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 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.

Keywords: Modularization; Professional benefit; Professional self-concept; TeamSTEPPS.

Figure 1

Teaching mode associated with the TeamSTEPPS approach.

Figure 2

Comparison between the experimental and control groups in terms of the theoretical examination and practical skills. **: P < 0.001; Theo: Theoretical examination; Prac: Practical skill.

Figure 3

Comparison between the experimental and control groups in terms of the PSCNI-CV. **: P < 0.001; NS: not statistically significant; Lead: leadership; Flex: flexibility; Prof: professional Skills; Sati: satisfaction; Comm: communication capability.

Figure 4

Comparison between the experimental and control groups in terms of the NPPB scale. **P < 0.001; *P < 0.05; NS: not statistically significant; Pers: personal growth; Nurs: good nurse-patient relationships; Reco: recognition from families and friends; Posi: positive professional perceptions; Work: sense of belonging to a work team.