Improving Interdisciplinary Relationships in Primary Care with the Implementation of TeamSTEPPS

Siddons, Nicole M.

doi:10.24926/ijps.v3i1.122

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Our study findings are consistent with other studies in acute care settings. 9,[27][28][29][30][31][32] Less research has been done targeting these concepts in nursing homes. Work has shown that team effectiveness and relational coordination are influential on patient outcomes and staff satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Collaborative capacity and patient-centered care in the Veterans’ Health Administration Community Living Centers

Sullivan

Weinburg

Gidmark

et al. 2019

International Journal of Care Coordination

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Introduction: Previous research in acute care settings has shown that collaborative capacity, defined as the way providers collaborate as equal team members, can be improved by the ways in which an organization supports its staff and teams. This observational cross-sectional study examines the association between collaborative capacity and supportive organizational context, supervisory support, and person-centered care in nursing homes to determine if similar relationships exist. Methods: We adapted the Care Coordination Survey for nursing homes and administered it to clinical staff in 20 VA Community Living Centers. We used random effects models to examine the associations between supportive organizational context, supervisory support, and person-centered care with collaborative capacity outcomes including quality of staff interactions, task independence, and collaborative influence. Results: A total of 723 Community Living Center clinical staff participated in the Care Coordination Survey resulting in a response rate of 29%. We found that teamwork and collaboration-measured as task interdependence, quality of interactions and collaborative influence-did not differ significantly between Community Living Centers but did differ significantly across occupational groups. Moreover, staff members' experiences of teamwork and collaboration were positively associated with supportive organizational context and personcentered care.

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Section: Discussionmentioning

confidence: 99%

Collaborative capacity and patient-centered care in the Veterans’ Health Administration Community Living Centers

Sullivan

Weinburg

Gidmark

et al. 2019

International Journal of Care Coordination

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“…TeamSTEPPS interventions have a significant impact and last a long time in team orientation. (Siddons et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Team Effectiveness Intervention Using TeamSTEPPS in Healthcare: A Literature Review

Rosa DM.,

Yuanasika

2023

jika

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In healthcare, effective teamwork and communication are essential. Medical errors are prevalent because there is a lack of a patient safety culture. This article's goal is to highlight TeamSTEPPS interventions that improve team effectiveness in the healthcare industry. Using Google Scholar, Science Direct, and PubMed with restrictions for the years 2018 through 2023, a review of published articles was conducted. In order to assess the efficacy of TeamSTEPPS, the six studies under consideration used a variety of instruments, including the Hospital Survey of Patient Safety Culture Questionnaire, the Short Assessment of Patient Satisfaction Scale, the Nursing Culture Assessment Tool, and the Patient's Adverse Events Questionnaire. The TeamSTEPPS program's interprofessional participants demonstrated improved coordination, cooperation, and communication between healthcare professionals. As a result, it is important to make the TeamSTEPPS program sustainable and part of the culture of health services.

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“…The targeted content was related to task-specific frames of references when existing (Table 3). [24][25][26] While the targeted content grid for Interprofessional collaboration included the same dimensions as the communication one, the targeted content grid for the physical exam and technical procedure was slightly modified to incorporate a dimension about the precision/accuracy of the procedure and two different dimensions related to communication (communication addressing the clinical facts and communication addressing patient comfort and emotions) in addition to the structure dimension.…”

Section: Development Of a Generic Feedback Content Gridmentioning

confidence: 99%

What Feedback Content Do Clinical Teachers Address During OSTEs?

Lüchinger,

Coen,

Bréchet Bachmann

et al. 2023

AMEP

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Purpose How to give feedback is widely taught and assessed during Faculty Development programs. As part of such programs, clinical teachers can attend objective structured teaching sessions (OSTEs), during which they are asked to give feedback to simulated residents on different tasks. Study aimed at: -analysing the feedback content provided during these OSTEs; -evaluating the impact of the training phase, medical discipline, or observed task; -assessing the alignment between feedback content addressed by clinical teachers and content identified as essential by experts. Methods We conducted a multimethod study. Clinical teachers (N=89) from five departments were trained to give feedback to residents in a six-month training program. Before and after training, they completed three OSTE stations which focused on tasks involving communication, interprofessional, physical exam or procedural skills. We analysed feedback content descriptively. ANOVA test was applied to evaluate feedback contents’ influencing factors (ie participants’ training phase, medical discipline, type of task addressed). For each OSTE, we analysed the percentage of items identified as essential by 3 experts that were addressed by clinical teachers during the feedback. Results We analysed 317 feedback sessions and coded 5388 occurrences. Feedback content distribution was: targeted content (73%), other clinical content (20%), learning strategies (4%), and self-management/other (3%). Feedback was often negative (73%). The training phase did not influence the content addressed while the topic of the observed task and clinical teachers’ specialization slightly did. Alignment between content identified by experts and addressed by clinical teachers during OSTEs was low (3–38%). Conclusion Clinical teachers give mostly negative and targeted feedback according to the task. The poor alignment in selecting key content to be addressed is striking and should be further explored since clinical teachers may address elements of competence more according to their personal preferences than to residents’ needs and context priorities.

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Improving Interdisciplinary Relationships in Primary Care with the Implementation of TeamSTEPPS

Cited by 3 publications

References 21 publications

Collaborative capacity and patient-centered care in the Veterans’ Health Administration Community Living Centers

Collaborative capacity and patient-centered care in the Veterans’ Health Administration Community Living Centers

Team Effectiveness Intervention Using TeamSTEPPS in Healthcare: A Literature Review

What Feedback Content Do Clinical Teachers Address During OSTEs?

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