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Improving Teamwork and Communication in Schools of Nursing: A Quality Improvement Approach Using TeamSTEPPS.
- Source :
- Journal of Nursing Care Quality; Jul-Sep2021, Vol. 36 Issue 3, p285-290, 6p
- Publication Year :
- 2021
-
Abstract
- Background: Teamwork training has been identified as an intervention to promote collaboration, improve communication, and reduce conflict. While teamwork training has been implemented in the clinical setting, most schools of nursing are lacking in standardized teamwork training programs. Local Problem: A lack of teamwork, poor communication, and deficient conflict resolution skills among faculty and staff was impacting the ability to form supportive relationships in the interest of working collaboratively. Methods: This quality improvement (QI) project examined perceptions of teamwork at 3 points over 18 months. Intervention: Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) was adapted for the academic setting and used for the intervention. Results: Results indicated significant improvement in Team Structure, Leadership, and Communication. Situation Monitoring and Mutual Support were identified for continued development. Conclusion: Results suggest that a QI intervention using TeamSTEPPS improved teamwork, communication, collaboration, and conflict resolution in one academic setting. [ABSTRACT FROM AUTHOR]
- Subjects :
- TEAMS in the workplace
DIPLOMAS (Education)
SOCIAL support
GRADUATE nursing education
ANALYSIS of variance
NURSING schools
STUDENT assistance programs
BACCALAUREATE nursing education
CONFLICT management
ASSOCIATE degree nursing education
NURSING education
COMMUNICATION
INTERPERSONAL relations
INTERPROFESSIONAL relations
QUALITY assurance
NURSES
DOCTORAL programs
QUESTIONNAIRES
DESCRIPTIVE statistics
CONTINUING education of nurses
PERSONNEL management
Subjects
Details
- Language :
- English
- ISSN :
- 10573631
- Volume :
- 36
- Issue :
- 3
- Database :
- Supplemental Index
- Journal :
- Journal of Nursing Care Quality
- Publication Type :
- Academic Journal
- Accession number :
- 150544233
- Full Text :
- https://doi.org/10.1097/NCQ.0000000000000513