Understanding Of Teamwork Research Articles

Interprofessional teamwork: the role of professional identity and signature pedagogy – a mixed methods study

PurposeOne overlooked determinant of interprofessional teamwork is the mobilisation of professional identity. Taking a health or social care practitioner out of their professional silo and placing them in an interprofessional team setting will challenge their professional identity. The theory of signature pedagogy was used to investigate the challenges and what is needed to support practitioners to mobilise their professional identity to maximise teamwork.Design/methodology/approachA cross-sectional mixed methods study was undertaken in the form of three focus groups, with members of health and social care teams in Wales, UK. Using nominal group technique, participants explored and ranked the challenges and benefits of mobilising their professional identity within an interprofessional setting.FindingsFindings on mobilising professional identity were found to be aligned closely with the three signature pedagogy apprenticeships of learning to think and to perform like others in their profession and to act with moral integrity. The biggest challenge facing practitioners was thinking like others in their profession while in an interprofessional team.Research limitations/implicationsThe focus of this study is health and social care teams within Wales, UK, which may limit the results to teams that have a similar representation of professionals.Practical implicationsHealthcare leaders should be aware of the opportunities to promote mobilisation of professional identity to maximise teamwork. For example, at induction, by introducing the different roles and shared responsibilities. Such practical implications do have consequences for policy as regards interprofessional team development and organisational commitments to adult learning and evaluation.Originality/valueThis is the first study of professional identity of interprofessional healthcare and social professionals using signature pedagogy to gain a better understanding of teamwork.

Experimenting during the shift to virtual team work: Learnings from how teams adapted their activities during the COVID-19 pandemic

Past research has focused on understanding the characteristics of work that are fully virtual or fully collocated. The present study seeks to expand our understanding of team work by studying knowledge workers' experiences as they were suddenly forced to transition to a fully virtual environment. During the height of the US lockdown from April to June 2020, we interviewed 51 knowledge workers employed on teams at the same professional services firm. Drawing from in situ reflections about teams' lived experiences, this paper explores how the shift to virtual work brought on by the COVID-19 pandemic illuminated the fundamental activities that team work requires, facilitated and undermined the performance of team activities, and prompted employees to adapt and reflect on their use of digital technology to perform these activities. Using the shift to virtual work as a unique learning opportunity, our findings demonstrate that team work entails several core activities (task, process, and relationship interactions) that require additional adjustments to successfully enact in the virtual (vs. collocated) environment.

Helping healthcare teams save lives during COVID-19: Insights and countermeasures from team science.

As the COVID-19 pandemic has ravaged the United States, health care teams are on the frontlines of this global crisis, often navigating harrowing conditions at work, such as a lack of personal protective equipment and staffing shortages, and distractions at home, including worries about elderly relatives or making childcare arrangements. While the nature and severity of stressors impacting health care teams are in many ways unprecedented, decades of psychological research exploring teamwork in extreme contexts can provide insights to understand and improve outcomes for teams in a crisis. This review highlights the psychological principles that apply to teams in a crisis and illustrates how psychologists can use this knowledge to improve teamwork for medical teams in the midst of the COVID-19 pandemic., The review also provides a glimpse toward the future, noting both how psychologists can help health care teams recover and rebound, as well as how additional research can improve psychologists' understanding of teamwork in times of crisis. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

ВИДАВНИЧА СЕРІЯ «СОКІЛЬСЬКА БІБЛІОТЕКА» ТА ЇЇ ЗАСНОВНИК ЯРОСЛАВ БЛАГІТКА: КОНЦЕПЦІЯ УКРАЇНСЬКОГО СПОРТИВНОГО РУХУ ГАЛИЧИНИ

The Ukrainian Patriotic Physical and Motor Society “Sokil”, founded in Galicia in 1894, set itself the goal of cultivating physical culture to instill in the Ukrainian people a sense of unity, strength and honor, endurance, agility, intelligence, energy, understanding of teamwork, self-discipline. Since its foundation, the company has been active in publishing. In the 1930s, “Sokil-Bat’ko’s” publishing activities were concentrated primarily in two book series: the “Sokil News Library” and the “Sokil Library”. Our task in the proposed article is to highlight the concept of the Ukrainian sports movement in Galicia in the editions of the series “Sokil Library” (1935–1939) and to promote the name of its founder Yaroslav Blahitka. Due to the lack of qualified instructors and textbooks, the sports life of clubs and falcon nests could not develop in full. Therefore, the chairman of the society Y. Blahitka was the founder of the series “Sokil Library”, which published books on sports, engines and manuals for work in the society. In total, the 21st was published. Among them are books by I. Bobersky, S. Haiduchok, Y. Blahitka, E. Zhar¬sky, O. Valchyk, A. Prodan, V. Tykholіz, M. Tril’ and A. Favytsky. The books of the series contributed to the intensification of the Ukrainian sports movement and healthy lifestyle, promoted Ukrainian sports and its individual disciplines among a wide range of young people, practically taught the physical side of exercises and sports competitions, disseminated new methods of physical culture, estab¬lished Ukrainian sports terminology, were an important factor in patriotic education. Keywords:sports movement, “Sokil-Bat’ko”, publishing series, Galicia, Yaroslav Blahitka.

Evolution of an obstetrics and gynecology interprofessional simulation-based education session for medical and nursing students.

Simulation and Objective Structured Clinical Examination assessment of learners can teach clinical skills proficiency in a safe environment without risk to patients. Interprofessional simulation-based education (IPSE) contributes to a transformation in students’ understanding of teamwork and professional roles. Long term outcomes for stimulation and IPSE sessions, are less well studied. We hypothesized that a progressive interprofessional education simulation program incorporating both faculty and interprofessional student collaboration would improve medical students’ knowledge retention, comfort with procedural skills, positive teamwork and respectful interaction between students.An Obstetrics and Gynecology IPSE for medical and nursing students (NS) was developed in collaboration between a school of medicine and a school of nursing from 2014 to 2017. By 2017, content included(1)fetal heart rate case-based workshop;(2)simulated vaginal delivery;(3)cervical examination and assessment;(4)contraception station including intrauterine device insertion practice;(5)obstetric procedures including hands-on B-Lynch Suture practice.From 2014 to 2016, medical students completed attitude, knowledge, and perception surveys both pre and immediately post simulation, at 4 months, and 8 months. In 2017; all students completed self-assessments and received faculty-assessments.The program trained 443 medical and 136 NS. Medical students’ knowledge, comfort, and interest increased significantly post simulation. Outcome scores decreased but were still significantly improved at 4 months but nearly dissipated by 8 months. There were no significant differences between medical and NS self-assessment or faculty-assessment scores regarding IUD insertion, cervical examination, or contraception quiz scores. Medical students’ birth simulation self-assessment versus faculty-assessment scores were 8.6 vs 8.9, P < .001.Simulation improved students’ short-term medical knowledge, comfort, and perception with some long-term persistence at 4–8 months. Medical and NS learned obstetrics and gynecology skills in a collaborative environment and in role-specific situations. Medical students had the opportunity to learn from NS. Positive teamwork and respectful interaction occurred between the students.

An evidence based framework for the Temporal Observational Analysis of Teamwork in healthcare settings

ObjectiveEffective teamwork is critical to patient safety across multiple healthcare settings. However, current observational tools assessing teamwork performance tend to be developed for specific settings or tasks and do not capture temporal features of interaction. This study aimed to develop a valid and reliable observational teamwork behaviour framework, which is based on healthcare practice, applicable across a variety of healthcare contexts and can be used to capture temporal team dynamics. MethodsTeam interactions were audio-visually recorded during routine simulation training at two large clinical education centres specialising in physical and mental healthcare. The framework was based on theoretical models of teamwork and was developed in three steps: 1-micro analysis of verbal and nonverbal behaviour during recorded scenarios (n = 20); 2-iterative test and refine cycles; 3-final behavioural framework applied to a cohort of acute emergency scenarios (n = 9) by two raters to assess inter-rater agreement. ResultsThe framework contains twenty-three specific verbal and nonverbal behaviours that can be identified during observations. Behaviours are grouped conceptually based on their function resulting in thirteen behavioural functions, which cluster into five overarching teamwork domains. Inter-rater agreement was excellent (Cohen's Kappa = .84, SE = 0.03). ConclusionWe present a valid and reliable behavioural framework, grounded in teamwork theory and empirical observations of clinical team behaviour. This framework enables analysis of the nuances and temporal features of clinical practice in depth and across a wide range of clinical contexts and settings. Use of this framework will advance our understanding of teamworking in healthcare.

Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning

“Ready to Practice?”(R2P) is a virtual patient simulation designed for undergraduate medical and pharmacy students. After initial prototyping, R2P developed into a screen-based virtual patient (VP) simulation with an intuitive interface using photorealistic images of people and places with speech bubbles and decision menus. We describe the design of the VP, findings from student experiences with the software, and the potential of VPs for interprofessional learning. We used a mixed methods study to assess students’ perceptions of the VP as a learning tool. Qualitative data were gathered using semi-structured interviews and observations, and quantitative data through the Readiness for Interprofessional Learning Scale (RIPLS) and an evaluation questionnaire. Overall, participants showed significantly improved RIPLS scores after participation in the simulation (78.78 to 82.25, p &lt; 0.0001), including in the Positive Professional Identify domain (p &lt; 0.001). Students also showed significant improvement in RIPLS scores in the Teamwork and Collaboration domain when pharmacy and medical students were working together in interprofessional pairs (40.75 to 43.00, p &lt; 0.006) but not when working alone (n.s.). Five themes emerged from interviews where participants identified specific interprofessional insights into each other’s roles and skills. Students found the VP engaging and valuable for their learning and their understanding of teamwork.

Disciplina interprofissional em saúde: avaliação de discentes de Odontologia

A educação interprofissional é uma estratégia pedagógica na qual duas ou mais profissões trabalham e aprendem juntas, priorizando a integração, com a finalidade de mudar o perfil profissional na área da saúde e melhorar a qualidade do cuidado e resolutividade na atenção primária. A disciplina Atenção em Saúde é uma proposta interprofissional, desenvolvida em sete cursos da área da saúde na Universidade Estadual de Maringá, oportunizando ao aluno vivência no Sistema Único de Saúde (SUS), utilizando a problematização de situações em equipe. Objetivou-se apresentar a avaliação dos estudantes de Odontologia sobre a disciplina Atenção em Saúde, por meio da análise das narrativas de seus portfólios avaliativos. Trata-se de um estudo exploratório e descritivo, com análise documental como técnica de investigação, com amostragem até saturação dos dados. A análise dos documentos permitiu mostrar que os acadêmicos ressaltam a importância do trabalho interprofissional, beneficiando trabalhadores e pacientes e a relevância do cirurgião-dentista na equipe de saúde. Constatou-se o conhecimento experienciado do aluno sobre o SUS, capaz de destacar falhas e qualidades, bem como o reconhecimento sobre a eficácia do modelo ativo de aprendizagem, para capacitá-los a enfrentar positivamente as adversidades. Conclui-se que os acadêmicos apontaram as práticas colaborativas interprofissionais e a utilização de metodologias ativas de ensino- aprendizagem como estratégias positivas para formação qualificada, estando em consonância com as Diretrizes Curriculares Nacionais de Odontologia quanto à formação profissional para o trabalho em equipe e compreensão das reais necessidades de saúde da população.

Interprofessional empathy: A four-stage model for a new understanding of teamwork

ABSTRACT Collaboration in healthcare implies that health providers share responsibility and partner with each other in order to provide comprehensive patient care. A review of the empirical literature on teamwork in healthcare settings suggests that the relationships between service providers remain conflictual and variable in commitment to interprofessional collaboration. Recently, social psychologists have given considerable attention to the possibility that empathy could be used to improve intergroup attitudes and relations. Although empathy may be referred to as a means to humanize healthcare practices, few published studies from the healthcare literature focus on the nature of interprofessional empathy. Understanding frameworks different from your own and empathizing with other members of the team is fundamental to collaborative practice. The aim of this study was to understand the nature of empathy among members of interprofessional teams within a hospital environment. This study followed the lived experience of 24 health professionals with their perspective of empathy on interprofessional teams. A two-step procedure was used consisting of semi-structured interviews and depth interviews. Phenomenological data analysis was used to identify common themes and meanings across interviews. From the findings, a four-stage developmental model of interprofessional empathy emerged: Stage 1 is engaging in conscious interactions; Stage 2 requires using dialogical communication; Stage 3 is obtained when healthcare professionals consolidate understanding through negotiating differences between each other; and Stage 4 shows mastery of nurturing the collective spirit. Knowledge of this stage model will provide clinicians with the information necessary to develop awareness of how day-to-day activities within their interprofessional teams influence the development of interprofessional empathy.

Students\u2019 understanding of teamwork and professional roles after interprofessional simulation\u2014a qualitative analysis

BackgroundThis study explores how interprofessional simulation-based education (IPSE) can contribute to a change in students’ understanding of teamwork and professional roles. A series of 1-day training sessions was arranged involving undergraduate nursing and medical students. Scenarios were designed for practicing teamwork principles and interprofessional communication skills by endorsing active participation by all team members.MethodsFour focus groups occurred 2–4 weeks after the training. Thematic analysis of the transcribed focus groups was applied, guided by questions on what changes in students’ understanding of teamwork and professional roles were identified and how such changes had been achieved.ResultsThe first question, aiming to identify changes in students’ understanding of teamwork, resulted in three categories: realizing and embracing teamwork fundamentals, reconsidering professional roles, and achieving increased confidence. The second question, regarding how participation in IPSE could support the transformation of students’ understanding of teamwork and of professional roles, embraced another three categories: feeling confident in the learning environment, embodying experiences, and obtaining an outside perspective.ConclusionsThis study showed the potential of IPSE to transform students’ understanding of others’ professional roles and responsibilities. Students displayed extensive knowledge on fundamental teamwork principles and what these meant in the midst of participating in the scenarios. A critical prerequisite for the development of these new insights was to feel confident in the learning environment. The significance of how the environment was set up calls for further research on the design of IPSE in influencing role understanding and communicative skills in significant ways.

A Human Factors Approach to Building High-Performance Multi- Professional Cardiac Arrest Teams

Background: The American Heart Association (AHA) estimates that annually there are approximately 200,000 in-hospital cardiac arrests (IHCA). Hospitals have implemented multidisciplinary teams trained in advanced cardiac life support (ACLS) to provide care during these events. Outcome measures of these team’s effectiveness are typically mortality rates at discharge and reduction of unplanned cardiac arrest occurring outside of the ICU. Neither is a sensitive measure of team effectiveness. Methods: Using a retrospective analysis of 10 simulated code blue events we developed a metric of team effectiveness for code blue teams that also identifies specific teamwork weaknesses. Results: The new ASU-Mayo metric was highly correlated with Mayo high performance team scale (MHPTS) (r (6) = .71), team emergency assessment measure (TEAM) (r (6) = .84), and the observational skill-based assessment tool for resuscitation (OSCAR) (r (6) = .89) metrics as well as the ratings of the subject matter experts (r (6) = .88). Conclusions: We developed a team performance metric that allows for the identification of performance gaps therefore, can allow for targeted intervention with the intention of providing trainees richer feedback on performance. Also, it will generate quantitative assessments of the value of mock code exercises and can be used to evaluate interventions. Our understanding of teamwork during a simulated code blue event was also enhanced.

Dress up and pretend

Dramatic pretend play offers active, creative learning experiences, helping children to communicate and express themselves and to develop social skills, self-confidence and an understanding of teamwork.

Norwegian nursing and medical students' perception of interprofessional teamwork: a qualitative study.

BackgroundLittle is known about the ways in which nursing and medical students perceive and understand their roles in interprofessional teamwork. A 2010 report by the World Health Organization highlights the importance of students’ understanding of teamwork in healthcare, and their ability to be effective team players. This study aims at describing nursing and medical students’ perceptions of interprofessional teamwork, focusing on experiences and recommendations that can be used to guide future educational efforts.MethodsThe study uses a qualitative research design. Data were collected from four focus group interviews: two homogenous groups (one with medical students, one with nursing students) and two mixed groups (medical and nursing students).ResultsThe results show that traditional patterns of professional role perception still prevail and strongly influence students’ professional attitudes about taking responsibility and sharing responsibility across disciplinary and professional boundaries. It was found that many students had experienced group cultures detrimental to team work. Focusing on clinical training, the study found a substantial variation in perception with regard to the different arenas for interprofessional teamwork, ranging from arenas with collaborative learning to arenas characterized by distrust, confrontation, disrespect and hierarchical structure.ConclusionsThis study underlines the importance of a stronger focus on interprofessional teamwork in health care education, particularly in clinical training. The study results suggest that the daily rounds and pre-visit “huddles,” or alternatively psychiatric wards, offer arenas suitable for interprofessional training, in keeping with the students’ assessments and criteria proposed in previous studies.

English

People form organizations by getting together in order to realize the goals that they might not manage to realize alone. Organizations differ from one another by various distinctive characteristics. However, their success is related to the level of goal fulfillment. People working more effectively and efficiently within the organization may create the need to form a new team or group. Forming a new team and sustaining it generally requires a more active and participative approach than the existing approach. If an individual in a team feels happy and successful within the concept of “us” and has a sufficient level of job satisfaction, team work can be considered efficient. Team understanding in schools means that all employees, especially teachers, integrate around common goals and are willing to act with a feeling of “unity” in order to realize those goals. Administrators, teachers and other staff often take responsibility for the parenting of students, and the team spirit at school can be related to the other parts of the society. Particularly, teachers’ team understanding is very important in terms of effectiveness of education institutions. The present study has been conducted in order to evaluate teachers’ understanding of team work in terms of different variables. Key words: Team work, forming a team, school administration, school culture, common purpose, cooperation.

Team Microdynamics: Toward an Organizing Approach to Teamwork

Team researchers in the field of organizational behavior (OB) seem to be increasingly aware of the need to embrace the organizing nature of teams. In this article, we outline the limitations of the prevailing static collectivist explanations in team research and suggest how an increased emphasis on a microdynamics-oriented approach that takes into account the essentially relational and organizing nature of teams can provide new insights to our understanding of teamwork. We argue that a multilevel, multi-theoretical, and multi-period framework may help enhance our understanding of teams. To show the advancements of the field in this sense, we review the OB literature on teams and highlight exemplars of research that have started to emphasize the microdynamic nature of teams consistent with this general framework, and their contributions to our understanding of team phenomena. We conclude by outlining the opportunities and needs for a microdynamic insight into team and teamwork, providing guidance for scholars who are interested in adding a microdynamic perspective into their models of teamwork.

Using Performance Tasks Employing IOM Patient Safety Competencies to Introduce Quality Improvement Processes in Medical Laboratory Science Education

In order to contribute to improved healthcare quality through patient-centered care, laboratory professionals at all levels of practice must be able to recognize the connection between non-analytical factors and laboratory analysis, in the context of patient outcomes and quality improvement. These practices require qualities such as critical thinking (CT), teamwork skills, and familiarity with the quality improvement process, which will be essential for the development of evidence-based laboratory science practice. Performance tasks (PT) are an educational strategy which can be used to teach and assess CT and teamwork, while introducing Medical Laboratory Science (MLS) students at both baccalaureate and advanced-practice levels to the concepts of quality improvement processes and patient outcomes research. PT presents students with complex, realistic scenarios which require the incorporation of subject-specific knowledge with competencies such as effective team communication, patient-centered care, and successful use of information technology. A PT with assessment rubric was designed for use in a baccalaureate-level MLS program to teach and assess CT and teamwork competency. The results indicated that, even when students were able to integrate subject-specific knowledge in creative ways, their understanding of teamwork and quality improvement was limited. This indicates the need to intentionally teach skills such as collaboration and quality system design. PT represent one of many strategies that may be used in MLS education to develop essential professional competencies, encourage expert practice, and facilitate quality improvement.

Reflective writing as a tool for assessing teamwork in bioscience: Insights into student performance and understanding of teamwork

To ensure a modern bioscience curriculum that responds to the current needs of stakeholders, there is a need to embed a range of generic capabilities that enables graduates to succeed in and contribute to a rapidly changing world, as well as building strong bioscience skills and knowledge. The curriculum must also prepare students for a rapidly evolving competitive work place and align with the needs of industry. This creates a challenge, how do we develop generic capabilities without losing discipline content. This report analyses teamwork projects embedded in an undergraduate Biotechnology degree designed to promote teamwork skills along with a deeper understanding of the underpinning biochemistry. Student reflective writing was used to capture students' understanding and experience of teamwork as well as provide insight into their metacognition. The analysis demonstrates that 73% of Year 3 and 93% of Year 4 students were capable of learning about teamwork through reflective writing. While the importance of frequent high quality communication was a common theme, evidence suggests that many students were unsophisticated in their use of communication software. The analysis also highlighted the depth of metacognition that underpins successful team function and the significant weaknesses in self-insight some students possess. These findings challenge assumptions regarding student capacity for leadership and the ability of some students to contribute to successful team outcomes. It is essential for the design of teamwork experiences to fully understand the competencies that underlie teamwork, the metacognitive processes required, and ensure that assessments are fair and measure individual academic performance.

Complexity: an alternative paradigm for teamwork development

PurposeThis paper aims to suggest an understanding of teamwork from a complexity perspective.Design/methodology/approachComplexity principles of nonlinearity, emergence, holism, and engagement are applied to conventional teamwork practice.FindingsThe complexity principles offer ways of thinking about teamwork that inspire a more genuine collaboration, especially for decision‐making teams who must be able to alter conventionally linear, cybernetic thinking patterns.Originality/valueThinking in complexity terms is an unfamiliar but necessary practice for decision‐making teams, enabling team members to think and act in collaborative ways, see the big picture, resist managing deviations that seems like errors, and develop interpersonal relationships that do so.

Investigating the factors influencing professional identity of first‐year health and social care students

AbstractInterprofessional education (IPE) involves students from different professions being brought together to learn about each other's profession. Several models of IPE exist, and central to the debate around which of these models is the most appropriate is the question of the stage of training in which to implement these programmes. Currently, however, there is no consensus on this question. Debate so far has revolved around the strength of professional identities, or lack thereof, amongst pre‐qualifying students and how this may influence interprofessional learning. The potential role of professional identity in IPE seems to be unresolved. The present article adds to this debate by investigating the level of professional identity when students commence their professional studies; the differences in the level of professional identity between students from a range of professions; and the factors which may affect the initial levels of professional identification. Data were collected by questionnaire from the first‐year cohort of Health and Social Care (H&amp;SC) students embarking on IPE as an embedded part of an undergraduate pre‐qualifying programme. A sample of 1254 students was achieved. Professional identity was measured using an adaptation of a previously described scale. Our findings suggest that a degree of professional identity is evident before students begin their training. Differences in strength of initial professional identity were observed across professions, with physiotherapy students displaying the highest levels of professional identification. To test for associations between professional identity and a number of independent variables, an ordinary least squares (OLS) regression model was estimated. The variables that were found to be significant predictors of baseline professional identity were: gender; profession; previous work experience in H&amp;SC environments; understanding of team working; knowledge of profession; and cognitive flexibility. Some explanations for these findings are presented and the implications are discussed.

How teamworking works in the Inland Revenue: meaning, operation and impact

Studies of teamworking suggest that, for it to be successful, fundamental changes must take place in many aspects of an organization’s structure and operations. This study of the Inland Revenue reveals that only in a few aspects does its operation of teamworking follow this model. The range of work is little changed; employees exercise little in the way of new skills; they appear reluctant to adopt responsibility for the work of others; and the performance management system operates on the basis of individual performance. Nonetheless, teamworking appears to work in the Inland Revenue. It does so by having a team rather than an individual allocation of work, and by encouraging individual identity with the team target. This suggests that, although a limited version of teamworking exists, this might be all an organization needs. Thus what is needed is a more sophisticated understanding of teamworking, its objectives, and the relationship between the two.