Interdisciplinary teamwork: is the influence of emotional intelligence fully appreciated?

McCallin, Antoinette; Bamford, Anita

doi:10.1111/j.1365-2834.2007.00711.x

Cited by 94 publications

(104 citation statements)

References 24 publications

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“…[3][4][5][6][7] The one by Goleman, known as the "mixed" model, has 5 major components: self-awareness, self-regulation, social skill, empathy, and motivation.…”

Section: Models Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence: For the Leader in Us All

Savel

Munro

2016

American Journal of Critical Care

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“…[3][4][5][6][7] The one by Goleman, known as the "mixed" model, has 5 major components: self-awareness, self-regulation, social skill, empathy, and motivation.…”

Section: Models Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence: For the Leader in Us All

Savel

Munro

2016

American Journal of Critical Care

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“…A respeito do papel do líder na orientação da equipe, estudos quantitativos e qualitativos discorrem sobre o impacto positivo da liderança no desempenho do trabalho interprofissional (96,213,214) . A exemplo, equipes com clara liderança são também equipes que compreendem a orientação do trabalho e compartilham objetivos (96) .…”

Section: Gerência Colaborativaunclassified

“…A exemplo, equipes com clara liderança são também equipes que compreendem a orientação do trabalho e compartilham objetivos (96) . A liderança é associada a melhoria de comunicação nas equipes e inovação (96,213,214) , dois elementos primordiais para ampliação da colaboração restrita ao âmbito das equipes, para a colaboração com diferentes serviços.…”

Section: Gerência Colaborativaunclassified

Prática interprofissional colaborativa e clima do trabalho em equipe na Atenção Primária à Saúde

Agreli¹

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“…(Xyrichis & Lowton 2008), for student teams to be effective and work collaboratively, members need to trust each other; for this to happen each team member needs to show that they possess specialist knowledge and/or skills which are of value to the whole team. McCallin & Bamford (2007) reported that, when this happens, team dynamics change with members being able to challenge assumptions and try out new ideas. However, hand in hand with this is the reality of trying to learn and work in an environment which is continual changing, target driven and resource limited, which instead of encouraging collaborative working is more likely to result in professionals and students retreating into personal comfort zones of uniprofessional working.…”

Section: Learning Theories As Applied To Educating About Conflictmentioning

confidence: 99%

Conflict in Practice-based Settings: Nature, Resolution and Education

Thistlethwaite

Jackson

2014

International Journal of Practice-based Learning in Health and

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In this masterclass we review the evidence regarding the nature of conflict within healthcare practice settings, discuss ways of preventing and resolving conflict, and consider how practice-based education, focusing on conflict and negotiation, may help learners achieve positive outcomes. Conflict is a serious state, which is often prolonged and arises from incompatibility or divergent interests and values. However, conflict may also be used as a productive force for change. Conflict has been included as a core competence for healthcare professionals in a number of competency frameworks because of the recognition that inter-and intra-professional conflict affect patient safety and outcomes, as well as having detrimental effects on staff morale, and on physical and mental health. We discuss how conflict may arise from several triggers -personal, professional and organisational. In particular, disparities in values may lead to conflict, while good communication is fundamental to optimal practice. The history of the development of the health professions includes many examples of conflict between professional groups. A healthy practice environment should encourage constructive conflict management, recognising that conflict will always arise. Early experiences of working and learning together represent important learning opportunities for students, enabling the development and practice of teamwork skills, as well as helping them to recognise and understand the different values, perspectives, roles and responsibilities of team members. Learning opportunities based on real-life scenarios and patient experiences provide a focus common to all professional groups, allowing students the opportunity to explore their differences and similarities. The key messages are: conflict occurs frequently in practice-based settings both inter-and intra-professionally, and learners need to be able to recognise and deal with conflict, including through negotiation.

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Interdisciplinary teamwork: is the influence of emotional intelligence fully appreciated?

Abstract: If nursing input into interdisciplinary work is to be maximized, nurse managers might consider the role of emotional intelligence in influencing team effectiveness, the quality of client care, staff retention and job satisfaction.

Cited by 94 publications

References 24 publications

Emotional Intelligence: For the Leader in Us All

Emotional Intelligence: For the Leader in Us All

Prática interprofissional colaborativa e clima do trabalho em equipe na Atenção Primária à Saúde

Conflict in Practice-based Settings: Nature, Resolution and Education

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