developing teambuilding and leadership skills using ...€¦ · developing teambuilding and...
TRANSCRIPT
Developing teambuilding and
leadership skills using problem
solving activities.
Costello J1 Cooke M1.Wong A,
& Chen MA2.(SIT), De Silva
V2.Faculty support (SIT), Lee I,2
Faculty support. 1 University of Manchester, UK, School of Nursing, Midwifery and Social Work. 2
Singapore Institute of Technology (SIT), Singapore.
• Teamwork and care provision in hospitals
throughout the world is influenced by effective
teamworking (Chang et al 2009).However, there is limited
evidence of teamworking and leadership skills
being taught using activity based approaches in
undergraduate curricula. Evidence suggests that
teambuilding skills can lead to greater job
satisfaction and improved communication in
hospital nursing staff (Amos et al 2005, Ratta & Della 2015).The
need to educate nurses and to develop
teambuilding skills prior to their engagement in
clinical activity is an important challenge for nurse
educators (Kalisch et al 2015).
AIM
• To develop teambuilding and leadership
skills using 6 structured problem solving
activities conducted outside the classroom.
The module featured lectures and seminars on
team work, leadership and change
management.
Day three was organised as an outdoor
activity day which involved 6 groups of
students (10 per group) undertaking 6 problem
solving activities led by a leader nominated by
the group.
• The activity day involved sixty nursing
students on the B.Sc (hons), nursing
practice degree programme in
Singapore who were undertaking their
2nd year Leading and Managing
Change module.
Briefing
• Each group were briefed before the activity
began and informed of the aims and
objectives, as well as the use of resources
made available to them for the task. They
were given 10 mins to discuss and 20
minutes to complete each activity. The
group then moved on to the next activity.
Activities
• Activities included a casualty evacuation,
managing an infection outbreak, and
organising care on a stroke unit. Two
activities were nurse education based board
games.
• Each activity was coordinated and assessed
by a faculty member who briefed, observed
and debriefed each group, providing
constructive feedback using a scoring card.
Marks were awarded for successfully
completing the task, demonstration of
teambuilding skills, displaying leadership
qualities, group cohesion, effective
communication and group sensitivity.
Adherence to time and safe and successful
completion of the task were included in the
overall group assessment.
• Student evaluations were very positive, feedback
used adjectives such as stimulating, enjoyable,
rewarding, fun and valuable for staff and students.
• Retrospective seminar group discussions indicated
evidence of integration of team building theory
and practice.
• Leadership issues were discussed and linked to
theory lectures and seminars.
• Assessment pass rates for the module were higher
than previous years when no activities occurred.
The benefits of team building
activity. The teacher’s
perspective
• Integration of theory and practice and enhanced
student engagement in education using innovative
educational approaches to teaching and learning.
• Activity and problem solving stimulates learning,
increases knowledge retention and improves group
cohesion and communication.
• Raises awareness and knowledge of the impact of
teamwork on group cohesion.
The need for teambuilding
• Team building helps student’s develop
interpersonal skills involving tolerance,
empathy, understanding, active listening
and forgiveness.
• Leadership is a key issue and being the
leader of a group involves responsibility.
• Supporting the leader also involves
obligations and responsibility.
Student benefits
• Students loved it, it was FUN (well the
majority had fun)! It was preferred to
lecture based teaching.
• The students enjoyed working in groups.
• They were actively engaged in teaching and
learning.
• There was a sense of achievement and a
prize at the end for the fastest team
Take home message
• The educational preparation of nurses needs
to consider their future role as team
members and leaders. Singapore nursing
raises a number of challenges for educators.
• First, it is different from the UK and other
countries. The key issue to focus upon is not
just information giving but development of
human skills.
Thank you for listening
Any questions, comments or
observations to share?
John Costello e mail John.Costello
@manchester.ac.uk
References • Amos M.A., Hue J. & Herrick C.A. (2005) Impact of team building on communication
and job satisfaction of nursing staff. Journal for Nurses in Staff Development. 21,1,10-16
• Chang, W.Y., Ma JC., Chiu, H.T. Lin, K.C. & Lee P.H. (2009) Job satisfaction and
perceptions of quality of patient care, collaboration and teamwork in acute care hospitals
Journal of Advanced Nursing 65, 9, 1946–1955.
Kalisch BJ. Aebersold M., Mclaughlin M., Tschannen D & Lane S. (2015) An
intervention to improve nursing teamwork using virtual simulation Western Journal of
Nursing research 37,2,164-179.
• Ratta, CB. Della MS. (2015) Flipping the Classroom With Team-Based Learning in
Undergraduate Nursing Education. Nurse Educator 40,(2) 71-74.