An integrative review synthesizing teamwork competency development in nursing education: How should we be teaching nurses teamwork?

dc.contributor.authorBarton, Glenn
dc.contributor.supervisorSchreiber, Rita
dc.date.accessioned2014-12-19T21:52:04Z
dc.date.available2014-12-19T21:52:04Z
dc.date.copyright2014en_US
dc.date.issued2014-12-19
dc.degree.departmentSchool of Nursingen_US
dc.degree.levelMaster of Nursing M.N.en_US
dc.description.abstractAims. To critically review educational research describing nursing teamwork competency development and to synthesize these findings in determining what teaching-learning components best promote the evolution of competent nursing teamwork. Background. Since the Institute of Medicine (2000) recommended enhancing coordination and communication abilities of healthcare teams, many educational initiatives targeting teamwork competency development have surfaced. Registered nursing teams comprise the primary human resource structure for patient care delivery, and individually nurses are central figures within interprofessional healthcare teams. Nurses heavily influence overall team coordination and outcomes, yet little is known about the team training they receive, and furthermore what key educational components best enhance teamwork performance in nursing personnel. Design. Whittemore and Knaffl’s revised integrative review framework guided all stages. Data Sources. CINAHL, Web of Science, Academic Search Complete, and ERIC were searched, and detailed inclusion-exclusion criteria applied. Studies (n=19) published (2001–2014) were selected for review. Review Methods. Studies were appraised using established qualitative-quantitative evaluation tools. A systematic iterative approach was used to extract and filter data used for drawing conclusions related to key educational components. Results. Nursing teamwork epistemology is derived from High Reliability Teams (HRT) theory and Crew Resource Management (CRM) training sources. The most effective pedagogical approaches incorporate constructivist methods like high fidelity simulation and reflective discussion in order for students to acquire, practice, and refine these skills. Evaluating nursing teamwork competency is a complex task involving contextually based assessments of knowledge, skills, and attitudes. Conclusion. Future nursing teamwork competency curriculum design should emphasize leadership and skilled communication knowledge as learned, practiced, and assessed in contextually relevant, practice-based constructivist teaching environments.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5783
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectNursingen_US
dc.subjectTeamworken_US
dc.subjectCompetencyen_US
dc.subjectNursing Educationen_US
dc.subjectConstructivismen_US
dc.subjectLeadershipen_US
dc.subjectSimulationen_US
dc.subjectIntegrative Reviewen_US
dc.titleAn integrative review synthesizing teamwork competency development in nursing education: How should we be teaching nurses teamwork?en_US
dc.typeprojecten_US

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