دانلود رایگان مقاله انگلیسی کار گروهی با استفاده از آموزشی فراگیر جهت تمرین خلاقیت برای کارآموز پرستاری - الزویر 2018

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.

Conclusion

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. This pilot study ascertained students’ views about an experiential intervention designed to mediate towards more positive perceptions about team working among nursing students, and tested the suitability of Battles and King (2010) TeamSTEPPS Teamwork perceptions Questionnaire for measuring the impact of the intervention. The experiential intervention of team-led poster development workshops was viewed positively by 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. In addition, our findings suggest that age and part-time employment may mediate towards more positive teamwork perceptions, but this requires further investigation in a future definitive study. Pedagogic research supports the use of collaborative learning interventions in Higher Education. In cognisance that safe and effective healthcare delivery is dependent on effective interdisciplinary and inter-agency team working, it is imperative that lecturers of nursing develop and evaluate pragmatic and purposeful team practice interventions for pre-registration nursing curriculi.