Groups vs. Teams: Which One Are You Leading?

Armstead, Cori; Bierman, Dustin; Bradshaw, Pam; Martin, Thalia M.; Wright, Karen

doi:10.1016/j.mnl.2016.03.006

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…The students reported they felt part of a 'team' that had provided them with a 'head start'. The use of the word 'team' suggested that they had developed an interdependence, which is a far more effective strategy for learning and clinical practice than working as a group (Armstead, Bierman, Bradshaw, Martin, & Wright, 2016). This sense of advantage, identity and acceptance was fundamental to their engagement and demonstrated that all four psychosocial factors of the conceptual framework of Kahu and Nelson (2018) were important in this study which was a significant observation, since the positive integration of students into university is often dependent on whether their expectations match the reality of their experience (O'Donnell, 2011).…”

Section: Nurturing a Community Of Learningmentioning

confidence: 99%

Filling in some gaps: A pre-nursing bioscience and study skills intervention

Owens

2020

Collegian

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Background: Multiple issues exist with the learning of bioscience in undergraduate nursing education. However, there are gaps in the literature for studies that have addressed this problem. Aims: This study aimed to investigate the impact of providing early innovative support for study skills and self-efficacy in basic bioscience. Methods: The study involved the provision of a five-day pre-nursing bioscience and study skills intervention. It was evaluated with a 20-item survey where participants (n = 51) rated their self-efficacy to complete the Bachelor of Nursing, to learn bioscience and to use their study skills over the intervention and later bioscience unit. Students also responded to a list of concerns and were compared to the general cohort (n = 111). Findings: Participants reported increased self-efficacies after the intervention and this improvement was maintained to the end of the bioscience unit. Concerns changed from having a lack of bioscience and study skills, to those that were more externally based such as their impending clinical placement. In contrast, the general cohort remained focused on their lack of bioscience knowledge. Discussion: The intervention was shown to be an effective support strategy for student learning. Furthermore, despite a significant number of participants having less prior learning in high school bioscience, they performed to the same level as the general cohort in the final exam of the bioscience unit. Conclusion: The provision of early support for study skills and self-efficacy improvement is an investment to the learning of bioscience in undergraduate nursing education.

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Section: Nurturing a Community Of Learningmentioning

confidence: 99%

Filling in some gaps: A pre-nursing bioscience and study skills intervention

Owens

2020

Collegian

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“…Whether those students work collectively as a team with shared goals or as a group of individuals could impact the members' performance. Researchers have identified that the difference between groups and teams can be very different, and how the members understand this difference can be important (Armstead, et al, 2016).…”

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confidence: 99%

The impact of formation and diversity on student team conflict

Maguire

Keceli

2023

Active Learning in Higher Education

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Instructors of college level business courses utilize group assignments to stress the importance of collaborative work in professional organizations for students. How instructors determine team formation, whether assigning students to groups or allowing students to form their own groups, could impact the effectiveness of the group regarding their cohesiveness, conflict, or social loafing. Best practices suggest that instructors strategically assign students to teams to maximize the diversity of the members. However, could the diversity of group members contribute to conflict amongst members? Could the formation method contribute to the members’ functioning as a team or group? The research questions in the study are: To what degree does team formation method impact (1) members’ conflict; (2) members’ cohesiveness; (3) members’ social loafing; and (4) members’ functioning as a team or group? Over 2 years, simultaneous sections of the same management course utilized different team formation procedures. Each year in one section, the instructor designed teams to maximize diversity of members. In the other course section, students freely formed their own teams. The findings suggest that instructor-designed diverse teams did not increase member conflict. Also, student-selected teams did not improve team cohesiveness. However, instructor-designed diverse teams did impact social loafing and the members’ functioning as a team.

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