Development Of Teamwork Skills Research Articles

Novice nurses’ experiences from teamwork in the emergency department: A qualitative content analysis

Background and aimTeamwork is assumed crucial in nursing. Nevertheless, nursing shortages in medical centers have thus far compelled nurse managers to use novice nurses. The present study aimd to explaining the challenges and experiences of novice nurses regarding teamwork in emergency departments. Materials and methodsUsing qualitative content analysis, 11 novice nurses working at emergency department, participated in this study. Data were collected with semi structured interview and analyzed by Graneheim and Lundman. ResultsThe data analysis led to the emergence of four themes of “essential teamwork skills development”, “contradictory relationships between team members”, “unpleasant feelings and experiences”, and, “personal growth and maturation during teamwork”. ConclusionFostering different personal aspects as prerequisites for teamwork, novice nurses will be able to deal with unpleasant feelings and experiences as well as contradictory relationships between team members in an effective manner. This challenging experience will thus give rise to personal growth and maturation during teamwork among them in emergency department.

Teaching Mathematics to Non-Mathematics Majors through Problem Solving and New Technologies

The role of mathematics in several scientific disciplines is undisputed; work and everyday life take great advantage of its application. Nevertheless, students often tend to not particularly like it and to consider it of little interest. It is also believed that only people with a certain attitude are capable of mastering the subject. In consideration of this, we aimed to help science students develop mathematical competences by designing a course specifically oriented to applications and problem solving. We administered our course to students attending the first year of a program in biotechnology, asking them to work with technologies instilling curiosity and interest, thus achieving a better proficiency as a consequence. Two questionnaires, along with access and proficiency data, allowed us to collect information about students’ attitudes, beliefs, and activity, which we analyzed by means of descriptive statistics. The promotion of the interaction among learners made them active users of the contents, thus allowing for the adaptation of their learning paths according to their personal necessities, as well as the development of teamwork skills and flexibility. Finally, students recognized the usefulness of the problem-solving approach and the role played by software.

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

BackgroundAlthough most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches.MethodsThe systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled ‘Systematic reviews in medical education: a practical approach: AMEE guide 94’ as the basis to establish the aim and methods of the current systematic review from 2010 to 2019.ResultsWe found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region.ConclusionsThe evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.

Veštine za budućnost - procena efekata programa "Učenička kompanija" u Srbiji

The changes brought about by the Fourth Industrial Revolution across all areas of human activity have had a significant impact on the knowledge and skills requirements of the population. Research shows that in the era of automation, in addition to the need to develop basic digital skills for all, and advanced digital skills for a certain group of workers, the need to develop social and emotional skills is also on the rise. The development of creativity, innovation, analytical and critical thinking, teamwork, self-efficacy, emotional intelligence is gaining in importance. These skills are an integral part of entrepreneurial competence and are developed through entrepreneurship education. Today, entrepreneurship education is approached in a broader context, as education that is crucial for personal development and realization, education that enables individuals to adapt to dynamic changes in the labour market and be active members of society. There are several approaches, methods and models of entrepreneurship education. According to worldwide experience, the best effects in the development of entrepreneurial competencies are achieved through informal types of education, and the "Company Programme" (CP) has globally been recognized as an example of good practice. This programme is based on experiential learning and is implemented in high schools. In order to provide recommendations for the selection of optimal solutions in the approach to entrepreneurship education in Serbia, a study was conducted to assess the effects of the implementation of the Company Programme on the development of entrepreneurial competencies. The research was carried out with the 2018/2019 school year generation of the Company Programme participants, from 74 schools in 45 cities in Serbia. Based on the results obtained, we may come to the conclusion that the Company Programme has resulted in very high development of student self-efficacy (Cohen's d 1.39), great progress in the development of teamwork skills and project management (Cohen's d of 0.89 and 0.79, respectively) and moderate progress in creativity (Cohen's d 0.56).

Developing teamwork skills in a course on ore deposits

Abstract Teamwork has distinct pedagogic advantages and is also an important transferable skill and the dominant mode of work graduates encounter in the workplace. However, students rarely become proficient in teamwork skills during their education. The goal was to test strategies to improve teamwork skills in a course on Ores deposits, MSc Earth Science, Uppsala University. A focus on team-work was established by presenting the collaborative practicals as a series of linked opportunities to work together, get feedback on the teamwork process and reflect on and evaluate the teamwork. During the collaborative PBL sessions sociograms were used to provide feedback. Criteria based evaluation was also used to evaluate task oriented and interpersonal skills. Sociograms and criteria based evaluation promoted behavioural changes that improved teamwork interactions.

Electronic information and educational environment as a condition for the implementation of English language programs in a maritime university

The relevance of the research topic is determined by the need to reconsider the prospects for the language training of seafarers in the context of a pandemic and related socio-economic changes in the state and in the world, including the employment of seafarers, the competitiveness of graduates of Russian maritime universities, wages, etc. Effective communication in English has always been of great importance for the safe operation of ships and protection of the marine environment from shipping. The research problem is how does the electronic information and educational environment contribute to the successful implementation of English language programs and improve the quality of language training at a maritime university? The purpose of the research is to substantiate the effectiveness of the implementation of English language programs at the EIEE of the Institute. The research methods used are analysis, synthesis, generalization. The Institute ofWater Transport named after G.Ya. Sedov was the experimental basis of the research. The results of the research are the following: the English language programs implemented by the Institute have been described (goals, objectives, benefits, competencies being formed, form of organization and training mode); the forms of interaction between participants in the educational process at the EIEE of the Institute in the process of implementing English language programs have been disclosed; further prospects for the implementation of English language programs have been presented. Key conclusions: the electronic information and educational environment created at the Institute has proved the effectiveness of the implementation of English language programs, based on cooperation, consultation, and dialogue between participants in the educational process, including employers, which contributes to the development of teamwork skills and constructive resolution of problem situations.

Teamwork and collective autonomy: experience in home care nursing

Teamwork is often identified as being a core value in care work. Studies on this topic often focus on pluri-professional configurations, whereas mono-professional teamwork has not aroused the same interest. In this study, we examine teamwork among a group of nurses providing homecare within a new organization, Soignons Humain (SoHu). SoHu was inspired by Buurtzorg, a Dutch homecare company composed of self-organized nursing teams. Given that the healthcare context for French and Dutch nurses is different, SoHu chose to focus primary on teamwork as a mechanism for improving the quality of care. The article examines how this objective was implemented through the practices and representations of work: to what extent do these self-organized teams lead to deeper collaborations with other homecare actors? How does this type of organizational model differ from other forms of homecare nursing in France? How does SoHu's experience allow us to rethink nurses' autonomy in their work? SoHu's organizational model differs from both private nursing clinics and traditional nursing care centers. The SoHu nurses' salaried status makes it possible for them to focus on delivering holistic care and highlights their autonomous nursing role, which they claim as being central to their profession. SoHu's originality lies in its highly developed instrumentation of teamwork and its work organization that is attentive to the construction of a collective competence. The use of coaches appears to be one ofthe organization's key investments in sustainably supporting teamwork and, paradoxically, their collective autonomy. Following an initial learning phase, and through other types of support work (workshops and facilitation meetings), the association has attempted to create and support a propitious environment for teamwork. Our work calls attention to the necessary conditions for real collaborative practices to take place, wether these are inter or intra-organizational. SoHu's case shows what an organization can do to create an environment favorable to team collaboration. This consists in building reflexivity into care work with a focus on the patient and the family; investments in developing teamwork skills; ensuring a frequency and specific type of exchange between the nursing teams; using both ad hoc arrangements and formalization of these collaborations; and finally by recognizing and objectivizing these invisible coordination practices.

A LEGO® Serious Play activity to help teamwork skills development amongst business students

ABSTRACT Methods for teaching higher education students how to learn teamwork skills are constantly evolving. Over the last few years, serious games have become popular in business schools for stimulating teamwork among students by making them focus on the game while pursuing a team objective. Among these games, LEGO® Serious Play has shown enormous potential. However, the number of results published on its application to the development of teamwork skills remains scarce. This paper seeks to explain the development of a teaching activity designed to make all first year undergraduate students in a business school work in teams. The way in which LEGO® Serious Play can position students within the research process is discussed, as is the potential for LEGO® Serious Play as a participatory method. Additionally, we summarize teacher and student metrics related to their experience with the activity in terms of teamwork performance and results, and we show the effect of contextual factors such as daily or weekly schedule or team size. This ‘one shot’ teamwork activity with first year students is expected to have an effect later when they are able to re-create the processes used to work as a team.

Trends In The Development Of The Competencies Of The Modern X-Ray Laboratory Assistant According To The European Practice

Advances in technology and the requirements for continuous professional development have an impact on the education of X-ray technicians and the competencies they must acquire to practice the profession successfully. The trends in the development of competencies are in the following directions: continuous improvement of the quality of X-ray education in accordance with the needs of the society, bringing the training and the certification of specialists in line with European and world healthcare standards, priority development of competencies related to the specific workplace, and meeting the growing needs for personal and professional development. The professional competencies of X-ray technicians in Bulgaria are developed in accordance with the European Qualifications Framework and are aimed at acquiring professional knowledge, skills and competencies that are appropriate for the achievements of modern medical science and practice, mastering organizational and managerial culture in accordance with ethical and legal norms, building skills for independent decision-making in the interest of the patient, and developing teamwork skills, high-level digital skills and foreign language competences. For a competent, highly skilled X-ray technician today, it is no longer enough to have the knowledge and skills directly and specifically related to the profession. It requires a wide range of knowledge in other areas, such as ethics, psychology, law, economics, and IT. Therefore, the application of the multidisciplinary approach in the education of future X-ray technician has an important role in the development of highly competent healthcare professionals.

Особенности организации групповой работы в цифровом пространстве на примере дисциплины «Цифровая математика»

The possibilities of organizing group work using digital resources are discussed in the article. Currently, there is a clear need on the part of the state and employers for specialists who can work in a team and implement ambitious projects. At the same time, according to the authors, since the 90s, there has been an asymmetry in pedagogy towards individual forms of education and the individualization of the educational process in general. As a result, a significant proportion of graduates are not ready to work in the team. It is possible to overcome this contradiction by using a variety of forms of group work, starting from the first year. The authors present their experience in organizing such activities for first-year undergraduate economics students. A statistical analysis is presented that confirms the positive impact of group work on the academic success of students. A survey conducted among students also confirms their interest in developing teamwork skills.

Forms, methods and tools to improve the process of developing teamwork skills of schoolchildren in forms 1-4 in general secondary schools

Forms, methods and tools to improve the process of developing teamwork skills of schoolchildren in forms 1-4 in general secondary schools

Early career midwives’ perception of their teamwork skills following a specifically designed, whole-of-degree educational strategy utilising groupwork assessments

ObjectiveThe aim of this study was to investigate whether a specifically designed whole-ofdegree strategy utilising groupwork assessments was effective in facilitating the development of early career midwives’ teamwork skills. Design and MethodsA qualitative study using in-depth, semi-structured interviews was undertaken with early career midwives who had graduated within the previous two years. This study is the final cycle of a larger participatory action research project. Qualitative data was analysed using thematic analysis. ParticipantsNineteen early career midwives from one Australian university participated. Their preregistration education was via a Bachelor of Midwifery. Their education included a whole-of-degree educational strategy to facilitate the development of teamwork skills. FindingsOne overarching theme “Becoming an Effective Team Member’ and three sub-themes: ‘Learning and developing Teamwork Skills’; ‘More secure and confident’ and ‘Self-Assurance in interprofessional interactions’ were identified in the interview data. Despite their junior status, the midwives demonstrated the knowledge, skills, and attitudes of an effective team member. Their social and emotional skills appeared well developed and they felt confident interacting with other health care workers in a professional manner. Key conclusionsEarly career midwives who were taught and practiced teamwork skills throughout their degree, appear to have developed the social and emotional competencies required for effective teamwork. Implications for Practice: The capacity for effective teamwork of this small group of early career midwives has the potential to improve the quality and safety of their care for childbearing women. Learning teamwork skills in the educational setting appears to have generated skills focused on conflict resolution, emotional self-regulation and social and emotional competency in these new midwives. These are favourable skills in the emotionallycharged environment of maternity care, where inter-collegial bullying is present and where new midwives can experience poor psychological wellbeing. Health care employers want new graduate health professionals to be work ready and to have the skills necessary to be effective team members. The program undertaken by these new graduates may be of assistance in developing these capabilities in other health students. The knownTeamwork skills are an intrinsic part of the day-to-day activities of maternity services, influencing the workplace culture, retention of midwives and the quality and safety of care. Poor teamwork is associated with clinical errors, bullying and high turnover of staff. The newEarly career midwives who were taught teamwork skills and practice these skills using their groupwork assignments throughout their undergraduate degree appear to demonstrate the social and emotional competencies required for effective teamwork. The implicationsImplementing a whole-of-degree program to develop teamwork skills in undergraduate midwifery students may improve early career midwives’ social and emotional competencies and interactions with other health professionals. Learning teamwork skills in the educational setting may generate skills in the new midwife that focus on conflict resolution, emotional self-regulation, and social and emotional competency. These are favourable skills in the emotionally charged environment of maternity care, where inter-collegial bullying is present and where new midwives can experience poor psychological wellbeing.

Student satisfaction with use of an online peer feedback system

We contribute to the growing evidence of the positive effect of use of online peer feedback tools on students’ teamwork skills development. We do so by exploring individual and contextual factors underlying satisfaction with using a peer feedback system alongside team projects. Employing path analytical framework and bootstrap methods, we analysed data from an international sample of 100 project teams in management studies. Drawing on procedural justice theory, we theorised and found support that students’ uncertainty avoidance orientation and virtuality in collaboration were positively related to their satisfaction with use of a peer feedback system. Such satisfaction in turn allowed them to be more effective team members. Our findings provide evidence for higher education institutions and instructors considering the adoption of online peer feedback systems alongside teamwork in their curricula. Specifically, peer feedback appears to be effective in the development of teamwork skills and students appreciate the opportunity to provide feedback to their peers in a structured and dedicated environment. Our findings are timely and of important practical significance as educational institutions increasingly rely on the use of computer-mediated technology during the COVID-19 pandemic.

The technology of formation of teamwork skills in terms of project-based learning students

Each era has its own requirements for the level of competence formation of employees. The fourth industrial revolution focuses on the development of human potential. One of the forms that allow us to reveal the potential capabilities of the individual is project activity.
 This paper presents the experience of developing team work skills among university students. The paper analyzes the possibility of using project activities for the development and improvement of team work skills in order to implement a modern competence-based approach in higher education. The paper describes the technology of forming team work skills. On the basis of the conducted research, promising opportunities for the implementation of teamwork in the educational environment were identified, as well as problematic aspects of this type of activity were identified.
 The purpose of this paper is to describe the experience of implementing the technology of forming students teamwork skills in the format of project training.
 Methodology. The study was conducted using the test method of V. Stefanson Q-sorting, a formative experiment in the format of students project activities and the authors questionnaire Students attitude to teamwork in the conditions of project activities, mathematical methods of analysis.
 Results. The technology of forming team work skills in the framework of project training of university students has been tested. As a result, it was revealed that project training has a complex impact on the formation of teamwork skills, this was noted by 83.5% of respondents.
 Conclusion. Project activity in the educational environment not only forms the skills of teamwork, but also is a tool for creating positive attitudes of students to team activities, which indicates the wide resource possibilities of this form of work.

СУЧАСНІ ОСВІТНІ ТЕХНОЛОГІЇ У РОЗВИТКУ ЕКОЛОГІЧНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ

Стаття має на меті дослідити впровадження новітніх технологій у сучасну освіту задля формування екологічної культури у студентів педагогічних спеціальностей, зокрема, майбутніх учителів трудового навчання та технологій.
 Екологічна культура може бути інтегрована у рамки сталої та неперервної освіти з урахуваннях усіх характерних особливостей за допомогою інноваційних технологій. Був виявлений механізм, за яким культурні особливості, безпосередньо пов’язані з екологією, можуть бути інтегровані у загальну культурну сферу, що формується внаслідок навчання у ЗВО. З’ясовано, що залучення майбутніх фахівців до основних імперативів, властивих екологічній культурі, повинно відбуватись відповідно до сучасних стратегій розвитку освіти, щоб створити міцну основу для подальшого формування ціннісної орієнтації представників студентства.

Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS® training and simulation.

Examine the impact of TeamSTEPPS® training and simulation experiences on student knowledge and teamwork attitudes in a baccalaureate-nursing program. This study used a quasi-experimental, pre-test, post-test design. The intervention included a workshop followed by 2 days of simulation experiences. Participants included a total of 46 nursing students. Instruments included the TeamSTEPPS learning benchmark and the Teamwork Attitudes Questionnaire (T-TAQ). Scores on the learning benchmark increased following the intervention. In addition, changes in subscores of teamwork strategies, leadership, situation monitoring, and mutual support on the T-TAQ indicate an improvement in student attitudes toward teamwork. Incorporating TeamSTEPPS® strategies into undergraduate education can be effective in increasing student knowledge and improving attitudes toward interdisciplinary teamwork.

The content of psycho-physiological features of improving the process of developing teamwork skills of students in grades 1-4 in general secondary schools

The following article deals with the recommendations to improve educational process in secondary schools. Pedagogical leadership within the collective life and collective's activities were analyzed as well. The traditional school is aimed at solving two main problems. Firstly, it must provide students with a great knowledge, and secondly, prepare them for life, forming the most important skills and abilities. Thus, in the traditional course of study, development has been relegated to the background for a long time. New social demands force teachers to abandon traditional teaching methods; there is a need to master new developing educational technologies.

USE OF TASK-BASED APPROACH IN TEACHING VOCABULARY TO BUSINESS ENGLISH LEARNERS AT UNIVERSITY

The purpose of this study is to identify the effectiveness of the task-based approach to teaching business vocabulary to master’s degree students while studying business English. The discipline of business English aims to develop students’ ability to analyse and solve problems of the business environment, improve their foreign language competence on the basis of acquired business vocabulary. The authors used the task-based approach in teaching business vocabulary which was aimed at encouraging students to social contacts, discussions, use of the necessary lexical units in situations close to real business life. The participants of the study were 34 students who studied for a master’s degree at the National Aviation University (Kyiv, Ukraine) majoring in aviation, rocket and space technology. The study of the course required 34 academic hours. According to the methodology of the experiment, the two groups of students (control and experimental ones) had the same learning materials during the course, but the teaching methods were different. In the control group, we used traditional vocabulary learning methods which implied the presentation of the new vocabulary by the teacher, practice exercises which made learners more familiar with the lexical units and the use of the new vocabulary by students in context. In the experimental group, task-based learning method was used which required students to work on solving real business problems with special attention to the development of teamwork skills and communication skills based on the students’ experience of work in business and communication with colleagues from other countries. Specially designed tasks were used to intensify the process of learning business vocabulary. The study showed significant positive dynamics in the acquisition of business vocabulary by students of the experimental group. The results of the test confirmed that task-based approach to vocabulary learning allows students to learn the necessary business vocabulary on a particular topic more easily and quickly It has been concluded that the task-based approach is not only efficient in vocabulary learning, but also increases the students’ confidence in their professional and communicative competence.

Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education

ABSTRACT Group work is a common active learning strategy in higher education when the goal is to enhance deep learning and develop teamwork skills. Culturally diverse learning groups are particularly valuable in preparing university students to participate in a globalized world. Student engagement in group work is critical in realizing these benefits. Therefore, more insight into what factors promote engagement is necessary. This study investigates the extent to which trust in the group, cultural diversity in the group, and group formation contribute to behavioral and cognitive engagement in group work. A questionnaire was filled out by 1025 bachelor’s students from six universities in the Netherlands and Canada. Structural equation modeling analyses identified students’ trust in the group as the strongest positive predictor of both behavioral and cognitive engagement. Greater perceived cultural diversity was found to promote behavioral and cognitive engagement, but compared with trust, the impacts were relatively small. Whether students could choose their group members did not affect behavioral or cognitive engagement significantly. Contrary to what was expected, trust did not act as a mediator. That is, cultural diversity and group formation did not indirectly affect engagement through trust. These findings prompt some suggestions for how to enhance student engagement in group work.

Game-based Methods for Competence “Teamwork and Leadership” Development: The Case of Engineering Students

The competence “teamwork and leadership” is one of the key and the most required in the modern professional environment. The article presents the experience of the Department of sociology, psychology and social management of Moscow Aviation Institute in the development of teamwork skills among students majoring in engineering.Teamwork in the article is understood as an effective joint activity to achieve goals. Teamwork as a professional competence includes certain skills and abilities that are being formed gradually on the basis of interpersonal and intergroup communication. For the formation of team qualities, gamebased learning methods are used, which increase the effectiveness of pedagogical efforts. Game methods in comparison with traditional lectures and seminars involve more active communication, emotional colouring and visual demonstration of the results. The main task of a teacher is not to broadcast information and check its assimilation, but to stimulate the activity of students themselves. Game-based methods are both a diagnostic and corrective tool, they allow to identify already existing skills, activate the behaviour of students in the desired direction and consolidate the result. The article analyses the experience of using active training methods for the development of the competence “teamwork and leadership”. Trainings are conducted in several stages, on each of them certain tasks are being solved: the current level of competence development is evaluated, tasks are performed together, results are discussed, and an exercise is given to reinforce the skill. After the trainings, change in the participants’ attitude to teamwork and increase in the level of cohesion, trust, and involvement were revealed. The experience of organising of trainings turned out to be successful and useful not only for building competence, but also for identifying difficulties that prevent students from creating effective teams.The materials of the article may be of interest to University teachers working on the development of students’ competence “teamwork” and using learning technologies.