A case for safety leadership team training of hospital managers

Singer, Sara J.; Hayes, Jennifer; Cooper, Jeffrey B.; Vogt, Jay W.; Sales, Michael; Aristidou, Angela; Gray, Garry C.; Kiang, Mathew V.; Meyer, Gregg S.

doi:10.1097/hmr.0b013e318208cd1d

Cited by 33 publications

(41 citation statements)

References 36 publications

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“…Two53 54 of the twenty-six studies reviewed specifically evaluated an intervention designed to develop teamwork competencies among hospital leaders and administrators. Such programmes may differ from those focused on frontline providers in the level of emphasis on certain teamwork competencies (eg, transformational leadership, conflict management and mediation, broader internal and external environment awareness, boundary spanning activities that facilitate coordination with other internal or external teams, etc., may be of greater emphasis),55 56 as well as design (eg, greater use of table-top simulations or game-based approaches) 57…”

Section: Resultsmentioning

confidence: 99%

Team-training in healthcare: a narrative synthesis of the literature

2014

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BackgroundPatients are safer and receive higher quality care when providers work as a highly effective team. Investment in optimising healthcare teamwork has swelled in the last 10 years. Consequently, evidence regarding the effectiveness for these interventions has also grown rapidly. We provide an updated review concerning the current state of team-training science and practice in acute care settings.MethodsA PubMed search for review articles examining team-training interventions in acute care settings published between 2000 and 2012 was conducted. Following identification of relevant reviews with searches terminating in 2008 and 2010, PubMed and PSNet were searched for additional primary studies published in 2011 and 2012. Primary outcomes included patient outcomes and quality indices. Secondary outcomes included teamwork behaviours, knowledge and attitudes.ResultsBoth simulation and classroom-based team-training interventions can improve teamwork processes (eg, communication, coordination and cooperation), and implementation has been associated with improvements in patient safety outcomes. Thirteen studies published between 2011 and 2012 reported statistically significant changes in teamwork behaviours, processes or emergent states and 10 reported significant improvement in clinical care processes or patient outcomes, including mortality and morbidity. Effects were reported across a range of clinical contexts. Larger effect sizes were reported for bundled team-training interventions that included tools and organisational changes to support sustainment and transfer of teamwork competencies into daily practice.ConclusionsOverall, moderate-to-high-quality evidence suggests team-training can positively impact healthcare team processes and patient outcomes. Additionally, toolkits are available to support intervention development and implementation. Evidence suggests bundled team-training interventions and implementation strategies that embed effective teamwork as a foundation for other improvement efforts may offer greatest impact on patient outcomes.

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Section: Resultsmentioning

confidence: 99%

Team-training in healthcare: a narrative synthesis of the literature

2014

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“…Purpose, or team members sharing the same vision or goals for improving the organization (Singer et al, ), was identified in 26.5% ( N = 39) of the studies reviewed. Purpose can be represented by a vision statement (Trajkovski, Schmied, Vickers, & Jackson, ), meeting to achieve a common goal (Nes & Moen, ), or responding to a crisis (Müller‐Seitz & Macpherson, ).…”

Section: Resultsmentioning

confidence: 99%

Organizational learning in hospitals: A realist review

Lyman

Jacobs

Hammond

et al. 2019

Journal of Advanced Nursing

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Aim To establish a middle‐range theory of organizational learning in hospitals. Design A realist review of the literature, conducted according to established standards for realist and meta‐narrative evidence syntheses. Middle‐range theory development was performed according to Smith and Liehr's recommendations. Data sources Two comprehensive scientific databases and six discipline‐focused databases spanning health care, life sciences, business, sociology, and psychology were searched from inception to 12 May 2016. Review methods Citations meeting the inclusion criteria were appraised using the Mixed Methods Appraisal Tool. Data extraction was guided by a focus on the contextual factors, mechanisms, and outcomes associated with organizational learning. Results The initial search yielded 2,332 citations, 147 of which were ultimately included in the review. The included citations were generally of high quality. Reviewed evidence indicates certain aspects of organizational context can be conducive to mechanisms of organizational learning, leading to a range of positive organizational outcomes. Conclusion This review updates and expands on a previous review of the literature on organizational learning in hospitals, refines the concept of organizational learning in hospitals, and provides a middle‐range theory of organizational learning in hospitals. Impact This updated review provides a strong evidence base for future work on the topic of organizational learning in hospitals. The refined concept of organizational learning makes it possible to develop reliable, valid research instruments that better reflect of the full scope of organizational learning. Finally, the middle‐range theory guides researchers and clinical leaders as they advance the science and practice of organizational learning.

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“…To stimulate team adaptively by team-members is one of the (eight) essential key leadership skills (Anderson & McDaniel, Jr. 2000). If the program directors could shift their focus onto developing collaborative learning -and become more learning-oriented leaders -the teaching team would be better able as a team to anticipate external developments and the quality of the training of residents could be expected to improve (Singer et al 2011). …”

Section: Focus On Learningmentioning

confidence: 98%

“…Program directors who want to develop their leadership skills could focus greater attention within the teaching team on learning with and from one another (Singer et al 2011). Leadership skills can be learned; it is possible to learn how to resolve conflicts, to reinforce shared values and cooperative goals and to stimulate speaking up between team-members (Mitchell et al 2014).…”

Section: Practical Implicationsmentioning

confidence: 99%