Teamwork education improves trauma team performance in undergraduate health professional students.

PURPOSE: Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on team dynamics among undergraduate students being trained in trauma resuscitation. METHODS: We enrolled teams of undergraduate health professional students from four programs: nursing, physician assistant, radiologic science, and respiratory care. After completing an online training on trauma resuscitation principles, the participants completed a trauma resuscitation scenario. The participants then received teamwork training using TeamSTEPPS and completed a second trauma resuscitation scenario identical to the first. All resuscitations were recorded and scored offline by two blinded research assistants using both the Team Emergency Assessment Measure (TEAM) and Trauma Team Performance Observation Tool (TPOT) scoring systems. Pre-test and post-test TEAM and TPOT scores were compared. RESULTS: We enrolled a total of 48 students in 12 teams. Team leadership, situational monitoring, and overall communication improved with TeamSTEPPS training (P=0.04, P=0.02, and P=0.03, respectively), as assessed by the TPOT scoring system. TeamSTEPPS also improved the team's ability to prioritize tasks and work together to complete tasks in a rapid manner (P<0.01 and P=0.02, respectively) as measured by TEAM. CONCLUSIONS: Incorporating TeamSTEPPS into trauma team education leads to improved TEAM and TPOT scores among undergraduate health professionals.

Undergraduate cardiac arrest team training.

BACKGROUND AND OBJECTIVES: Health profession students are traditionally educated within their discipline with little to no interaction with other health professionals, but are expected to function as integral members of the health care team after graduation. Health profession educators must bridge this disconnect by providing interprofessional learning experiences for students. We sought to evaluate the impact of interdisciplinary team-based (ITB) versus individual discipline-based (DB) learning with multiple health care disciplines during a simulated cardiac arrest. METHODS: We performed a randomised trial with trainees from radiologic science (RS), physician assistant (PA) and nursing programmes (RN), taught by ITB and DB methods. Teams assessed a simulated patient experiencing a cardiac arrest before and after being educated using the First 5 Minutes(®) Curriculum (First-5). Knowledge and subjective evaluations were collected on each participant both before and after the educational intervention. The data were analysed using generalised estimating equations to account for correlated data. RESULTS: We enrolled 29 subjects: 15 ITB (4 PA, 5 RN, 6 RS) and 14 DB (3 PA, 5 RN, 6 RS). Knowledge improved more in the ITB group than in the DB group: with a median change of 2 (IQR 0-2) versus 1 (IQR 0-2), respectively (p = 0.014). Subjectively, participants overwhelmingly responded that working and learning with other disciplines was a valuable experience, and that more opportunities for interdisciplinary learning should be integrated into the curriculum. More opportunities for interdisciplinary learning should be integrated into the curriculum DISCUSSION: In our pilot study using a simulated model and the First-5, ITB education appears to improve trainees' knowledge over DB education, and was subjectively preferred by the learner.

Guiding the clinical nurse through research publication development.

Clinical nurses conduct research as a component of their professional role. The final step of the research process is communicating findings to the nursing community. Some staff nurses may be reluctant to assume the role of first-time author because of a lack of understanding of the basic mechanics of manuscript development. The nurse in staff development plays a vital role in guiding a novice author through the process. This article provides a guideline to assist the staff development educator when mentoring clinical nurses in this endeavor.