Measuring the Effects of Interdisciplinary Team Training with Multi-Site Medical and Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/155992
Type:
Presentation
Title:
Measuring the Effects of Interdisciplinary Team Training with Multi-Site Medical and Nursing Students
Abstract:
Measuring the Effects of Interdisciplinary Team Training with Multi-Site Medical and Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2008
Author:Sherwood, Gwen, RN, PhD, FAAN
P.I. Institution Name:University of North Carolina at Chapel Hill
Title:Professor and Associate Dean for Academic Affairs
Co-Authors:Karen Frush, RN, MD; David Hollar, PhD; GSK Interdisciplinary Team Training Team, Mixed
[Research Paper or Poster Presentation] Purpose: Professional relationships significantly impact health care quality and safety. Globally there are recommendations for interdisciplinary education to improve teamwork. The purpose is to report outcomes of interdisciplinary team training on knowledge and attitudes of medical and nursing students in two universities. Method: 235 4th year medical students and 203 senior nursing students (N=438) completed the validated 36-item Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) scale and a 10 item Teamwork Knowledge scale pre- and post educational intervention based on TeamSTEPPS (AHRQ, 2007) to measure knowledge and attitudes on teamwork. Following a didactic lecture, students were randomly assigned in four comparison cohorts to apply learning using the same case scenario (a) High Fidelity Human Patient Simulation (n = 80, equally divided by discipline); (b) Role-Play (n = 80, equally divided by discipline); (c) Audience Response System (n = 140); and (d) Traditional Didactic Lecture only (n = 139). Data analysis used Generalized Linear Model (GLM) Analysis of Variance (ANOVA) with SPSS, Version 15.0 to compare changes in knowledge and attitudes across cohorts. Results: CHIRP demonstrated strong validity (internal consistencies .824 and .859 pre- post, respectively) with an eight subscale factor structure explaining 54.5% of variance in student scores. Attitudes improved significantly across all four cohorts pre-to-post-test (F1,370 = 48.7, p = .000) with no significant differences between cohorts (F3,370 = .325, p = .808). Knowledge increased significantly across cohorts there were no significant differences by cohort pedagogy. There were no significant differences by group size, gender, school, or profession. Implications: Cross disciplinary team training can significantly improve medical and nursing student knowledge and attitudes but further investigation is needed to determine most effective pedagogy, impact of educational technology, and cultural differences in a global context. Single educational intervention late in educational experiences may limit sustained changes. Funded: GSK Foundation
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMeasuring the Effects of Interdisciplinary Team Training with Multi-Site Medical and Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155992-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Measuring the Effects of Interdisciplinary Team Training with Multi-Site Medical and Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Sherwood, Gwen, RN, PhD, FAAN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of North Carolina at Chapel Hill</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor and Associate Dean for Academic Affairs</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">gwen.sherwood@unc.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Karen Frush, RN, MD; David Hollar, PhD; GSK Interdisciplinary Team Training Team, Mixed</td></tr><tr><td colspan="2" class="item-abstract">[Research Paper or Poster Presentation] Purpose: Professional relationships significantly impact health care quality and safety. Globally there are recommendations for interdisciplinary education to improve teamwork. The purpose is to report outcomes of interdisciplinary team training on knowledge and attitudes of medical and nursing students in two universities. Method: 235 4th year medical students and 203 senior nursing students (N=438) completed the validated 36-item Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) scale and a 10 item Teamwork Knowledge scale pre- and post educational intervention based on TeamSTEPPS (AHRQ, 2007) to measure knowledge and attitudes on teamwork. Following a didactic lecture, students were randomly assigned in four comparison cohorts to apply learning using the same case scenario (a) High Fidelity Human Patient Simulation (n = 80, equally divided by discipline); (b) Role-Play (n = 80, equally divided by discipline); (c) Audience Response System (n = 140); and (d) Traditional Didactic Lecture only (n = 139). Data analysis used Generalized Linear Model (GLM) Analysis of Variance (ANOVA) with SPSS, Version 15.0 to compare changes in knowledge and attitudes across cohorts. Results: CHIRP demonstrated strong validity (internal consistencies .824 and .859 pre- post, respectively) with an eight subscale factor structure explaining 54.5% of variance in student scores. Attitudes improved significantly across all four cohorts pre-to-post-test (F1,370 = 48.7, p = .000) with no significant differences between cohorts (F3,370 = .325, p = .808). Knowledge increased significantly across cohorts there were no significant differences by cohort pedagogy. There were no significant differences by group size, gender, school, or profession. Implications: Cross disciplinary team training can significantly improve medical and nursing student knowledge and attitudes but further investigation is needed to determine most effective pedagogy, impact of educational technology, and cultural differences in a global context. Single educational intervention late in educational experiences may limit sustained changes. Funded: GSK Foundation</td></tr></table>en_GB
dc.date.available2011-10-26T14:21:03Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:21:03Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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