Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care

Abstract To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Tieying Qiu [verfasserIn] Min Chen [verfasserIn] Suyuan Gao [verfasserIn] Jin Huang [verfasserIn] Weixing Wang [verfasserIn] Liping Wang [verfasserIn] Haiyang Li [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2024

Schlagwörter:	Modularization TeamSTEPPS Professional self-concept Professional benefit

Übergeordnetes Werk:	In: Scientific Reports - Nature Portfolio, 2011, 14(2024), 1, Seite 9
Übergeordnetes Werk:	volume:14 ; year:2024 ; number:1 ; pages:9

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1038/s41598-024-55509-4

Katalog-ID:	DOAJ092159117

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spelling	10.1038/s41598-024-55509-4 doi (DE-627)DOAJ092159117 (DE-599)DOAJe506870aa97e4db9bee11755eec909ca DE-627 ger DE-627 rakwb eng Tieying Qiu verfasserin aut Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic wards from March 2020 to April 2022 were divided into two groups that received the same trauma care teaching content. The control group (n = 119) used the traditional teaching approach, and the experimental group (n = 125) utilized a combination of TeamSTEPPS with a modularization teaching model. A questionnaire was used to assess students’ theoretical knowledge, practical skills, self-concepts and professional benefits after one month with the goal of determining their end-of-course performance. The theoretical knowledge scores obtained by the control group and the experimental group were 89.56 ± 4.06 and 91.62 ± 2.84, respectively, and these results were statistically significant (P < 0.05). Students preferred the combination of TeamSTEPPS with the modularization teaching model to the traditional instructional method in terms of practical skills, professional self-concepts and professional benefits (P < 0.05). The application of the combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care made significant contributions to nursing students’ mastery of theoretical knowledge and practical skills, enhanced their sense level of professional identity, instilled a correct occupational ideology in such students, and enhanced the professional benefits they were able to obtain. Modularization TeamSTEPPS Professional self-concept Professional benefit Medicine R Science Q Min Chen verfasserin aut Suyuan Gao verfasserin aut Jin Huang verfasserin aut Weixing Wang verfasserin aut Liping Wang verfasserin aut Haiyang Li verfasserin aut In Scientific Reports Nature Portfolio, 2011 14(2024), 1, Seite 9 (DE-627)663366712 (DE-600)2615211-3 20452322 nnns volume:14 year:2024 number:1 pages:9 https://doi.org/10.1038/s41598-024-55509-4 kostenfrei https://doaj.org/article/e506870aa97e4db9bee11755eec909ca kostenfrei https://doi.org/10.1038/s41598-024-55509-4 kostenfrei https://doaj.org/toc/2045-2322 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_381 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2024 1 9
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author	Tieying Qiu
spellingShingle	Tieying Qiu misc Modularization misc TeamSTEPPS misc Professional self-concept misc Professional benefit misc Medicine misc R misc Science misc Q Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care
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topic_title	Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care Modularization TeamSTEPPS Professional self-concept Professional benefit
topic	misc Modularization misc TeamSTEPPS misc Professional self-concept misc Professional benefit misc Medicine misc R misc Science misc Q
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title	Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care
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title_sort	application effect study of a combination of teamstepps with modularization teaching in the context of clinical instruction in trauma care
title_auth	Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care
abstract	Abstract To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic wards from March 2020 to April 2022 were divided into two groups that received the same trauma care teaching content. The control group (n = 119) used the traditional teaching approach, and the experimental group (n = 125) utilized a combination of TeamSTEPPS with a modularization teaching model. A questionnaire was used to assess students’ theoretical knowledge, practical skills, self-concepts and professional benefits after one month with the goal of determining their end-of-course performance. The theoretical knowledge scores obtained by the control group and the experimental group were 89.56 ± 4.06 and 91.62 ± 2.84, respectively, and these results were statistically significant (P < 0.05). Students preferred the combination of TeamSTEPPS with the modularization teaching model to the traditional instructional method in terms of practical skills, professional self-concepts and professional benefits (P < 0.05). The application of the combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care made significant contributions to nursing students’ mastery of theoretical knowledge and practical skills, enhanced their sense level of professional identity, instilled a correct occupational ideology in such students, and enhanced the professional benefits they were able to obtain.
abstractGer	Abstract To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic wards from March 2020 to April 2022 were divided into two groups that received the same trauma care teaching content. The control group (n = 119) used the traditional teaching approach, and the experimental group (n = 125) utilized a combination of TeamSTEPPS with a modularization teaching model. A questionnaire was used to assess students’ theoretical knowledge, practical skills, self-concepts and professional benefits after one month with the goal of determining their end-of-course performance. The theoretical knowledge scores obtained by the control group and the experimental group were 89.56 ± 4.06 and 91.62 ± 2.84, respectively, and these results were statistically significant (P < 0.05). Students preferred the combination of TeamSTEPPS with the modularization teaching model to the traditional instructional method in terms of practical skills, professional self-concepts and professional benefits (P < 0.05). The application of the combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care made significant contributions to nursing students’ mastery of theoretical knowledge and practical skills, enhanced their sense level of professional identity, instilled a correct occupational ideology in such students, and enhanced the professional benefits they were able to obtain.
abstract_unstemmed	Abstract To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic wards from March 2020 to April 2022 were divided into two groups that received the same trauma care teaching content. The control group (n = 119) used the traditional teaching approach, and the experimental group (n = 125) utilized a combination of TeamSTEPPS with a modularization teaching model. A questionnaire was used to assess students’ theoretical knowledge, practical skills, self-concepts and professional benefits after one month with the goal of determining their end-of-course performance. The theoretical knowledge scores obtained by the control group and the experimental group were 89.56 ± 4.06 and 91.62 ± 2.84, respectively, and these results were statistically significant (P < 0.05). Students preferred the combination of TeamSTEPPS with the modularization teaching model to the traditional instructional method in terms of practical skills, professional self-concepts and professional benefits (P < 0.05). The application of the combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care made significant contributions to nursing students’ mastery of theoretical knowledge and practical skills, enhanced their sense level of professional identity, instilled a correct occupational ideology in such students, and enhanced the professional benefits they were able to obtain.
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title_short	Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care
url	https://doi.org/10.1038/s41598-024-55509-4 https://doaj.org/article/e506870aa97e4db9bee11755eec909ca https://doaj.org/toc/2045-2322
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Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care

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