Abstract
The clarity and fulfillment of teammate role expectations may improve team swift trust and team creativity. This cross-sectional survey study aimed to explore the interactions among nursing student-perceived team swift trust, teammate role expectations, and team creativity in interdisciplinary nursing education in northern Taiwan. A total of 99 nursing students participated in this study, who enrolled in an 18-week interdisciplinary course that required them to team up with design students to develop healthcare products. Three self-report questionnaires were used to measure nursing student-perceived team swift trust, teammate role expectations, and team creativity. Pearson's correlation analysis and regression analysis were performed to evaluate correlation and moderating effects. The result showed that teammate role expectations correlated with team creativity and cognition-based team swift trust. Cognition-based team swift trust correlated with team creativity, and this relationship was negatively moderated by teammate role expectations. The findings suggested the importance of implementing interdisciplinary courses to nurture and enhance nursing students’ ability to collaborate with interdisciplinary healthcare teams in clinical settings.
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