Teamwork Attitudes, Perceptions, and Experiential Patterns: A Mixed Methods Study

Background: Evidence indicates that lack of team cohesion and engagement can negatively affect team productivity, team members, the organization and ultimately patient outcomes. St Catherine University, Abbott Northwestern Hospital, and Benedictine Health Services are part of an inter-agency Interprofessional Evidence-based Clinical Scholar Program (IECSP) that bridges the gap between research and practice. IECSP coordinators identified that in some teams, cohesiveness and performance declined during project implementation and evaluation. Purpose: The purpose of this mixed methods study was to use the TeamSTEPPS® model to explore attitudes, perceptions and experiential teamwork patterns for individuals participating in the IECSP, a collaboration between a university and clinical organizations. Methodology: This mixed method study, with a qualitative and quantitative strand, used a convergent parallel design (QUAN + QUAL). The quantitative strand examined participants\u27 teamwork attitudes and perceptions from a survey, while the qualitative strand explored experiential patterns and themes related to teamwork from multiple sources of qualitative data. Results: The T-TAQ survey had a mean of 44.3, and the T_TPQ survey had a mean of 78.9. The themes related to pre-participation decision-making for the program included the need for clarity for both program process and program expectations. Data triangulation identified that clear team structures, strong leadership, proactive situation monitoring, and use of active communication strategies enhance teamwork while mutual support and the use of TeamSTEPPS® enhance team culture. Conclusion: IECSP team members identified positive attitudes, perceptions, and experiences in working with team members. Areas of opportunity were also identified indicating that additional teamwork guidance may be beneficial for the IECSP participants. It is recommended that IECSP coordinators apply strategies to enhance the use of the TeamSTEPPS® to improve teamwork

Unitary Human Caring Science Embodied in Self/Soul and an AHNA Endorsed Holistic Nursing Curriculum

This presentation addresses how Unitary Human Caring Science (UHCS) is expressed throughout a hybrid pre-licensure Bachelor of Science (BSN) nursing program. UHCS emerged from harmonic coherence of the theoretical works of Rogers (1970,1992), Newman (1994), Smith (1992), and Watson (2008, 2012). The faculty added the word “human” to emphasize the lived experience of caring within nursing situations. Additional curricular influences were holistic nursing perspectives, quantum physics, complexity science, and indigenous wisdom. Input from multicultural partners was elicited throughout curriculum development. This theoretical framework is explicated by concepts central to the focus of the discipline of nursing as described by Newman, Smith, Pharris, and Jones (2008). In addition to the aforementioned, six National League for Nursing Integrating Concepts (NLN, 2010) form the foundational structure of the curriculum. Coupled with the lived experience and professional practice of nurse educators, clinicians and other outside advisors, the praxis of nursing is revealed. This curriculum received endorsement as an academic holistic nursing program by the American Holistic Nurses Credentialing Corporation (AHNCC) fall 2018. Endorsement attests to the distinction of this program and provides an opportunity for graduates to sit for the holistic nursing credentialing exam upon successful completion of the RN licensure exam.UHCS is suffused in didactic, lab, simulation, and clinical opportunities throughout the entire student educational experience. Holistic approaches are explored alongside practices of Western medicine. Contemplative practices, including meditation and other self-care approaches, are fostered to develop resilience and compassion for self and others. Students develop caritas literacy, the enhanced awareness and perception of caring in human environments, through reflections, self-assessments, peer critiques, written and verbal assignments, and nursing skill evaluations. Examples of these components are included in the student’s e-portfolio summative assignment. A sampling of these tools along with a depiction of the curriculum structure will be presented for dialogue