ArticleJournal of multidisciplinary healthcare2025
Determining the Effectiveness of a Clinical Nursing Teaching Intervention in Improving Teamwork Ability: A Quasi-Experimental Study.
Article in Journal of multidisciplinary healthcare, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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Who cites it
2 citing papers in PubMed.
- The Mediating Effect of Teamwork Attitude Between Cultural Intelligence and Teamwork Cognition in Nursing Students.Nursing open · 2026Article
- Potential profile and influencing factors of feedback-seeking behavior among nursing interns during the early stages of internships: a multicenter cross-sectional study.Frontiers in medicine · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: This study aimed to explore the effectiveness of applying TeamSTEPPS ((Team Strategies & Tools to Enhance Performance & Patient Safety, TeamSTEPPS)) in clinical nursing education and evaluate its impact on improving teamwork skills among nursing trainees. TeamSTEPPS is a systematic framework developed to improve healthcare team performance and patient safety, focusing on core elements such as leadership, communication, situation monitoring, mutual support, and team structure. Methods: A total of 120 nursing trainees, who interned at Affiliated Hospital of Jiangnan University from November 2020 to November 2022, participated in this study. The participants were randomly divided into two groups: an intervention group (n= 60) that received instruction based on the TeamSTEPPS framework, and a control group (n= 60) that followed the traditional nursing education model. The TeamSTEPPS curriculum consisted of five key modules: team structure, effective communication, leadership, situation monitoring, and mutual support. The intervention included weekly theoretical and practical training sessions over a six-month period, incorporating group discussions, simulation training, scenario-based teaching, and role-playing. The impact of the intervention was assessed through pre- and post-intervention evaluations using the Teamwork Attitudes Questionnaire (T-TAQ), which measured teamwork awareness, communication skills, leadership, and mutual support. Results: Before the intervention, there were no significant differences between the two groups in terms of Team Structure, Leadership, Situation Monitoring, Mutual Support, and Communication skills (P > 0.05). After the intervention, the intervention group showed significant improvements in Team Structure, Leadership, Situation Monitoring, Mutual Support, and Communication skills, with scores significantly higher than those of the control group (P < 0.05). Conclusion: The TeamSTEPPS-based teaching model significantly enhances nursing students' Team Structure, Leadership, Situation Monitoring, Mutual Support, and Communication skills, showing superior outcomes compared to the traditional education model. This evidence suggests that TeamSTEPPS is a valuable tool for nursing education and should be further promoted and applied in clinical training settings.
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