Development of a self-assessment teamwork tool for use by medical and nursing students

Abstract

BackgroundTeamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty.MethodsThe authors modified a previously published teamwork instrument designed for experienced critical care teams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire was administered to students immediately following the simulations. These scores were used to explore the psychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis.Results202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students. Exploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items - Information sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.823 for Teamwork coordination and communication, and 0.812 for Information sharing and support.ConclusionsThese data provide evidence to support the validity and reliability of the self-assessment teamwork tool for students This self-assessment tool could be of value to health professional students following team training activities to help them identify the attributes of effective teamwork.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0743-9) contains supplementary material, which is available to authorized users.

Clinical simulation in nursing education in intensive therapy: an integrative review

“…There was a higher prevalence of evidence-based studies 6 (17), followed by level 2 (05), level 3 (04), level 7 (02) and level 1 (01). There is a growing number of scientific production related to the topic, with 16 articles published in the last three years (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33) , making up 55% of the searches found in the selected period.…”

“…It can be observed in Chart 2 that 34.5% of the studies are referenced to the use of simulation in education on care techniques of nursing activities, such as mechanical ventilation and invasive airway acquisition, cardiopulmonary resuscitation, oral hygiene and airway aspiration, hand hygiene and delirium identification in ICU patients (21)(22)(23)(24)(25)(26)(29)(30)(31)36) .…”

“…About training, 76% of the articles (18,(21)(22)(23)(24)(25)(26)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(43)(44)(45)(46) discuss the use of simulation in continuing education of nursing professionals, while the other studies describe the use of simulation for the education of nursing students (19)(20)25,27,(40)(41)(42) .…”

Factors influencing job satisfaction among nurses in Jordanian public hospitals

“…It is clustered into three factors: Team Coordination; Mutual Performance Monitoring; and Verbalizing Situational Information. The SATTS is valued for the use of health professionals and some studies provide evidence to support the validity and reliability of the selfassessment teamwork tool (Gordon et al, 2016). The alpha coefficient in this study was 0.940.…”

“…• The Third scale: This scale was concerned with teamwork. Self-assessment teamwork tool for students' SATTS version 2 was developed and used for this study (Gordon et al, 2016). It consisted of 23-items; and a 7-point Likert scale ranging from poor (scored as 1), to excellent (scored as 7) was adopted for this study.…”