مقاله انگلیسی رایگان در مورد کار گروهی با استفاده از آموزشی فراگیر برای پرستاران – الزویر 2018

Nursing care is provided within the context of interdisciplinary and Inter-agency teams. A high standard of teamwork is critical for therapeutic and safe care. In the current climate of escalating clinical demand on health services, nurses and medical staff are experiencing increasing workload pressures (Royal College of Physicians, 2012; Royal College of Nursing, 2013), and relationships within teams have the potential to become strained (Care Quality Commission, 2013). Failures in team working have adverse implications for patient safety as evidenced in inquiries of substandard care in United Kingdom (UK) hospital services, including the Mid-Staffordshire National Health Service (NHS) Foundation Trust (Francis, 2013) and the Vale of Leven Hospital (MacLean, 2014). While there is a clear need for positive support structures and a good organisational shell (Xiao et al., 2013), individual and in-group characteristics are also important in teamwork. Safety in healthcare is dependent on doctors, nurses, pharmacists and allied health professionals being able to coordinate and communicate treatment plans with one another, in partnership with patients and their families (Feeley et al., 2010). Future registrants of healthcare professions must be provided with opportunities to enhance their competence and interpersonal skills for working in teams. Such learning is not limited to the cognitive domain and involves mostly affective learning. Boore and Deeny (2012) have highlighted the limited value of didactic methods for affective learning, and have posited that an experiential and problem-based approach may be more relevant in developing interpersonal skills for working effectively in teams. Research indicates that learning in Higher Education is enhanced when students are engaged in purposeful and collaborative activity (Gilboy et al., 2015; Wood, 2015; Yew & Goh, 2016). Group poster development is an evidence-informed strategy for enhancing student engagement, and promoting learning relationships and collaborative behaviour (Zepke & Leach, 2010; Brooman & Darwent, 2014). Creation of a health promotion poster and presenting this work to peers, teachers, statutory and voluntary organisations at a public conference was considered by the authors to provide an authentic team learning experience. This paper reports on a pilot study that tested the suitability of the TeamSTEPPS Teamwork Perceptions Questionnaire (Battles & King, 2010) for measuring the impact of the experiential intervention among undergraduate nursing students developing ability to work in teams.