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Team functioning in Neurorehabilitation: a mixed methods study.

Ruud van der Veen1,2, Stéphanie van der Burgt3,4, Marsh Königs1,2

  • 1Department of Pediatrics, Emma Children's Hospital, Follow-Me Program & Emma Neuroscience Group, Amsterdam Reproduction and Development Research Institute, Amsterdam UMC Location University of Amsterdam, Amsterdam, the Netherlands.

Journal of Interprofessional Care
|March 12, 2024
PubMed
Summary
This summary is machine-generated.

Effective neurorehabilitation requires strong team collaboration. This study found that while team identification was high, low psychological safety hindered team learning and shared decision-making in acquired brain injury care.

Keywords:
Acquired brain injuryinterprofessional teamsneurorehabilitationteam functioning

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Area of Science:

  • Neuroscience
  • Rehabilitation Medicine
  • Healthcare Management

Background:

  • Effective interprofessional team collaboration is vital in neurorehabilitation for patients with severe acquired brain injury.
  • Understanding factors influencing team dynamics, such as team identification, psychological safety, and team learning, is crucial for optimizing care.
  • Previous research has highlighted the complexity of team functioning in specialized medical settings.

Purpose of the Study:

  • To identify factors that impede and facilitate effective interprofessional team collaboration within a neurorehabilitation team.
  • To enhance the understanding of team functioning in the context of treating young patients with severe acquired brain injury.
  • To explore the interplay between team identification, psychological safety, and team learning in this specific clinical environment.

Main Methods:

  • A mixed-methods approach was utilized, combining quantitative data from questionnaires (N=40) with qualitative data from focus groups (n=6) and interviews (n=5).
  • The research was conducted at a specialized neurorehabilitation center in the Netherlands.
  • Key constructs investigated included team identification, psychological safety, and team learning.

Main Results:

  • Participants reported strong team identification, indicating a positive sense of belonging and commitment.
  • Limited psychological safety was identified as a significant barrier, negatively impacting constructive conflict resolution and team learning.
  • Qualitative findings revealed deficits in shared mental models, particularly concerning shared decision-making and integrated care delivery.

Conclusions:

  • Psychological safety is a critical determinant of team learning and the development of shared mental models in neurorehabilitation teams.
  • Addressing deficiencies in psychological safety and shared mental models is essential for improving interprofessional collaboration and integrated care.
  • The findings offer valuable insights applicable to enhancing team functioning across various healthcare settings, with potential implications for patient outcomes.