Enhancing teamwork using a creativity-focussed learning Intervention for undergraduate nursing students - a pilot study

Research output: Contribution to journalArticle

Abstract

A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students’ perceptions of team working, and to ascertain students’ views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students’ views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students.
LanguageEnglish
Pages20-26
JournalNurse Education in Practice
Volume30
Early online date22 Feb 2018
DOIs
Publication statusE-pub ahead of print - 22 Feb 2018

Fingerprint

Creativity
Nursing Students
teamwork
creativity
nursing
Learning
Students
Problem-Based Learning
learning
student
questionnaire
Posters
Statistical Data Interpretation
Mental Competency
part-time work
Surveys and Questionnaires
poster
Education
statistical analysis
experience

Keywords

  • Pedagogy
  • Nursing Students
  • Learning
  • Teamwork
  • Creativity

Cite this

@article{60258ef23a8a432da006044df7c42fc4,
title = "Enhancing teamwork using a creativity-focussed learning Intervention for undergraduate nursing students - a pilot study",
abstract = "A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students’ perceptions of team working, and to ascertain students’ views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students’ views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students.",
keywords = "Pedagogy, Nursing Students, Learning, Teamwork, Creativity",
author = "Oonagh Carson and Laird, {Liz/ EA} and Bernie Reid and Patrick Deeny and Helen McGarvey",
note = "Reference text: Battles, J., King, H., 2010. TeamSTEPPS {\circledR} Teamwork Perceptions Questionnaire (T-TPQ) Manual. American Institutes for Research, Washington, DC. Benner, P., Sutphen, M., Leonard, V., Day, L., 2010. Educating Nurses: A Call for Radical Transformation. Carnegie Foundation, Washington D.C. Boore, J., Deeny, P., 2012. Nursing Education: Curriculum planning and delivery. Sage, London. Brooman, S., & Darwent, S., 2014. Measuring the beginning: A quantitative study of the transition to higher education. Studies in Higher Education, 39(9), 1523-41. Brown, S. K., Greer, M., Matthias, A., Swanson, M., 2009. The use of innovative pedagogies in nursing education: an international perspective. Nursing Education Perspectives 30(3), 153-158. Care Quality Commission, 2013. Inpatient Survey. Available at: http://www.cqc.org.uk/public/reports-surveys-and-reviews/surveys/inpatient-survey-2013 (Accessed 1 July 2016). Clarke, E., 2012. Innovation and its contribution to the scholarship of learning and teaching. Nurse Education Today, 32(7), 729–731. Condon, M., Ruth-Sahd, L., 2013. Responding to introverted and shy students: Best practice guidelines for educators and advisors. Open Journal of Nursing, 3, 503-515. http://dx.doi.org/10.4236/ojn.2013.37069 (Accessed 15 October 2016) Day, J., 2013. Inter-professional Working – An essential guide for health and social care professionals. Centage Learning, Andover, Hampshire. Dieckmann, P., Gaba, D., Rall, M., 2007. Deepening the theoretical foundations of patient simulation as social practice. Simulation in Healthcare 2(3), 183-93. Doyle, T., 2008. Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Stylus Publishing, Sterling, VA. Francis, R., 2013. The Mid Staffordshire NHS Foundation Trust Public Enquiry. The Stationery Office, London. Feeley, T.W., Fly, H.S., Albright, H., Walters, R., Burke, T.W., 2010. A method for defining value in healthcare using cancer care as a model. Journal of Healthcare Management 55(6), 399-411. Gilboy, M.B., Heinerichs S., Pazzaglia, G., 2015. Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior 47 (1), 109-114. Handwerker, S.M. 2012. Transforming nursing education: A review of current curricular practices in relation to Benner’s latest work. International Journal of Nursing Education Scholarship 9 (1), 1-16. Jeppesen, K.H., Christiansen, S. Frederiksen, K., 2017. Education of student nurses – A systematic literature review. Nurse Education Today 55, 112-121. Kinyon, J., Keity, C.B. and Pistole, C.M., 2009. A collaborative approach to group experiential learning with undergraduate nursing students. Educational Innovations 48(3), 165-166. Kohn, L.T., Corrigan, J.M., Donaldson, M.S., 1999. To Err is Human: Building a Safer Health System. National Academy Press, Washington, D.C. Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. Pearson Education Inc, Upper Saddle River, New Jersey. Lynch, M.W., 2017. Using conferences poster presentations as a tool for student learning and development. Innovations in Education and Teaching International, Published online: doi.org/10.1080/14703297.2017.1286999. MacFarlane, B., 2015. Student performativity in higher education: converting learning as a private space into a public performance. Higher Education Research and Development 34 (2), 338-350. MacLean, R.N.M., 2014. The Vale of Leven Hospital Inquiry Report. APS Group Scotland, Edinburgh. Martyn, J., Terwijn, R., Kek, M.Y.C.A., Juijser, H., 2014. Exploring the relationships between teaching approaches to learning and critical thinking in a problem-based learning foundation nursing course. Nurse Education Today 829-835. Mezirow, J., 2000. Learning as Transformation: Critical Perspectives on a Theory in Progress. Jossey-Bass Publishers, San Francisco. Murphy, S., Hartigan, I., Walshe, N., Flynn, A.V., O’Brien, S., 2011. Merging problem-based learning and simulation as an innovative pedagogy in nurse education. Clinical Simulation in Nursing 7, e141-e148. Ohaja, M., Dunlea, M., Muldoon, K., 2013. Group marking and peer assessment during a group poster presentation: The experiences and views of midwifery students. Nurse Education in Practice 13, 466-70. Qualtrics Research Suite, Qualtrics, Provo, UT. Royal College of Physicians, 2012. Hospitals on the edge? The time for action. Available at: https://www.rcplondon.ac.uk/sites/default/files/documents/hospitals-on-the-edge-report.pdf (Accessed 1 July 2014). Royal College of Nursing, 2013. Safe staffing levels – a national imperative. The UK nursing labour market review. Available at: http://www.rcn.org.uk/__data/assets/pdf_file/0018/541224/004504.pdf (Accessed 30 Jan 2015). Salamonson, Y., Andrew, S., 2006. Academic performance in nursing students: influence of part-time employment, age and ethnicity. Journal of Advanced Nursing 55(3), 342–349. Salas, E., Sims, D.E., Burke, C.S., 2005. Is there “big five” in teamwork? Small Group Research 36 (5), 555–599. Sangestani, G., Khatiban, M., 2013. Comparison of problem-based learning and lecture-based learning in midwifery. Nurse Education Today 33(8), 791-5. SPSS Inc. Chicago, Illinois. Stefanou, C., Stolk, J. D., Prince, M., Chen, J.C., Lord, S.M., 2013. Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education 14 (2), 109-122. Tsay, M., Brady, M., 2012. A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning 10, (2) 78-89. Wood, E.J., 2015. Problem-based learning: Exploiting knowledge of how people learn to promote effective learning, Bioscience Education, 3 (1). Available at: http://www.tandfonline.com/doi/full/10.3108/beej.2004.03000006 Wu, H., Garze, E. & Guzman, N., 2015. International Student’s Challenge and Adjustment to College. Education Research International, Article ID 202753, http://dx.doi.org/10.1155/2015/202753 (Accessed 15 October 2016). Xiao, Y., Parker, S.H., Manser, T., 2013. Teamwork and Collaboration. Reviews of Human Factors and Ergonomics, 8(1), 55-102. Yew, E.H.J., Goh, K., 2016. Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education. Available at: http://www.sciencedirect.com/science/article/pii/S2452301116300062 (In press) Yi, Y.J., 2016. Effects of team-building on communication and teamwork among nursing students. International Nursing Review 63, 33-40. Zepke, N., Leach, L., 2010. Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167–77.",
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month = "2",
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journal = "Nurse Education in Practice",
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T1 - Enhancing teamwork using a creativity-focussed learning Intervention for undergraduate nursing students - a pilot study

AU - Carson, Oonagh

AU - Laird, Liz/ EA

AU - Reid, Bernie

AU - Deeny, Patrick

AU - McGarvey, Helen

N1 - Reference text: Battles, J., King, H., 2010. TeamSTEPPS ® Teamwork Perceptions Questionnaire (T-TPQ) Manual. American Institutes for Research, Washington, DC. Benner, P., Sutphen, M., Leonard, V., Day, L., 2010. Educating Nurses: A Call for Radical Transformation. Carnegie Foundation, Washington D.C. Boore, J., Deeny, P., 2012. Nursing Education: Curriculum planning and delivery. Sage, London. Brooman, S., & Darwent, S., 2014. Measuring the beginning: A quantitative study of the transition to higher education. Studies in Higher Education, 39(9), 1523-41. Brown, S. K., Greer, M., Matthias, A., Swanson, M., 2009. The use of innovative pedagogies in nursing education: an international perspective. Nursing Education Perspectives 30(3), 153-158. Care Quality Commission, 2013. Inpatient Survey. Available at: http://www.cqc.org.uk/public/reports-surveys-and-reviews/surveys/inpatient-survey-2013 (Accessed 1 July 2016). Clarke, E., 2012. Innovation and its contribution to the scholarship of learning and teaching. Nurse Education Today, 32(7), 729–731. Condon, M., Ruth-Sahd, L., 2013. Responding to introverted and shy students: Best practice guidelines for educators and advisors. Open Journal of Nursing, 3, 503-515. http://dx.doi.org/10.4236/ojn.2013.37069 (Accessed 15 October 2016) Day, J., 2013. Inter-professional Working – An essential guide for health and social care professionals. Centage Learning, Andover, Hampshire. Dieckmann, P., Gaba, D., Rall, M., 2007. Deepening the theoretical foundations of patient simulation as social practice. Simulation in Healthcare 2(3), 183-93. Doyle, T., 2008. Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Stylus Publishing, Sterling, VA. Francis, R., 2013. The Mid Staffordshire NHS Foundation Trust Public Enquiry. The Stationery Office, London. Feeley, T.W., Fly, H.S., Albright, H., Walters, R., Burke, T.W., 2010. A method for defining value in healthcare using cancer care as a model. Journal of Healthcare Management 55(6), 399-411. Gilboy, M.B., Heinerichs S., Pazzaglia, G., 2015. Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior 47 (1), 109-114. Handwerker, S.M. 2012. Transforming nursing education: A review of current curricular practices in relation to Benner’s latest work. International Journal of Nursing Education Scholarship 9 (1), 1-16. Jeppesen, K.H., Christiansen, S. Frederiksen, K., 2017. Education of student nurses – A systematic literature review. Nurse Education Today 55, 112-121. Kinyon, J., Keity, C.B. and Pistole, C.M., 2009. A collaborative approach to group experiential learning with undergraduate nursing students. Educational Innovations 48(3), 165-166. Kohn, L.T., Corrigan, J.M., Donaldson, M.S., 1999. To Err is Human: Building a Safer Health System. National Academy Press, Washington, D.C. Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. Pearson Education Inc, Upper Saddle River, New Jersey. Lynch, M.W., 2017. Using conferences poster presentations as a tool for student learning and development. Innovations in Education and Teaching International, Published online: doi.org/10.1080/14703297.2017.1286999. MacFarlane, B., 2015. Student performativity in higher education: converting learning as a private space into a public performance. Higher Education Research and Development 34 (2), 338-350. MacLean, R.N.M., 2014. The Vale of Leven Hospital Inquiry Report. APS Group Scotland, Edinburgh. Martyn, J., Terwijn, R., Kek, M.Y.C.A., Juijser, H., 2014. Exploring the relationships between teaching approaches to learning and critical thinking in a problem-based learning foundation nursing course. Nurse Education Today 829-835. Mezirow, J., 2000. Learning as Transformation: Critical Perspectives on a Theory in Progress. Jossey-Bass Publishers, San Francisco. Murphy, S., Hartigan, I., Walshe, N., Flynn, A.V., O’Brien, S., 2011. Merging problem-based learning and simulation as an innovative pedagogy in nurse education. Clinical Simulation in Nursing 7, e141-e148. Ohaja, M., Dunlea, M., Muldoon, K., 2013. Group marking and peer assessment during a group poster presentation: The experiences and views of midwifery students. Nurse Education in Practice 13, 466-70. Qualtrics Research Suite, Qualtrics, Provo, UT. Royal College of Physicians, 2012. Hospitals on the edge? The time for action. Available at: https://www.rcplondon.ac.uk/sites/default/files/documents/hospitals-on-the-edge-report.pdf (Accessed 1 July 2014). Royal College of Nursing, 2013. Safe staffing levels – a national imperative. The UK nursing labour market review. Available at: http://www.rcn.org.uk/__data/assets/pdf_file/0018/541224/004504.pdf (Accessed 30 Jan 2015). Salamonson, Y., Andrew, S., 2006. Academic performance in nursing students: influence of part-time employment, age and ethnicity. Journal of Advanced Nursing 55(3), 342–349. Salas, E., Sims, D.E., Burke, C.S., 2005. Is there “big five” in teamwork? Small Group Research 36 (5), 555–599. Sangestani, G., Khatiban, M., 2013. Comparison of problem-based learning and lecture-based learning in midwifery. Nurse Education Today 33(8), 791-5. SPSS Inc. Chicago, Illinois. Stefanou, C., Stolk, J. D., Prince, M., Chen, J.C., Lord, S.M., 2013. Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education 14 (2), 109-122. Tsay, M., Brady, M., 2012. A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning 10, (2) 78-89. Wood, E.J., 2015. Problem-based learning: Exploiting knowledge of how people learn to promote effective learning, Bioscience Education, 3 (1). Available at: http://www.tandfonline.com/doi/full/10.3108/beej.2004.03000006 Wu, H., Garze, E. & Guzman, N., 2015. International Student’s Challenge and Adjustment to College. Education Research International, Article ID 202753, http://dx.doi.org/10.1155/2015/202753 (Accessed 15 October 2016). Xiao, Y., Parker, S.H., Manser, T., 2013. Teamwork and Collaboration. Reviews of Human Factors and Ergonomics, 8(1), 55-102. Yew, E.H.J., Goh, K., 2016. Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education. Available at: http://www.sciencedirect.com/science/article/pii/S2452301116300062 (In press) Yi, Y.J., 2016. Effects of team-building on communication and teamwork among nursing students. International Nursing Review 63, 33-40. Zepke, N., Leach, L., 2010. Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167–77.

PY - 2018/2/22

Y1 - 2018/2/22

N2 - A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students’ perceptions of team working, and to ascertain students’ views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students’ views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students.

AB - A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students’ perceptions of team working, and to ascertain students’ views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students’ views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students.

KW - Pedagogy

KW - Nursing Students

KW - Learning

KW - Teamwork

KW - Creativity

U2 - 10.1016/j.nepr.2018.02.008

DO - 10.1016/j.nepr.2018.02.008

M3 - Article

VL - 30

SP - 20

EP - 26

JO - Nurse Education in Practice

T2 - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

ER -