Interprofessional Teamwork Among Students in Simulated Codes: A Quasi-Experimental Study

Garbee, Deborah; Paige, John T.; Barrier, Kendra; Kozmenko, Valeriy; Kozmenko, Lyubov; Zamjahn, John; Bonanno, Laura; Cefalu, Jean E.

doi:10.1097/00024776-201309000-00011

Cited by 12 publications

(13 citation statements)

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“…For the important outcome of skill performance at 4 months to 1 year (teamwork performance), we found lowquality evidence (downgraded for bias and imprecision) from a single randomized trial 110 and very-low-quality evidence (downgraded for risk of bias) from a single observational study 121 that showed more frequent teamwork behaviors demonstrated in the teamwork-trained learners at follow-up assessment.…”

Section: Consensus On Sciencementioning

confidence: 94%

“…For the important outcome of skill performance at course conclusion (teamwork performance) (assessed with teamwork score), we found low-quality evidence (downgraded for risk of bias and imprecision) from 6 randomized studies 110,[123][124][125]127,132 and very-low-quality evidence (downgraded for risk of bias, indirectness, inconsistency, and imprecision) from 3 observational studies 121,130,133 that showed that teamwork-trained learners demonstrated more frequent teamwork behaviors at course conclusion.…”

Section: Consensus On Sciencementioning

confidence: 95%

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Part 8: Education, Implementation, and Teams

et al. 2015

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Section: Consensus On Sciencementioning

confidence: 94%

Section: Consensus On Sciencementioning

confidence: 95%

Part 8: Education, Implementation, and Teams

et al. 2015

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“…First, individual team-based and overall performance was assessed using the Teamwork Assessment Scales (TAS), a tool with evidence of generalisabilty14 and convergent validity 28. The TAS is an 11-item, two-scale instrument using a Likert-type rating system (1 = definitely no to 6 = definitely yes).…”

Section: Methodsmentioning

confidence: 99%

Team Training of Inter-Professional Students (TTIPS) for improving teamwork

Paige

Garbee

et al. 2017

BMJ STEL

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ObjectiveIn surgery, dysfunctional teamwork is perpetuated by a ‘silo’ mentality modelled by students. Interprofessional education using high-fidelity simulation-based training (SBT) may counteract such modelling. We sought to determine whether SBT of interprofessional student teams (1) changes long-term teamwork attitudes and (2) is an effective form of team training.DesignA quasiexperimental, pre/postintervention comparison design was employed at an academic health sciences institution. High-fidelity simulation-based training of 42 interprofessional teams of third year surgery clerkship medical students and senior undergraduate nursing students was undertaken using a two-scenario format with immediate after action debriefing. Pre/postintervention TeamSTEPPS Teamwork Attitudes questionnaires (5 subscales, 30 items, Likert type) were given to the medical student and undergraduate nursing student classes. Pre/postsession Readiness for Inter-Professional Learning (RIPL; 19 items, Likert type) surveys and postscenario participant-rated and observer-rated Teamwork Assessment Scales (3 subscales, 11 items, Likert type) were given during each training session. Mean TeamSTEPPS Teamwork Attitudes Questionnaire, RIPL and Teamwork Assessment Scales scores were calculated; matched pre/postscore differences and trained versus non-trained TeamSTEPPS Teamwork Attitudes Questionnaire scores were compared using paired t-test or analysis of variance.ResultsBoth student groups had 10 significantly improved RIPL items as well as TeamSTEPPS Teamwork Attitudes Questionnaire (TTAQ) mutual support subscales. Medical students had a significantly improved TTAQ team structure subscale. Over a simulation-based training session, each observer-rated Teamwork Assessment Scales subscale and two self-rated Teamwork Assessment Scales subscales significantly improved. Trained students had significantly higher TTAQ team structure subscales than non-trained students.ConclusionsInterprofessional education using high-fidelity simulation-based training of students is effective at teaching teamwork, changing interprofessional attitudes and improving long-term teamwork attitudes.

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“…Our review found several articles referring to the importance of NTS training for healthcare and patient safety (Andersen, Jensen, Lippert, & Ostergaard, 2010;Andrews, 2014;Baker, Capella, Hawkes, Gallo, & Clinic, 2011;Boet et al, 2014;Boet, Reeves, & Bould, 2015;Briggs et al, 2015;Brunckhorst et al, 2015;Burton & Ormrod, 2011;Capella et al, 2010;Clark, 2009;Cooper, Endacott, eISSN: 2357-1330 Cooper & Cant, 2014;Dieckmann, 2010;Dunn et al, 2007;Fletcher et al, 2003;Flin, O'Connor, & Crichton, 2008;Flin & Patey, 2011;Flin & Maran, 2015;Freeth et al, 2009;Gaba et al, 2001;Garbee et al, 2013;Gillman et al, 2015;Gundrosen, Solligård, & Aadahl, 2014;Gururaja, Yang, Paige, & Chauvin, 2008;Hicks, Coke, & Li, 2009;Hull et al, 2012;Irwin & Weidmann, 2015;Kiesewetter & Fischer, 2015;Kodate, Ross, Anderson, & Flin, 2012;Kohn, Corrigan, & Donaldson, 2000;Kutzin, 2010;Légaré el al., 2012;Lindamood et al, 2011;Lyk-Jensen et al, 2014;Martinou et al, 2015;Milligan, 2007;Mitchell & Flin, 2008;Nguyen, Elliott, Watson, & Dominguez, 2015;Paige et al, 2014;…”

Section: Resultsmentioning

confidence: 99%

“…Then, Garbee et al (2013) when evaluating the efficacy of using CRM principles and high-fidelity human patient simulation for interprofessional team training of students from undergraduate nursing, nurse anesthesia, medical, and respiratory therapy, suggested it as an effective pedagogy for teaching communication and teamwork skills to interprofessional students' teams; and Lyk-Jensen et al (2014) also reinforce that collaboration on a patient does not solely depend on clinical and technical skills, but of the interaction between professionals and human factors such as nurses' self-insight, attitudes to work and their way of being, as playing a substantial role that affects the clinical work.…”

mentioning

confidence: 99%

Non-technical Skills in Undergraduate Nursing Education: Consideration for a Training Course Development

Pires¹,

Monteiro²,

Pereira³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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Until nowadays, formal training of nurses has focused predominantly on developing knowledge, clinical expertise and technical skills. These skills are necessary but not sufficient to promote and maintain high levels of patient care and safety. Therefore, although recent literature has highlighted the importance of introducing non-technical skills training and assessment within healthcare, nursing education has still to fully include these skills on the training process. International research has shown that many errors and adverse events are due to a lack of nontechnical skills rather than clinical knowledge (Dieckmann,

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Interprofessional Teamwork Among Students in Simulated Codes: A Quasi-Experimental Study

Cited by 12 publications

References 10 publications

Part 8: Education, Implementation, and Teams

Part 8: Education, Implementation, and Teams

Team Training of Inter-Professional Students (TTIPS) for improving teamwork

Non-technical Skills in Undergraduate Nursing Education: Consideration for a Training Course Development

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