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TeamSTEPPS Curricular-Wide Integration: Baccalaureate Nursing Students' Knowledge, Attitudes, and Perceptions
Jennifer Gunberg Ross1, Eleanor Latz, Colleen H Meakim
1Author Affiliation: Associate Professor (Dr Ross), Nursing Student (Ms Latz), Assistant Professor of the Practice and Director of Second Degree BSN Track (Ms Meakim), and Vice Dean for Academic Affairs and Associate Professor (Dr Mariani), M. Louise Fitzpatrick College of Nursing, Villanova University, Pennsylvania.
Background:
To promote safe patient care, nurses must work collaboratively with members of the interprofessional health care team.
Purpose:
The purposes of this study were to explore the effect of a curricular-wide integration of TeamSTEPPS training on baccalaureate nursing students' teamwork knowledge and attitudes and to describe students' perceptions of TeamSTEPPS curricular-wide integration.
Methods:
In this quasi-experimental, mixed-methods study, the experimental group engaged in a curricular-wide integration of TeamSTEPPS throughout the baccalaureate nursing program, whereas the control group received no TeamSTEPPS training.
Results:
The experimental group had significantly higher teamwork knowledge than the control group after training. The curricular-wide integration of TeamSTEPPS was positively received by students.
Conclusions:
This study demonstrated the feasibility and benefits of integrating TeamSTEPPS teamwork training throughout a baccalaureate nursing curriculum, as well as the knowledge gained by students because of this curricular-wide integration. With further research, TeamSTEPPS could offer an evidence-based approach to promote the interprofessional teamwork knowledge and skills nursing students need for safe patient care.
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