Get it together: Issues that facilitate collaboration in teams of learners in intensive care

Conte, Helen; Jirwe, Maria; Scheja, Max; Hjelmqvist, Hans

doi:10.3109/0142159x.2015.1073237

Cited by 7 publications

(6 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For a community to be redefined and for its members to develop, people need to be able to reflect on what they do, how and why (Schön 1983 ; Wenger 2000 ). Reflectivity, both on an individual level and within the team has been discussed as prerequisites for successful team collaboration (Conte et al 2015a ). Team collaboration is an important part of professionals’ engagement in practice and improves health outcomes (Conte et al 2015a , b ; World Health Organization 2010 ).…”

Section: Discussionmentioning

confidence: 99%

“…Reflectivity, both on an individual level and within the team has been discussed as prerequisites for successful team collaboration (Conte et al 2015a ). Team collaboration is an important part of professionals’ engagement in practice and improves health outcomes (Conte et al 2015a , b ; World Health Organization 2010 ). The benefits of formal peer-support, for example mentorship, have been acknowledged in prior studies to support a new professional’s development and strengthen the sense of team unity (Chen and Lou 2014 ; Kalen et al 2012 ; Rush et al 2014 ).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice

Hörberg

Lindström

Scheja

et al. 2018

Adv in Health Sci Educ

Self Cite

View full text Add to dashboard Cite

The aim of this study was to explore challenging encounters experienced by registered nurses (RN) during their first year in the emergency medical service by using the social learning theory of communities of practice. During the first year in a new professional practice, a new RN experiences a transition during which the new professional identity is being formed. This is a challenging and demanding period of time. According to the learning theory of communities of practice by Lave and Wenger, individuals’ learning and development in a new professional practice occurs through participation in social activity and is influenced by context. This study is based on the qualitative data from semi-structured interviews. Thirty-two RNs working in the Swedish emergency medical service were interviewed via telephone during the spring of 2017. A qualitative content analysis with deductive reasoning of the interviews was used. The analysis process generated the main category; New RNs participation is challenged by unpredictability and uncertainty in practice . The main category was based on three generic categories; Loneliness in an unpredictable context, Uncertainty about the team, and Uncertainty in action . The challenges new RNs encounter during the first year relate to all three dimensions of a community of practice; mutual engagement, joint enterprise and shared repertoire. The encountered challenges also relate to the EMS context. Taking into account all these aspects when designing support models for RN’s professional development may be advantageous for creating positive development for RNs new to the EMS and/or similar practices.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice

Hörberg

Lindström

Scheja

et al. 2018

Adv in Health Sci Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…[11] Bu nedenle yoğun bakım ekibi arasındaki işbirliğinin kalitesi, hastaların refahı için çok önemlidir. [15] Ekip çalışması sayesinde hasta bakımında süreklilik sağlanarak gereksiz tekrarlardan kaçınılmakta, hastaların hastanede kalış süreleri kısalmakta, zaman ve finansal kazanç sağlanmakta böylece hasta çıktıları olumlu etkilenmektedir. Ayrıca çalışanların diğer ekip üyelerinin görev tanımlarını daha iyi anladıkları, problem çözme becerilerinin arttığı dolayısıyla çalışanların iş doyumuna ve performansına olumlu yansıdığı da vurgulanmaktadır [16][17][18] Yoğun bakım ünitelerinde hasta bakım çıktılarının iyileştirilmesinde önemli bir yere sahip olan hemşireler, yoğun bakım kalitesini nitelik ve nicelik olarak oldukça fazla etkileyen ekip üyeleridir.…”

unclassified

Yoğun bakım hemşirelerinin ekip çalışması tutumlarının incelenmesi

Düzgün¹,

Yılmaz²,

Karaman³

et al. 2019

Journal of Contemporary Medicine

View full text Add to dashboard Cite

Yoğun bakım hemşirelerinin ekip çalışması tutumlarının incelenmesi Investigation of teamwork attitude of intensive care nurses Amaç: Bu araştırmanın amacı, yoğun bakım hemşirelerinin ekip çalışması tutumlarının incelenmesidir. Gereç ve Yöntem: Araştırma, bir üniversite hastanesinin yoğun bakım ünitelerinde yürütülmüştür. Araştırmanın örneklemini, araştırmanın yapıldığı tarihlerde izinli ve raporlu olmayan ve araştırmaya katılmayı kabul eden 88 hemşire oluşturmuştur. Araştırmanın verileri; "Hemşire Tanıtım Formu" ve "Ekip Çalışması Tutumları Ölçeği (EÇTÖ)" ile toplanmıştır. Araştırma verilerinin analizinde; sayı, yüzde, ortalama ile Bağımsız T testi, ANOVA testi ve Pearson Korelasyon Analizi kullanılmıştır. Bulgular: Araştırmaya katılan hemşirelerin yaş ortalaması 31.01±5.88 (min: 22, max: 53) yıl, %75'inin kadın, %90.9'unun lisans mezunu, %35.2'sinin anestezi ve reanimasyon yoğun bakım ünitesinde çalıştığı bulunmuştur. Hemşirelerin EÇTÖ toplam puan ortalaması 110.05±10.08, alt boyut puan ortalamalarından; ekip yapısı 23.20±3.25, karşılıklı destek 16.94±2.71, iletişim 20.63±2.29, liderlik 25.10±3.05, durum izlemi 24.17±2.40 olarak saptanmıştır. Hemşirelerin eğitim durumları ile EÇTÖ toplam puan ortalamaları arasında istatistiksel olarak anlamlı bir fark bulunmuştur. Diğer yandan, hemşirelerin cinsiyet, medeni durum, günlük bakılan hasta sayısı, mesleki derneğe üyelik ve ekip çalışmasına yönelik bir eğitim alma durumları ile EÇTÖ toplam puan ortalaması ve ölçek alt boyut puan ortalamaları arasında istatistiksel olarak anlamlı bir fark saptanmamıştır. Sonuç: Bu araştırma sonucunda; yoğun bakım hemşirelerinin ekip çalışması tutumlarının orta düzeyde olduğu bulunmuştur. Anahtar Sözcükler: Ekip çalışması tutumu; hemşirelik; yoğun bakım hemşiresi. Introduction: This study was conducted to examine the teamwork attitudes of the intensive care nurses. Methods: This study was conducted in intensive care units of a university hospital. The sample of the study consisted of 88 nurses who were not on sick leave and accepted to participate in the study. The data of the study were collected with the "Nurse Introductory Form" and "Teamwork Attitudes Scale (TAS)". Number, percentage, mean, independent T test, ANOVA test and Pearson Correlation Analysis were used to analyse the study data. Results: The mean age of the nurses participating in the study was found to be 31.01±5.88 (min: 22, max: 53), 75% of them were female, 90.9% had university graduate, 35.2% were employed in the anaesthesia and reanimation intensive care unit. As a result of the statistical analysis, the total mean TAS score of the nurses was found as 110.05±10.08, from the subscale mean scores; team structure was 23.20±3.25, mutual support was 16.94±2.71, communication was 20.63±2.29, leadership was 25.10±3.05, and condition monitoring was found as 24.17±2.40. There was a statistically significant difference between the educational status of nurses and the total score of TAS. On the other hand, no statistically significant difference was found between the gender, m...

show abstract

“…IPL is a joint and interactive process [ 4 ] where the learners initiate, analyse, negotiate, and reach conclusions together [ 11 , 27 ]. The nursing students in the current study felt that maintaining clinical reasoning out loud with the medical students throughout the chain of care was at the core of analysing their different professional knowledge and reaching a common understanding.…”

Section: Discussionmentioning

confidence: 99%

“…The supervisors are present in care encounters in the ambulance service [ 12 , 13 ], and in IPL they facilitate learning by gradually stepping back and creating space for the team to take control [ 11 , 27 ]. The nursing students in this study expressed emphatically that the learning environment was dependent on the role of the supervisor and that the supervisor’s facilitation skills had a great impact on learning.…”

Section: Discussionmentioning

confidence: 99%

Developing new possibilities for interprofessional learning- students’ experience of learning together in the ambulance service

2022

Self Cite

View full text Add to dashboard Cite

Background It is known that setting and context matters, and contextual factors influence interprofessional education (IPE). Activities developed in a new setting should therefore be evaluated to determine students’ experiences and learning. IPE in the ambulance service may present a new setting for interprofessional learning (IPL). Aim The aim of this study was to explore undergraduate students’ experiences of collaboration and learning together during their clinical rotation in the ambulance service. Study design and method A mixed convergent parallel design was used to describe nursing and medical students’ experiences of collaboration and learning together during their clinical rotation in the ambulance service during autumn 2019. Two group interviews with nursing students (n = 20; response rate 80%) were conducted and the medical students (n = 40; response rate 72.5%) answered a self-assessment questionnaire regarding their IPE. The group discussions were analysed using an inductive thematic analysis and descriptive statistics were used to describe the medical students’ self-assessed experiences and competencies in interprofessional collaboration. Results In the context of the ambulance service, some of the challenges included, the team vary daily, a context that can be unpredictable, and the team being required to make decisions in various situations with limited support. The context presented good opportunities to learn together, since they faced a broad variety of situations and had opportunities to follow patients through the chain of care. Conclusion The students’ experiences show that the ambulance service offers possibilities for IPL. The ambulance service enhanced the students’ learning in an unfamiliar environment, encouraging them to develop collaborative learning strategies and situational leadership regardless of established hierarchical structures and stereotypes that are sometimes present in other parts of the health care service. Ethical approval By the Swedish Ethical Review Authority. No: 2019–03595.

show abstract

Get it together: Issues that facilitate collaboration in teams of learners in intensive care

Abstract: Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.

Cited by 7 publications

References 20 publications

Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice

Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice

Yoğun bakım hemşirelerinin ekip çalışması tutumlarının incelenmesi

Developing new possibilities for interprofessional learning- students’ experience of learning together in the ambulance service

Contact Info

Product

Resources

About