | - Joel Veenstra
- Claire Trevor School of the Arts, University of California, Irvine, CA 92697-2775, United States of America.
| | - Sarah Yoon
- Cedar Sinai Medical Center, Beverly Hills, CA, United States of America
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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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Unintended Consequences of a Transition to Synchronous, Virtual Simulations for Interprofessional Learners. Healthcare (Basel) 2022; 10:healthcare10112184. [DOI: 10.3390/healthcare10112184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2022] [Revised: 10/23/2022] [Accepted: 10/27/2022] [Indexed: 11/06/2022] Open
Abstract
The coronavirus pandemic shifted in-person environments to virtual environments. Little is known about the effectiveness of fully synchronous, virtual interprofessional education (IPE). This study aims to compare two IPE cases that occurred in-person pre-pandemic and virtual during-pandemic. Two cases are analyzed: a medical error care and a charity care case. Participants were students from various health science disciplines. Assessments were captured through The Interprofessional Collaborative Competency Attainment Survey (ICCAS). Effect sizes were calculated for the pre-and post-surveys and analyzed using Cohen’s d for independent samples. From the in-person collection period, a total of 479 students participated in the medical error simulation and 479 in the charity care simulation. During the virtual collection period, a total of 506 students participated in the medical error simulation and 507 participated in the charity care simulation. In the data for the virtual simulations, the medical error case study maintained a large effect size (0.81) while the charity care simulation had a lesser impact (0.64 effect size). Structural details of the patient cases may be a critical variable. Future research is needed to better understand how health science students can obtain more training to notice the subtle cues from patients assessed through telemedicine modalities.
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Parmekar S, Shah R, Gokulakrishnan G, Gowda S, Castillo D, Iniguez S, Gallegos J, Sisson A, Thammasitboon S, Pammi M. Components of interprofessional education programs in neonatal medicine: A focused BEME review: BEME Guide No. 73. MEDICAL TEACHER 2022; 44:823-835. [PMID: 35319316 DOI: 10.1080/0142159x.2022.2053086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Care delivery in neonatology is dependent on an interprofessional team. Collaborative learning and education amongst professionals can lead to successful management of critically ill patients. This focused BEME review synthesized the components, outcomes, and impact of such interprofessional education (IPE) programs in neonatal medicine. METHODS The authors systematically searched four online databases and hand-searched MedEdPublish up to 10 September 2020. Two authors independently screened titles, abstracts, full-texts, performed data extraction and risk of bias assessment related to study methodology and reporting. Discrepancies were resolved by a third author. We reported our findings based on BEME guidance and the STORIES (STructured apprOach to the Reporting in health education of Evidence Synthesis) statement. RESULTS We included 17 studies on IPE in neonatal medicine. Most studies were from North America with varying learners, objectives, instruction, and observed outcomes. Learners represented nurses, respiratory therapists, neonatal nurse practitioners, patient care technicians, parents, early interventionists, physicians, and medical trainees amongst others. Risk of bias assessment in reporting revealed poor reporting of resources and instructor training. Bias assessment for study methodology noted moderate quality evidence with validity evidence as the weakest domain. IPE instruction strategies included simulation with debriefing, didactics, and online instruction. Most studies reported level 1 Kirkpatrick outcomes (76%) and few reported level 3 or 4 outcomes (23%). Challenges include buy-in from leadership and the negative influence of hierarchy amongst learners. CONCLUSIONS This review highlights IPE program components within neonatal medicine and exemplary practices including a multimodal instructional approach, asynchronous instruction, an emphasis on teamwork, and elimination of hierarchy amongst learners. We identified a lack of reporting on program development and instructor training. Future work should address long term knowledge and skill retention and impact on patient outcomes and organizations.
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Affiliation(s)
- S Parmekar
- Section of Neonatology, Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
| | - R Shah
- Section of Neonatology, Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
| | - G Gokulakrishnan
- Section of Neonatology, Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
| | - S Gowda
- Section of Neonatology, Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
| | - D Castillo
- Texas Children's Hospital, Houston, TX, USA
| | - S Iniguez
- Texas Children's Hospital, Houston, TX, USA
| | - J Gallegos
- Texas Children's Hospital, Houston, TX, USA
| | - A Sisson
- The Texas Medical Center Library, Houston, TX, USA
| | - S Thammasitboon
- Section of Critical Care Medicine, Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
- Center for Research, Innovation and Scholarship in medical Education, Texas Children's Hospital, Houston, TX, USA
| | - M Pammi
- Section of Neonatology, Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
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Violato E, Chao ICI, McCartan C, Concannon B. Pointing and calling the way to patient safety: An introduction and initial use case. JOURNAL OF PATIENT SAFETY AND RISK MANAGEMENT 2022. [DOI: 10.1177/25160435221078099] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Background Using tools from outside healthcare can help improve patient safety. Pointing and Calling (Shisa Kanko) is an operational procedure developed for industry in Japan to prevent human error and has been used in healthcare in Asian countries to reduce errors during medication administration. Pointing and Calling affects cognitive task switching by pointing to a place or object and calling out the operation to be performed. Aim Conduct an initial use case to examine the willingness and ability of healthcare professionals in a Western country to use Pointing and Calling. Methods An observational initial use case was conducted with nineteen Advanced Care Paramedic students. Confidence, perceptions, and use of Pointing and Calling were measured during a simulated clinical scenario along with facilitator perceptions. Results After the simulation participants were confident in their ability to use Pointing and Calling, found the method to be beneficial, and indicated they would use Pointing and Calling in the future. Participants often used the method for tasks such as checking vitals. Aspects of the method requiring clarification and more training were identified. Facilitators indicated the method appeared beneficial during simulations and could be incorporated into existing curriculum. Conclusions The benefits of Pointing and Calling are readily apparent to students and facilitators and both groups are receptive to the method. Pointing and Calling is low risk with substantial potential benefits. With more education and training Pointing and Calling could be effectively implemented.
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Affiliation(s)
- Efrem Violato
- Centre for Advanced Medical Simulation, Northern Alberta Institute of Technology, Edmonton, Canada
| | - Iris Cheng In Chao
- College of Health Science, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
| | - Charlotte McCartan
- College of Social Science and Humanities, Department of Educational Psychology, University of Alberta, Edmonton, Canada
| | - Brendan Concannon
- College of Health Science, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
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Campbell AR, Kennerly S, Swanson M, Forbes T, Anderson T, Scott ES. Relational Quality Between the RN and Nursing Assistant: Essential for Teamwork and Communication. J Nurs Adm 2021; 51:461-467. [PMID: 34411062 DOI: 10.1097/nna.0000000000001046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Nurse (RN) and nursing assistant (NA) relational quality was examined along with associations between relational quality and evaluations of teamwork and communication. BACKGROUND RN and NA teams constitute the primary nursing care delivery method, and the quality of their relationship affects system capacity for improving patient outcomes; adverse events are linked to communication and teamwork breakdowns. METHODS RN (N = 889) and NA (263) relational quality was examined using a cross-sectional secondary analysis from system assessment with the Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture. RESULTS RN and NA perceived relational quality indicated significant differences in teamwork and safety grade ratings, with both groups reporting perceived teamwork as high when patient safety grade was low. CONCLUSIONS This study supports the benefits of improving the RN-NA teamwork-communication relationship. An enhanced RN-NA relational quality can be used by nurse leaders to optimize patient care delivery outcomes.
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Affiliation(s)
- Amy Richmond Campbell
- Author Affiliations: Associate Clinical Professor (Dr Campbell), Professor (Dr Kennerly), Associate Clinical Professor (Dr Swanson), and Associate Professor (Dr Forbes), East Carolina University; Vice President of Quality (Dr Anderson), Vidant Medical Center; and Professor (Dr Scott), East Carolina University, Greenville, North Carolina
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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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Greene DA, Doss JL. Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS ® training and simulation. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0077. [PMID: 34146464 DOI: 10.1515/ijnes-2020-0077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 05/05/2021] [Indexed: 11/15/2022]
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.
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Affiliation(s)
- Debbie A Greene
- Undergraduate Nursing Programs, School of Nursing, Georgia College & State University, 231 W Hancock Street, Campus Box 063, Milledgeville, GA 31061, USA
| | - Josie L Doss
- School of Nursing, Georgia College & State University, Milledgeville, GA, USA
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DelNero T, Vyas D. Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication. PHARMACY (BASEL, SWITZERLAND) 2021; 9:pharmacy9020111. [PMID: 34203669 PMCID: PMC8293321 DOI: 10.3390/pharmacy9020111] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 06/07/2021] [Accepted: 06/08/2021] [Indexed: 11/16/2022]
Abstract
Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that "they learned something new regarding therapeutic management" from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.
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Affiliation(s)
- Tracey DelNero
- School of Health Sciences, University of the Pacific, 3200 Fifth Ave., Sacramento, CA 95817, USA;
| | - Deepti Vyas
- School of Pharmacy, University of the Pacific, 3601 Pacific Ave., Stockton, CA 95211, USA
- Correspondence: ; Tel.: +1-765-490-7698
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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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20
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Interprofessional simulation education to enhance teamwork and communication skills among medical and nursing undergraduates using the TeamSTEPPS® framework. Med J Armed Forces India 2021; 77:S42-S48. [PMID: 33612931 DOI: 10.1016/j.mjafi.2020.10.026] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Accepted: 10/30/2020] [Indexed: 11/22/2022] Open
Abstract
Background Learning in silos during the undergraduate years results in ineffective collaborative practice leading to adverse events. Simulation training using the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS)® framework has been shown to be effective in enhancing teamwork skills among healthcare professionals. This study aims to evaluate an interprofessional simulation education (IPSE) module for undergraduate medical and nursing students on teamwork and communication skills using the TeamSTEPPS® framework. Methods An IPSE module was developed by an interprofessional team of faculty. A convenient sample of medical and nursing undergraduate interns participated in trauma simulation scenarios before and after a didactic session on interprofessional education (IPE) and TeamSTEPPS® 2.0. The pre-post performance was assessed by faculty and pre-post self-assessment of the IPSE training and interprofessional education collaborative (IPEC) competencies by the participants. Quantitative data were analysed using a paired t-test of the mean scores and analysis of variance. The themes that emerged from audio recordings of the debriefing, and written reflections of the participants, yielded data for qualitative thematic analysis. Results The scores of team performance, self-assessment of IPSE training, and IPEC competencies revealed statistically significant values. Themes that emerged included the need for IPSE in the curriculum, impact of structured tools for communication on patient safety, and awareness of the roles and responsibilities in interprofessional teamwork. A survey conducted two weeks after completion of the module showed positive feelings among participants about interprofessional collaboration. Conclusion The study specifically assessed the effectiveness of an IPSE module based on TeamSTEPPS® guidelines in improving communication and teamwork skills among medical and nursing undergraduates.
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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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Abstract
Effective teamwork, both in and out of the operating room, is an essential component of safe and efficient surgical performance. There are multiple available assessment tools for evaluating teamwork and important contributors to teamwork such as safety culture and nontechnical skills. Multiple types of interventions exist to improve and train providers on teamwork, and many have been demonstrated to improve not only teamwork but also patient outcomes. Teamwork strategies can be adapted to different contexts, based on provider needs and resources.
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Affiliation(s)
- Akemi L Kawaguchi
- Department of Pediatric Surgery, McGovern Medical School at the University of Texas Health Science Center at Houston, 6431 Fannin Street, MSB 5.246, Houston, TX 77030, USA.
| | - Lillian S Kao
- Division of Acute Care Surgery, Department of Surgery, McGovern Medical School at the University of Texas Health Science Center at Houston, 6431 Fannin Street, MSB 4.264, Houston, TX 77030, USA
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Violato E, King S, Bulut O. A multi-method exploratory study of health professional students' experiences with compliance behaviours. BMC MEDICAL EDUCATION 2020; 20:359. [PMID: 33046072 PMCID: PMC7552343 DOI: 10.1186/s12909-020-02265-4] [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: 06/17/2020] [Accepted: 09/28/2020] [Indexed: 05/12/2023]
Abstract
BACKGROUND Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students' perceptions. METHODS To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. RESULTS The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. CONCLUSIONS The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional's education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.
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Affiliation(s)
- Efrem Violato
- Department of Educational Psychology, Faculty of Education, University of Alberta, 6-132 Education North, 11210 - 87 Ave, Edmonton, AB, T6G 2G5, Canada.
| | - Sharla King
- Department of Educational Psychology, Faculty of Education, University of Alberta, 6-132 Education North, 11210 - 87 Ave, Edmonton, AB, T6G 2G5, Canada
| | - Okan Bulut
- Department of Educational Psychology, Faculty of Education, University of Alberta, 6-132 Education North, 11210 - 87 Ave, Edmonton, AB, T6G 2G5, Canada
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Interprofessional Education: TeamSTEPPS® and Simulation With Respiratory Therapy and Nursing Students in Their Final Year. Nurs Educ Perspect 2020; 41:294-296. [PMID: 32833394 DOI: 10.1097/01.nep.0000000000000717] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
TeamSTEPPS is a curriculum designed to improve team communication to reduce medical errors and improve patient safety. This exploratory study used a questionnaire to explore differences in attitudes of 130 nursing and respiratory therapy students using a TeamSTEPPS-based interprofessional education seminar and simulation. Results support that students' attitudes regarding the principles Team Structure, Leadership, Situation Monitoring, Mutual Support, and Communication improved from Time 1 (preseminar) to Time 2 (postseminar; p < .05). This improvement was sustained at Time 3 (postsimulation) in all principles except for Mutual Support. Participation in a TeamSTEPPS seminar and simulation can influence attitudes among health care professional students.
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Data and debriefing observations on healthcare simulation to prepare for the COVID-19 pandemic. Data Brief 2020; 31:106028. [PMID: 32715050 PMCID: PMC7361090 DOI: 10.1016/j.dib.2020.106028] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 07/01/2020] [Accepted: 07/10/2020] [Indexed: 01/08/2023] Open
Abstract
We report on data and debriefing observations in the context of an immersive simulation conducted to (a) train clinicians and (b) test new protocols and kits, developed in table-top exercises without prior clinical experience to fit anticipated clinical encounters in the setting of the rapidly expanding COVID-19 pandemic. We simulated scenarios with particular relevance for anesthesiology, perioperative and critical care, including (1) cardiac arrest, (2) emergency airway management, (3) tele-instruction for remote guidance and supervision, and (4) transporting an intubated patient. Using a grounded theory approach, three authors (MHA, DLR, EHS) developed emergent themes. First alone and then together, we sought consensus in uncovering overarching themes and constructs from the debriefings. We thus performed an informal qualitative thematic analysis based in a critical realist epistemological position - the understanding that our findings, while real, are affected by situational variables and the observer's perspective[1,2]. We compared data from videos and triangulated the data by member checking. All participants and course instructors volunteered to participate in this educational project and contributed as co-authors to this manuscript. During debriefing, we applied crisis resource management concepts including situation awareness, prioritization of tasks, and clear communication practices, conducting the debriefing with emphasis on current TeamStepps 2.0 terminology and concepts. [3,4] In addition, we re-evaluated formerly familiar processes, as shortcomings of protocols, kits, and interdisciplinary cooperation became apparent. The data provide detailed observations on how immersive simulation and debriefing among peers mitigated the unfamiliarity of individual clinicians and the organization at large with the demands of an unprecedented healthcare crisis. We also observed and report on the anxiety caused by resource constraints, risk to clinicians in the face of limited personal equipment, and the overall uncertainty surrounding COVID-19. We began to summarize, interpret, critique, and discuss our data and debriefing observations in a rapid co-publication in the Journal of Clinical Anesthesia. [Healthcare Simulation to Prepare for the COVID-19 Pandemic][5].
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O'Connell MB, Pattin AJ, Gilkey SJ, Dereczyk AL, Lucarotti RL, Chackunkal SJ. Feasibility of Interprofessional Education in a Community Pharmacy. J Pharm Pract 2020; 34:988-995. [PMID: 32567457 DOI: 10.1177/0897190020930532] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To evaluate student learning, preceptor opinions, and feasibility of conducting interprofessional education in a community pharmacy. METHODS Six pharmacy and 6 physician assistant students from 2 universities were paired to practice together in a community pharmacy for 1 day and clinic or emergency department for 1 day. Investigator-developed surveys were completed anonymously by students and preceptors. Students self-assessed learning and team attitudes. Preceptors evaluated team functioning and provided feedback. Students and preceptors attended separate focus groups to discuss their experiences. RESULTS Students reported improved understanding of discipline-specific roles. Students stated shared learning would improve future ability to work on a team (n = 9), helped with understanding patients' clinical problems (n = 8), and improved professional communications (n = 8). Students thought teams avoided healthcare delivery errors (n = 12), improved patient care (n = 11), increased efficiency (n = 8), and increased interventions (n = 7) compared to solo practice. Some students (n = 6) felt preceptors did not provide enough feedback. Students and preceptors stated the project should be continued. Students suggested improving orientation by including team functioning expectations and insuring patient availability for medication therapy management reviews. Preceptors wanted more training on providing team feedback and thought the experience should be longer to accommodate physician assistant student orientation to pharmacy operations. CONCLUSIONS Interprofessional education in a community pharmacy was feasible and resulted in students learning about discipline roles, team functioning, and team care. Additional training and orientation for both students and preceptors are needed. More than 1 day at each practice site is needed to enhance interprofessional learning and skills.
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Affiliation(s)
- Mary Beth O'Connell
- Pharmacy Practice Department, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, USA
| | - Anthony J Pattin
- Pharmacy Practice Department, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, USA.,Pharmacy Practice Department, Frederic and Mary Wolfe Center, College of Pharmacy and Pharmaceutical Sciences, University of Toledo, OH, USA
| | - Stephanie J Gilkey
- Physician Assistant Program, College of Health Sciences, University of Michigan-Flint, MI, USA.,Physician Assistant Studies, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, USA
| | - Amy L Dereczyk
- Physician Assistant Program, College of Health Professions, University of Detroit Mercy, MI, USA
| | - Richard L Lucarotti
- Pharmacy Program, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, USA
| | - Seema J Chackunkal
- Pharmacy Program, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, USA
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Jennings S, Evans R. Inter-professional practice in the prevention and management of child and adolescent self-harm: foster carers' and residential carers' negotiation of expertise and professional identity. SOCIOLOGY OF HEALTH & ILLNESS 2020; 42:1024-1040. [PMID: 32285475 PMCID: PMC7318230 DOI: 10.1111/1467-9566.13071] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Inter-professional collaboration remains a significant concern within healthcare and social care. However, there has been scant attention paid to practices at the interface of clinicians and carers, namely foster carers and residential carers. The present study considers child and adolescent self-harm management and prevention practices as a site of empirical interest due to reports that multi-agency teams are not effectively operating. Drawing upon a grounded theory approach, data were generated via semi-structured interviews and focus groups with residential carers (n = 15) and foster carers (n = 15) in Wales. Themes were developed through axial coding. The results present two central themes to explain the nature and perceived causes of inter-professional discord. First, there are clear contestations in expertise, with carers challenging clinicians' propositional knowledge in favour of their own experiential expertise. However, participants simultaneously endorse medical dominance, which contributes to their sense of disempowerment and marginalisation. Second, is the preclusion of carers' professional identity, primarily due to inadequate professionalisation procedures. Meanwhile, the privileging of their parenting role is perceived to support the perpetuation of courtesy stigma. Carers are then compelled to undertake the effortful labour of legitimisation. Together these thematic insights provide direction on mechanisms to improve inter-professional interactions, notably around training and accreditation.
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Affiliation(s)
- Stephen Jennings
- Centre for the Development and Evaluation of Complex Interventions for Public Health ImprovementCardiff UniversityCardiffUK
| | - Rhiannon Evans
- Centre for the Development and Evaluation of Complex Interventions for Public Health ImprovementCardiff UniversityCardiffUK
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Komasawa N, Berg BW, Terasaki F, Kawata R. Interprofessional education in Japan. CLINICAL TEACHER 2020; 17:336-337. [PMID: 32227419 DOI: 10.1111/tct.13158] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Nobuyasu Komasawa
- Medical Education Center, Osaka Medical College, Takatsuki, Osaka, Japan
| | - Benjamin W Berg
- SimTiki Simulation Center, John A Burns School of Medicine, University of Hawai'i, Honolulu, Hawai'i, USA
| | - Fumio Terasaki
- Medical Education Center, Osaka Medical College, Takatsuki, Osaka, Japan
| | - Ryo Kawata
- Medical Education Center, Osaka Medical College, Takatsuki, Osaka, Japan
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