Effective healthcare teams require effective team members: defining teamwork competencies

Leggat, Sandra G.

doi:10.1186/1472-6963-7-17

Cited by 134 publications

(118 citation statements)

References 56 publications

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“…The knowledge, skills, and attitudes required for optimal teamwork within an inpatient medical team may differ from those necessary for successful interprofessional collaboration among undergraduate students in a classroom. 13,14 Additionally, there are numerous purposes for teamwork assessment, including determining individual physician competence as well as measuring the effectiveness of teams as a whole. 15 Given the heterogeneity of healthcare teams within internal medicine, it is logical that no single teamwork Therefore, the objective of this systematic review is to provide a synthesis of published instruments that have been used to assess teamwork in internal medicine.…”

Section: Discussionmentioning

confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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OBJECTIVE: Valid teamwork assessment is imperative to determine physician competency and optimize patient outcomes. We systematically reviewed published instruments assessing teamwork in undergraduate, graduate, and continuing medical education in general internal medicine and all medical subspecialties. DATA SOURCES: We searched MEDLINE, MEDLINE In-process, CINAHL and PsycINFO from January 1979 through October 2012, references of included articles, and abstracts from four professional meetings. Two content experts were queried for additional studies. STUDY ELIGIBILITY: Included studies described quantitative tools measuring teamwork among medical students, residents, fellows, and practicing physicians on single or multi-professional (interprofessional) teams. STUDY APPRAISAL AND SYNTHESIS METHODS:Instrument validity and study quality were extracted using established frameworks with existing validity evidence. Two authors independently abstracted 30 % of articles and agreement was calculated. RESULTS: Of 12,922 citations, 178 articles describing 73 unique teamwork assessment tools met inclusion criteria. Interrater agreement was intraclass correlation coefficient 0.73 (95 % CI 0.63-0.81). Studies involved practicing physicians (142, 80 %), residents/fellows (70, 39 %), and medical students (11, 6 %). The majority (152, 85 %) assessed interprofessional teams. Studies were conducted in inpatient (77, 43 %), outpatient (42, 24 %), simulation (37, 21 %), and classroom (13, 7 %) settings. Validity evidence for the 73 tools included content (54, 74 %), internal structure (51, 70 %), relationships to other variables (25, 34 %), and response process (12, 16 %). Attitudes and opinions were the most frequently assessed outcomes. Relationships between teamwork scores and patient outcomes were directly examined for 13 (18 %) of tools. Scores from the Safety Attitudes Questionnaire and Team Climate Inventory have substantial validity evidence and have been associated with improved patient outcomes. LIMITATIONS: Review is limited to quantitative assessments of teamwork in internal medicine. CONCLUSIONS:There is strong validity evidence for several published tools assessing teamwork in internal medicine. However, few teamwork assessments have been directly linked to patient outcomes. 3,4 Recognizing this, the Institute of Medicine, the Joint Commission, the Agency for Healthcare Research and Quality (AHRQ), and others have made teamwork a top priority in their recommendations for improving healthcare. [5][6][7][8][9] Teamwork is also prominently positioned within the American Board of Internal Medicine (ABIM) requirements for maintenance of certification for internists, 10 as well as the Accreditation Council for Graduate Medical Education's core competencies, 11 milestones, 12 and medical student competencies. 13 As such, every physician at the undergraduate, graduate, and continuing professional level must demonstrate competency in teamwork.While there is broad agreement on the imperative to improve teamwork, there is littl...

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Section: Discussionmentioning

confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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“…This assumption is now acknowledged to be false and formal educational programs have been implemented to instil the necessary skill set to participate as an effective team member and deliver leadership (Baker, Day, & Salas, 2006;Leggat, 2007;Leonard et al, 2004). Kalisch et al ( 2005 ) highlights the unreasonable expectations placed on staff to work as a team without training (B. J.…”

Section: Nursing Teamworkmentioning

confidence: 99%

Factors contributing to nursing team work in an acute care tertiary hospital

et al. 2017

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Factors contributing to nursing team work in an acute care tertiary hospital Background:Effective nursing teamwork is an essential component of quality health care and patient safety.Understanding which factors foster team work ensures teamwork qualities are cultivated and sustained.Objective: This study aims to investigate which factors are associated with team work in an Australian acute care tertiary hospital across all inpatient and outpatient settings. Methods:All nurses and midwives rostered to inpatient and outpatient wards in an acute care 600 bed hospital in Sydney Australia were invited to participate in a cross sectional survey between September to October 2013. Data were collected, collated, checked and analysed using Statistical Package for the Social Sciences (SPSS) Version 21. Factors reporting a significant correlation with where p<0.05were analysed in a multiple regression model. Results:A total of 501 surveys were returned. Nursing teamwork scores ranged between 3.32 and 4.08.Teamwork subscale Shared Mental Model consistently rated the highest. Mean scores for overall communication between nurses and team leadership were 3.6 (S.D. 0.57) and 3.8 (SD 0.6) respectively. Leadership and communication between nurses were significant predictors of team work p<0.001. Conclusion:Our findings describe factors predictive of teamwork in an acute care tertiary based hospital setting across inpatient and outpatient specialty units. Our findings are of particular relevance in identifying areas of nurse education and workforce planning to improve nursing team work. AimsThis study aims to investigate which factors are associated with nursing team work in a large Australian acute care hospital setting Methods DesignAll nurses and midwives rostered to inpatient and outpatient wards in a acute care 600 bed hospital in Sydney Australia were invited to participate in a cross sectional survey between September to October 2013. Nurses and midwives who were on leave and those who worked on a casual basis during the study period were excluded from the study. Ethical approval was obtained from the South Eastern Sydney Local Health District Human research Ethics Committee and Research Governance 4Office, St George Hospital to undertake a de-identified nursing workforce survey. Nurse and Midwifery Unit Managers were informed of the study and their participation sought .All nurses and midwives were informed of the study through in-services. In order to increase response rate nurses were allotted additional time by hospital management to complete the questionnaire. (Pit, Vo, & Pyakurel, 2014). Questionnaires were returned in a large envelope and placed in a box located on each patient care unit. The questionnaires were collected each day by a research assistant. Data CollectionData were collected relating to nurse workforce demographics, communication between nurses, nursing team work, and perceived model of nursing care. Nurse workforce demographics included; gender, age, designation, education level, new graduate statu...

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“…The male leaders however, were more transactional in their attitude identifying an ability to influence as a key teamwork skill rather than negotiate. (Interprofessional Education Collaborative Expert Panel, 2011;Leggat SG, 2007).Teamwork that shares complimentary competencies with sustained collaborative practice towards common goals is considered to be best practice in the clinical arena. The team dynamics is so important in building the necessary values and desired relationships, required for IPL and IPP to take place.…”

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confidence: 99%

Conscious Competence in Interprofessional Learning in Healthcare Education

Houldsworth¹

2018

MedEdPublish

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The delivery of effective, high-quality patient care is a highly complex activity, demanding health and social care professionals to collaborate in an effective manner. Interprofessional learning (IPL) is professionally relevant, intellectually stimulating and evidence based. New learning paradigms for healthcare professionals explore new ways to combine expertise, delivering IPL programmes where patient safety and quality of care can be improved (WHO 2010). Intervening early in the health professional's career with collaborative activities with IPL is now considered important in healthcare training. Development of multidisciplinary student centred ideas hopefully results in the enhancement of patient-centred care. Conscious competence in understanding the benefits of IPL is needed to recognise those that are naïve to IPL and competent professionals who are able to design new curricular and deliver training to address unconscious incompetence to IPL. There are many diverse theories applied to IPL where theory is observation of practice, confirmed by practice. Much development and consolidation of IPL theory is needed.No one healthcare profession can give complete healthcare single-handed. Keywords:Interprofessional learning, collaboration, healthcare professionals, human factors, healthcare cultural barriers Defining interprofessional learning, collaboration and practiceWorking with other disciplines clearly instils a mutual respect of other professionals with shared values, who perform effectively in different team roles and provide patient-centred care that is safe, timely, efficient, effective and equitable. (Barr H, Low H, 2012) Firstly, to establish a definition of Interprofessional Iearning (IPL), which is when individuals improve knowledge and competence during interprofessional education. Interprofessional education (IPE) occurs when two or more professions learn, with or about each other, aiming to improve interprofessional collaboration (IPC) and the quality Houldsworth A MedEdPublish https://doi.org/10. 15694/mep.2018.0000039.1 Page | 2 of care (CAIPE, 2008). IPE in health professions pursues the goal of enabling IPC (CAIPE, 2011). Some core competencies have been identified for interprofessional practice.Intervening early in healthcare training is considered important in healthcare education within the health professionals' career pathway, using collaborative activities and IPL. Experienced professionals who engage in advanced professional practice by continued professional development (CPD) are considered to be advanced practitioners.Effective teaching is an essential requirement for effective IT. When addressing an interprofessional curriculum to deal with differences as well as the interprofessional commonalities, common broad headings and knowledge bases need to be identified. The different cognitive maps of the different disciplines need to be understood in order to differentiate the teaching for each of the professional groups, which may have alternative starting points and abilitie...

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Effective healthcare teams require effective team members: defining teamwork competencies

Cited by 134 publications

References 56 publications

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Factors contributing to nursing team work in an acute care tertiary hospital

Conscious Competence in Interprofessional Learning in Healthcare Education

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