Team SAFE: A large-scale interprofessional simulation-based TeamSTEPPS® curriculum

Forstater, Alan; Sicks, Shoshana; Collins, Lauren; Schmidt, Elena

doi:10.1016/j.xjep.2018.12.002

Cited by 2 publications

(6 citation statements)

References 3 publications

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“…The majority of the 42 studies focused on increasing specific skills with seven studies each reporting on an increase in knowledge 47 , 48 , 50 , 54 , 77 , 84 , 87 and in confidence, 48 , 51 , 55 , 60 , 61 , 84 , 85 while more positive attitudes were reported in four studies 54 , 67 , 70 , 87 and satisfaction with the leadership training program in two studies. 51 , 52 The nature of the skills which were addressed in the different studies varied greatly and hence resulted in different types of skills such as IPC or teamwork skills that improved in 18 studies, 50 , 52 , 53 , 55 , 58 , 60 , 61 , 65 , 75–79 , 81–84 followed by 15 studies that emphasized communication skills, 12 , 50 , 52 , 55 , 57 , 58 , 60 , 61 , 63 , 68 , 73 , 77 , 81 , 82 , 85 and increased self-awareness/self-identity and self-confidence in 10 studies. 59 , 60 , 62 , 64 , 71 , 74 , 75 , 77 , 79 , 84 Four studies each reported back on improved skills related to conflict resolution, 55 , 58 …”

Section: Resultsmentioning

confidence: 99%

“… 51 , 52 The nature of the skills which were addressed in the different studies varied greatly and hence resulted in different types of skills such as IPC or teamwork skills that improved in 18 studies, 50 , 52 , 53 , 55 , 58 , 60 , 61 , 65 , 75–79 , 81–84 followed by 15 studies that emphasized communication skills, 12 , 50 , 52 , 55 , 57 , 58 , 60 , 61 , 63 , 68 , 73 , 77 , 81 , 82 , 85 and increased self-awareness/self-identity and self-confidence in 10 studies. 59 , 60 , 62 , 64 , 71 , 74 , 75 , 77 , 79 , 84 Four studies each reported back on improved skills related to conflict resolution, 55 , 58 , 61 , 63 patient care, 48 , 65 , 83 , 84 and motivating others, 53 , 58 , 62 , 85 while three studies each reported on skills related to coping with change, 53 , 61 , 80 and problem-solving. 61 , 72 , 85 From Table 4 , it is possible to see that any combination of outcomes was possiblefor example, improving both knowledge and skills, or improving skills and facilitating a positive attitude.…”

Section: Resultsmentioning

confidence: 99%

“…The number of participants ranged from six 81 to 537. 55 Slightly more than a quarter of the studies (11/42 = 26%) reported on more than 100 participants, while 10 studies (24%) reported on 20 or less participants. The remaining 50% of papers (21) reported on between 21 and 99 participants.…”

Section: Population: Healthcare Practitionersmentioning

confidence: 98%

“…12,[47][48][49][50]52,63,65,68,73,75,78,85 Three studies mentioned the use of group or collaborative learning, 51,53,72 while the use of simulation activities as a means of knowledge application was also mentioned in three studies. 50,55,68 Practical experiences was mentioned in the study by Rose and colleagues 67 and the use of the "train-the-trainer" method in the Brashers et al 47 study as forms of hands-on learning. In total, 23 studies did not mention what type of training strategy was used.…”

Section: Interventions Employed To Train/enhance Leadership Developmentmentioning

confidence: 99%

“…The majority of the 42 studies focused on increasing specific skills with seven studies each reporting on an increase in knowledge 47,48,50,54,77,84,87 and in confidence, 48,51,55,60,61,84,85 while more positive attitudes were reported in four studies 54,67,70,87 and satisfaction with the leadership training program in two studies. 51,52 The nature of the skills which were addressed in the different studies varied greatly and hence resulted in different types of skills such as IPC or teamwork skills that improved in 18 studies, 50,52,53,55,58,60,61,65,[75][76][77][78][79][81][82][83][84] followed by 15 studies that emphasized communication skills, 12,50,52,55,57,58,60,61,63,…”

Section: Interventions Employed To Train/enhance Leadership Developmentmentioning

confidence: 99%

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Leadership Development Strategies in Interprofessional Healthcare Collaboration: A Rapid Review

Bornman,

Louw

2023

JHL

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Background Contemporary healthcare practitioners require leadership skills for a variety of professional roles related to improved patient/client outcomes, heightened personal and professional development, as well as strengthened interprofessional collaboration and teamwork. Objective/Aim The aim of this study is to systematically catalogue literature on leadership in healthcare practice and education to highlight the leadership characteristics and skills required by healthcare practitioners for collaborative interprofessional service delivery and the leadership development strategies found to be effective. Methods/Design A rapid review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) diagram shows that the 11 databases, yielded 465 records. A total of 147 records were removed during the initial screening phase. The remaining 318 records were uploaded onto Rayyan, an online collaborative review platform. Following abstract level screening, a further 236 records were removed with 82 records meeting the eligibility criteria at full text level, of which 42 were included in the data extraction. The Mixed Methods Appraisal Tool (MMAT) was used for quality appraisal. Results Results showed variability in methodologies used, representing various healthcare disciplines with a range in population size (n = 6 to n = 537). Almost half of the results reported on new programs, with interprofessional collaboration and teamwork being the most frequently mentioned strategies. The training content, strategies used as well as the length of training varied. There were five outcomes which showed positive change, namely skills, knowledge, confidence, attitudes, and satisfaction. Conclusion This rapid review provided an evidence-base, highlighted by qualitative, quantitative, and mixed methods research, which presents distinct opportunities for curriculum development by focusing on both content and the methods needed for leadership programs. Anchoring this evidence-base within a systematic search of the extant literature provides increased precision for curriculum development.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Population: Healthcare Practitionersmentioning

confidence: 98%

Section: Interventions Employed To Train/enhance Leadership Developmentmentioning

confidence: 99%

“…The majority of the 42 studies focused on increasing specific skills with seven studies each reporting on an increase in knowledge 47,48,50,54,77,84,87 and in confidence, 48,51,55,60,61,84,85 while more positive attitudes were reported in four studies 54,67,70,87 and satisfaction with the leadership training program in two studies. 51,52 The nature of the skills which were addressed in the different studies varied greatly and hence resulted in different types of skills such as IPC or teamwork skills that improved in 18 studies, 50,52,53,55,58,60,61,65,[75][76][77][78][79][81][82][83][84] followed by 15 studies that emphasized communication skills, 12,50,52,55,57,58,60,61,63,…”

Section: Interventions Employed To Train/enhance Leadership Developmentmentioning

confidence: 99%

See 3 more Smart Citations

Leadership Development Strategies in Interprofessional Healthcare Collaboration: A Rapid Review

Bornman,

Louw

2023

JHL

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Development and implementation of Interprofessional Education: Global perspectives

Delawala

Heymans

Christmals

2023

Preprint

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Introduction: Several published theoretical guidelines and evaluations are available to guide the development and implementation of Interprofessional Education (IPE) programmes. However, it is expedient to learn from the practical experiences of experts involved in the development and implementation of IPE programmes to support the development and implementation of new programmes. This study explored the perspectives of international experts on the development and implementation of IPE programmes, including the challenges faced. Methodology: A qualitative exploratory descriptive design was used where fifteen international experts in the development and implementation of IPE were purposively sampled and interviewed. A semi-structured interview guide, using the key areas of IPE programme development and implementation was used. Data were analysed using thematic content analysis. Results: Four themes were identified and described: IPE structure in higher education institutions; faculty and student involvement; challenges and opportunities; and evaluation and quality improvements in IPE programmes. Conclusion: Interprofessional education programmes are gaining ground internationally. Each continent presents special contextual issues regarding the development and implementation of IPE programmes, nevertheless, the challenges and opportunities that confront the development of the programmes are commonly noted, although to different extents. Institutional culture, resource limitations, already packed curricula, and professional hierarchies and rivalry were challenges identified. Comprehensive stakeholder engagements are very important in overcoming challenges and sustaining IPE programmes. Despite the push for making IPE compulsory in undergraduate health professions’ education, with some accreditation bodies requiring IPE as a component of the curricula for accreditation, it is important to consider the context compulsory IPE.

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Team SAFE: A large-scale interprofessional simulation-based TeamSTEPPS® curriculum

Cited by 2 publications

References 3 publications

Leadership Development Strategies in Interprofessional Healthcare Collaboration: A Rapid Review

Leadership Development Strategies in Interprofessional Healthcare Collaboration: A Rapid Review

Development and implementation of Interprofessional Education: Global perspectives

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