Perceptions of Teamwork in Schools of Nursing.

BACKGROUND: Characteristics of high-performing teams include shared purpose, clear vision, strong leadership, and the ability to use conflict management when needed. While many individuals who teach in schools of nursing come from the clinical setting where teamwork is normative, that same expectation of teamwork may not be present for the faculty as a whole. PURPOSE: This study assessed perceptions of teamwork among faculty members in schools of nursing in 4 states in the Midwestern region of the United States. METHODS: Perception of teamwork, related to communication, leadership, team structure, situation monitoring, and mutual support, was examined using a modified TeamSTEPPS Teamwork Perceptions Questionnaire. RESULTS: Perceptions of teamwork were highest for team structure and leadership, whereas communication, situation monitoring, and mutual support were lower. In addition, teamwork dimension scores were higher for those who previously participated in teamwork training. CONCLUSIONS: There are opportunities to improve teamwork in all domains. Teamwork skills are transferrable to different roles and across various situations; therefore once learned and fostered, these can impact the individual as well as improve the organizational climate.

Improving Teamwork and Communication in Schools of Nursing: A Quality Improvement Approach Using TeamSTEPPS.

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.

Quality Improvement in Ambulatory Surgery Centers: A Major National Effort Aimed at Reducing Infections and Other Surgical Complications.

BACKGROUND: Surgical volume has shifted significantly from inpatient to outpatient settings, including free-standing ambulatory surgery centers (ASCs). Approaches to quality improvement (QI) and surveillance used in hospitals are not always appropriate to the ambulatory setting. METHODS: We recruited 665 ASCs in 47 US states to participate in an intervention to improve safe practice through implementation of a surgical safety checklist and infection control practices. Areas for partner contribution included recruitment, project development, content development and delivery, clinical subject matter expertise, data analysis, and facility coaching. RESULTS: Barriers to implementation and data collection were encountered during the project, requiring revisions to the implementation plan. Project activities, such as facility recruitment, data measurement, and implementation strategies were modified to meet ASC-specific needs. Several ASC-specific tools were designed. CONCLUSIONS: The increasing number of patients being cared for in ASCs makes it essential to better understand how to implement quality improvement projects in that environment. Tailoring interventions to the ASC's unique needs is necessary.

TeamSTEPPS for health care risk managers: Improving teamwork and communication.

BACKGROUND: Ineffective communication among the health care team is a leading cause of errors in the patient care setting. Studies assessing training related to communication and teamwork in the clinical team are prevalent, however, teamwork training at the administrative level is lacking. This includes individuals in leadership positions such as health care risk managers. PURPOSE: The purpose was to determine the impact of an educational intervention on the knowledge and attitudes related to communication and teamwork in the health care risk management population. METHODS: The educational intervention was an adaptation of a national teamwork training program and incorporated didactic content as well as video vignettes and small group activities. Measurement of knowledge and attitudes were used to determine the impact of the education program. Knowledge and attitudes were assessed pre- and postcourse. RESULTS: Findings indicate that teamwork education tailored to the needs of the specific audience resulted in knowledge gained and improved attitudes toward the components of teamwork. The attitudes that most significantly improved were related to team structure and situation monitoring. There was no improvement in participants' attitudes toward leadership, mutual support, and communication. CONCLUSION: Team training has been shown to improve safety culture, patient satisfaction, and clinical outcomes. Including risk managers in training on teamwork, communication, and collaboration can serve to foster a common language among clinicians and management. In addition, a measurement related to implementation in the health care setting may yield insight into the impact of training. Qualitative measurement may allow the researcher to delve deeper into how these health care facilities are using team training interventions.