Effects of team-building on communication and teamwork among nursing students
Aim The aim of this study was to assess the effects of team‐building on communication and teamwork (i.e. teamwork skills and team effectiveness) among nursing students. Background Team‐building is effective for improving communication and teamwork among the nursing organization. However, the effects...
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| Veröffentlicht in: | International nursing review 2016-03, Vol.63 (1), p.33-40 |
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| container_title | International nursing review |
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| creator | Yi, Y.J. |
| description | Aim
The aim of this study was to assess the effects of team‐building on communication and teamwork (i.e. teamwork skills and team effectiveness) among nursing students.
Background
Team‐building is effective for improving communication and teamwork among the nursing organization. However, the effects of team‐building are not well known especially in Korea.
Methods
This study used a quasi‐experimental design. The sample was composed of 195 junior‐year nursing students in Korea. The experimental group (100 subjects) participated in team‐building activities over a 100‐day period, whereas no intervention was applied to the control group (95 subjects). Pretest was conducted in both groups, and post‐test was conducted after the 100‐day intervention.
Findings
The pre–post change in mean communication competence score did not differ between the two groups. However, the mean scores for teamwork skills and team effectiveness differed significantly between the two groups after team‐building activity.
Limitations
This study was not a double‐blind test, and randomized sampling was not implemented. Caution should thus be used when interpreting the findings.
Conclusion
Team‐building activities were effective for improving the teamwork skills and team effectiveness among Korean nursing students.
Implications for nursing education
It is recommended that team‐building activities should be included regularly as an integral educational approach in nursing education. The findings suggest that suggests that team‐building for improving communication and teamwork should be designated as one of the required criteria for nursing college programme accreditation in many countries, including Korea. However team‐building requires further testing to verify this across cultures.
Implications for nursing policy
Nurses need to receive formal team‐building training for improving communication and teamwork, and formal education should be included in their job training schedule. It is recommended that communication competence and teamwork be used as one of job performance evaluations in their workplace. |
| doi_str_mv | 10.1111/inr.12224 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1787765934</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1787765934</sourcerecordid><originalsourceid>FETCH-LOGICAL-c5294-cf93685c5d14ffbc264e694a01c7b939683ac9a0891c251903ba88a33e9d5b3</originalsourceid><addsrcrecordid>eNqN0UtLHTEUB_BQKvVWXfQLlIFudDHXvB_LItYK9goq6C5kMpkS70xym8xg_fbmPnRRKJjNIfA7fzjnAPAFwTkq79SHNEcYY_oBzBDlvBaciY9gBiGGtUQE74PPOT9CCBFU8hPYx5xRRRCbgV_nXefsmKvYVaMzQ91Mvm99-F3FUNk4DFPw1oy-_ExoN-QppmVlhlhMmFJe2zxOrQtjPgR7nemzO9rVA3D74_zu7Gd9dX1xefb9qrYMK1rbThEumWUtol3XWMyp44oaiKxoFFFcEmOVgVIhixlSkDRGSkOIUy1ryAE43qauUvwzuTzqwWfr-t4EF6eskZCibEAR-g7KFcdSqDX99g99jFMKZYyiBKEYso062SqbYs7JdXqV_GDSs0ZQr4-hyzH05hjFft0lTs3g2jf5uv0CTrfgyffu-f9J-nJx8xpZbzt8Ht3ftw6TlpoLIpi-X1zohaAP68E0Ii_fcaDQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1773420594</pqid></control><display><type>article</type><title>Effects of team-building on communication and teamwork among nursing students</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>MEDLINE</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>Yi, Y.J.</creator><creatorcontrib>Yi, Y.J.</creatorcontrib><description>Aim
The aim of this study was to assess the effects of team‐building on communication and teamwork (i.e. teamwork skills and team effectiveness) among nursing students.
Background
Team‐building is effective for improving communication and teamwork among the nursing organization. However, the effects of team‐building are not well known especially in Korea.
Methods
This study used a quasi‐experimental design. The sample was composed of 195 junior‐year nursing students in Korea. The experimental group (100 subjects) participated in team‐building activities over a 100‐day period, whereas no intervention was applied to the control group (95 subjects). Pretest was conducted in both groups, and post‐test was conducted after the 100‐day intervention.
Findings
The pre–post change in mean communication competence score did not differ between the two groups. However, the mean scores for teamwork skills and team effectiveness differed significantly between the two groups after team‐building activity.
Limitations
This study was not a double‐blind test, and randomized sampling was not implemented. Caution should thus be used when interpreting the findings.
Conclusion
Team‐building activities were effective for improving the teamwork skills and team effectiveness among Korean nursing students.
Implications for nursing education
It is recommended that team‐building activities should be included regularly as an integral educational approach in nursing education. The findings suggest that suggests that team‐building for improving communication and teamwork should be designated as one of the required criteria for nursing college programme accreditation in many countries, including Korea. However team‐building requires further testing to verify this across cultures.
Implications for nursing policy
Nurses need to receive formal team‐building training for improving communication and teamwork, and formal education should be included in their job training schedule. It is recommended that communication competence and teamwork be used as one of job performance evaluations in their workplace.</description><identifier>ISSN: 0020-8132</identifier><identifier>EISSN: 1466-7657</identifier><identifier>DOI: 10.1111/inr.12224</identifier><identifier>PMID: 26549315</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Adult ; Communication ; Competence ; Cooperative Behavior ; Curriculum ; Double-Blind Method ; Education, Nursing, Baccalaureate - organization & administration ; Female ; Humans ; Male ; Medical education ; Nursing ; Nursing education ; Professional relationships ; Professional training ; Quasi-experimental methods ; Republic of Korea ; Student ; Students, Nursing - psychology ; Teaching methods ; Team-Building ; Teamwork ; University students ; Workplaces ; Young Adult</subject><ispartof>International nursing review, 2016-03, Vol.63 (1), p.33-40</ispartof><rights>2015 International Council of Nurses</rights><rights>2015 International Council of Nurses.</rights><rights>International Nursing Review © 2016 International Council of Nurses</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5294-cf93685c5d14ffbc264e694a01c7b939683ac9a0891c251903ba88a33e9d5b3</citedby><cites>FETCH-LOGICAL-c5294-cf93685c5d14ffbc264e694a01c7b939683ac9a0891c251903ba88a33e9d5b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Finr.12224$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Finr.12224$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26549315$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Yi, Y.J.</creatorcontrib><title>Effects of team-building on communication and teamwork among nursing students</title><title>International nursing review</title><addtitle>Int Nurs Rev</addtitle><description>Aim
The aim of this study was to assess the effects of team‐building on communication and teamwork (i.e. teamwork skills and team effectiveness) among nursing students.
Background
Team‐building is effective for improving communication and teamwork among the nursing organization. However, the effects of team‐building are not well known especially in Korea.
Methods
This study used a quasi‐experimental design. The sample was composed of 195 junior‐year nursing students in Korea. The experimental group (100 subjects) participated in team‐building activities over a 100‐day period, whereas no intervention was applied to the control group (95 subjects). Pretest was conducted in both groups, and post‐test was conducted after the 100‐day intervention.
Findings
The pre–post change in mean communication competence score did not differ between the two groups. However, the mean scores for teamwork skills and team effectiveness differed significantly between the two groups after team‐building activity.
Limitations
This study was not a double‐blind test, and randomized sampling was not implemented. Caution should thus be used when interpreting the findings.
Conclusion
Team‐building activities were effective for improving the teamwork skills and team effectiveness among Korean nursing students.
Implications for nursing education
It is recommended that team‐building activities should be included regularly as an integral educational approach in nursing education. The findings suggest that suggests that team‐building for improving communication and teamwork should be designated as one of the required criteria for nursing college programme accreditation in many countries, including Korea. However team‐building requires further testing to verify this across cultures.
Implications for nursing policy
Nurses need to receive formal team‐building training for improving communication and teamwork, and formal education should be included in their job training schedule. It is recommended that communication competence and teamwork be used as one of job performance evaluations in their workplace.</description><subject>Adult</subject><subject>Communication</subject><subject>Competence</subject><subject>Cooperative Behavior</subject><subject>Curriculum</subject><subject>Double-Blind Method</subject><subject>Education, Nursing, Baccalaureate - organization & administration</subject><subject>Female</subject><subject>Humans</subject><subject>Male</subject><subject>Medical education</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Professional relationships</subject><subject>Professional training</subject><subject>Quasi-experimental methods</subject><subject>Republic of Korea</subject><subject>Student</subject><subject>Students, Nursing - psychology</subject><subject>Teaching methods</subject><subject>Team-Building</subject><subject>Teamwork</subject><subject>University students</subject><subject>Workplaces</subject><subject>Young Adult</subject><issn>0020-8132</issn><issn>1466-7657</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqN0UtLHTEUB_BQKvVWXfQLlIFudDHXvB_LItYK9goq6C5kMpkS70xym8xg_fbmPnRRKJjNIfA7fzjnAPAFwTkq79SHNEcYY_oBzBDlvBaciY9gBiGGtUQE74PPOT9CCBFU8hPYx5xRRRCbgV_nXefsmKvYVaMzQ91Mvm99-F3FUNk4DFPw1oy-_ExoN-QppmVlhlhMmFJe2zxOrQtjPgR7nemzO9rVA3D74_zu7Gd9dX1xefb9qrYMK1rbThEumWUtol3XWMyp44oaiKxoFFFcEmOVgVIhixlSkDRGSkOIUy1ryAE43qauUvwzuTzqwWfr-t4EF6eskZCibEAR-g7KFcdSqDX99g99jFMKZYyiBKEYso062SqbYs7JdXqV_GDSs0ZQr4-hyzH05hjFft0lTs3g2jf5uv0CTrfgyffu-f9J-nJx8xpZbzt8Ht3ftw6TlpoLIpi-X1zohaAP68E0Ii_fcaDQ</recordid><startdate>201603</startdate><enddate>201603</enddate><creator>Yi, Y.J.</creator><general>Blackwell Publishing Ltd</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201603</creationdate><title>Effects of team-building on communication and teamwork among nursing students</title><author>Yi, Y.J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5294-cf93685c5d14ffbc264e694a01c7b939683ac9a0891c251903ba88a33e9d5b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Adult</topic><topic>Communication</topic><topic>Competence</topic><topic>Cooperative Behavior</topic><topic>Curriculum</topic><topic>Double-Blind Method</topic><topic>Education, Nursing, Baccalaureate - organization & administration</topic><topic>Female</topic><topic>Humans</topic><topic>Male</topic><topic>Medical education</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Professional relationships</topic><topic>Professional training</topic><topic>Quasi-experimental methods</topic><topic>Republic of Korea</topic><topic>Student</topic><topic>Students, Nursing - psychology</topic><topic>Teaching methods</topic><topic>Team-Building</topic><topic>Teamwork</topic><topic>University students</topic><topic>Workplaces</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Yi, Y.J.</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>International nursing review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Yi, Y.J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effects of team-building on communication and teamwork among nursing students</atitle><jtitle>International nursing review</jtitle><addtitle>Int Nurs Rev</addtitle><date>2016-03</date><risdate>2016</risdate><volume>63</volume><issue>1</issue><spage>33</spage><epage>40</epage><pages>33-40</pages><issn>0020-8132</issn><eissn>1466-7657</eissn><abstract>Aim
The aim of this study was to assess the effects of team‐building on communication and teamwork (i.e. teamwork skills and team effectiveness) among nursing students.
Background
Team‐building is effective for improving communication and teamwork among the nursing organization. However, the effects of team‐building are not well known especially in Korea.
Methods
This study used a quasi‐experimental design. The sample was composed of 195 junior‐year nursing students in Korea. The experimental group (100 subjects) participated in team‐building activities over a 100‐day period, whereas no intervention was applied to the control group (95 subjects). Pretest was conducted in both groups, and post‐test was conducted after the 100‐day intervention.
Findings
The pre–post change in mean communication competence score did not differ between the two groups. However, the mean scores for teamwork skills and team effectiveness differed significantly between the two groups after team‐building activity.
Limitations
This study was not a double‐blind test, and randomized sampling was not implemented. Caution should thus be used when interpreting the findings.
Conclusion
Team‐building activities were effective for improving the teamwork skills and team effectiveness among Korean nursing students.
Implications for nursing education
It is recommended that team‐building activities should be included regularly as an integral educational approach in nursing education. The findings suggest that suggests that team‐building for improving communication and teamwork should be designated as one of the required criteria for nursing college programme accreditation in many countries, including Korea. However team‐building requires further testing to verify this across cultures.
Implications for nursing policy
Nurses need to receive formal team‐building training for improving communication and teamwork, and formal education should be included in their job training schedule. It is recommended that communication competence and teamwork be used as one of job performance evaluations in their workplace.</abstract><cop>England</cop><pub>Blackwell Publishing Ltd</pub><pmid>26549315</pmid><doi>10.1111/inr.12224</doi><tpages>8</tpages><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 0020-8132 |
| ispartof | International nursing review, 2016-03, Vol.63 (1), p.33-40 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Wiley Online Library Journals Frontfile Complete |
| subjects | Adult Communication Competence Cooperative Behavior Curriculum Double-Blind Method Education, Nursing, Baccalaureate - organization & administration Female Humans Male Medical education Nursing Nursing education Professional relationships Professional training Quasi-experimental methods Republic of Korea Student Students, Nursing - psychology Teaching methods Team-Building Teamwork University students Workplaces Young Adult |
| title | Effects of team-building on communication and teamwork among nursing students |
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