Nursing teaching strategies used to promote collaboration and teamwork: an integrative literature review

Romeiro, Joana Marques; Figueiredo, Amélia Simões

doi:10.1590/1983-1447.2017.03.66360

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Integrative Review • Rev. Gaúcha Enferm. (Online) 38 (3) • 2017 • https://doi.org/10.1590/1983-1447.2017.03.66360 linkcopy

Nursing teaching strategies used to promote collaboration and teamwork: an integrative literature review

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective To identify in nursing literature published between 2010-2014 the teaching strategies capable of promoting collaboration and teamwork.

Methods This integrative literature review allowed the selection of empirical studies in nursing literature published between January 2010 and December 2014. The review was taken in April 2015, using the EBSCOhost platform to search in databases such as CINAHL® Plus with Full Text, Nursing & Allied Health Collection, Cochrane Collection, MedicLatina and MEDLINE with Full Text, Academic Search, and Education Research Complete.

Results Findings revealed 18 empirical studies. Academic approaches based on high and low-fidelity simulations, “role play”, work group, reflective discussions and clinical stages were the strategies employed.

Conclusions The present study emphasizes the need to develop instruments that can be used in the evaluation of the competence to collaborate and work as a team in students in the first years of nursing studies.

Learning; Cooperative behavior; Nursing education; Patient care team

Selection criteria	Inclusion criteria	Exclusion criteria
Population	Nursing students attending the first cycle of studies, who learn to collaborate and work in teams;	Articles not available in full text in the databases searched in Portuguese, English and Spanish.
Population	Nursing teachers who apply pedagogical strategies for teaching collaboration and teamwork.
Exposure	Articles describing strategies that promote teaching and learning of collaboration and teamwork.
Results	Be an empirical study;
	Articles published between January 2010-December 2014;
	To present information at the level of the parameters considered essential to be analyzed: Population, Exposure, Results and study design, year and author(s).

Author(s) Year	Population	Exposure	Results	Study design
CHOJECKI et al.; ⁽⁸⁾ 2010	Students attending the second year of the Nursing Course (n=10) and nursing tutors (n=2).	Learning in pairs, in the context of clinical teaching.	Facilitated communication and learning, physical and emotional support. Technical and psychomotor skills: leadership, critical thinking, specific knowledge regarding context, understanding and promoting cooperation in learning.	Qualitative
CHRISTIANSEN e BELL; ⁽⁹⁾ 2010	Students of the first and third year of the Nursing Course (n=54).	Tutoring program among students.	Reduction of the feelings of social isolation and anxiety, promotion of emotional support, mechanisms of coping, acquisition of reference models of action, and effective communication.	Qualitative
GARRET et al.; ⁽¹⁰⁾ 2010	Nursing senior setudents (n=30).	High fidelity simulation. Viewing the recording, debate and oriented reflection.	Teamwork exercise, recognition of the impact of their interventions, a sense of confidence and security to intervene.	Qualitative
MORRISON e CANTAZARO; ⁽¹¹⁾ 2010	Students of the last year of the Nursing Course.	Simulation of a public health emergency. Theoretical lecture with powerpoint, videos and participation of experts. Written reflection and discussion session.	Reinforcement of previously acquired competences and development of new competences: coordination, leadership and teamwork.	Qualitative and quantitative
RUTH-SAHD et al.; ⁽¹²⁾ 2010	Students of the last year of the Nursing Course (n=78).	Summer clinical course ( Externship Nursing Program ).	Communication, the emphasis on individualized care, the importance of time to care, the meaning of being “a good nurse.”	Qualitative
SANDAHL et al.; ⁽¹³⁾ 2010	Nursing senior setudents (n=110).	Peer learning in the context of theoretical examination.	Collaboration, knowledge development, critical thinking, decision making and intergroup relations. It promotes interaction, discussion, discussion of ideas, active listening, and respect for others in decision-making.	Quantitative
WATTet al.; ⁽¹⁴⁾ 2010	Students of the last year of the Nursing Course (n=118).	Group learning, peer counseling, reflective debates, and low fidelity simulations.	Reduction of anxiety and increased self-efficacy.	Quantitative
KAPLAN e URA; ⁽¹⁵⁾ 2010	Students (n=97) attending the last semester of the last year of the Nursing Course.	Simulation with multiple mannequins (three clients simultaneously). Meetings for debate and critical reflection.	Critical, indispensable thinking, decision making and teamwork. Ability to communicate, prioritize, lead, delegate and implement nursing actions to clients simultaneously.	Quantitative and qualitative
HUSEBø et al.; ⁽¹⁶⁾ 2011	Students to attend the last semester of the third year (n = 81). Nurses (n = 5).	Simulation of cardiorespiratory emergency of a client. Before training, they had been trained on European resuscitation guidelines.	Verbal and non-verbal communication in team intervention.	Qualitative and quantitative
VOGT et al.; ⁽¹⁷⁾ 2011	Students of the Nursing Course (n=26).	On-line training with discussion of case studies related to the context. Participation in a holiday camp for diabetic children, with subsequent written reflection (in the form of reflective journals).	Interpersonal communication and multiprofessional collaboration, leadership exercise, critical thinking, management of care and participation in daily decision making.	Qualitative and quantitative
BAXTER et al.; ⁽¹⁸⁾ 2012	Volunteer students of the fourth year of the Nursing Course (n=27).	Pedagogical strategies (video, classroom and practical), in response to simulated emergency situations.	Learning and cooperation in emergency intervention.	Quantitative
FAY-HILLIER et al.; ⁽¹⁹⁾ 2012	Students (n=9) who attended the Mental Health curricular unit of the Nursing Course.	Simulations with the use of Standardized Patients (SPs). Delivery of teaching material. Critical discussion.	Knowing how to do it, learning from mistakes, analyzing beliefs and prejudices, improving communication, encouraging collaborative practices; Reflexive criticism.	Qualitative
SHARPNACK e MADIGAN; ⁽²⁰⁾ 2012	Students attending the second year of the Nursing Course (n=32).	Low-fidelity and role-play simulations. Electronic systems: Electronic Health Records (EHR), Computer Assisted instruction (CAI) and Captivate® software.	Implementation of theory in practice. The debate after the simulation allows the consolidation of the knowledge and the critical reflection of the interventions.	Quantitative and qualitative
SPENCE et al.; ⁽²¹⁾ 2012	Students of the second (n=8) and third year (n=1 or n=2). Nurses and teaching nurses (n=21).	Clinical teaching, with insertion in the hospital context.	Inclusion in the nursing team, with the possibility of developing their capacity to collaborate with it.	Qualitative and quantitative
SVEJDA et al.; ⁽²²⁾ 2012	Students in the first year of the Nursing Course, target of the new clinical teaching model (n=61). Students in the traditional teaching context (n=61), in the first year of the same school.	Clinical training, high- fidelity simulations and portfolios.	Trust and development of the competence to intervene in care, integration in the health team, development of relationships and a sense of belonging to the profession.	Qualitative
YONGE et al.; ⁽²³⁾ 2013	Students in the last year of the Nursing Course (n=4). Nursing counselors (n=4).	Clinical training in rural areas. Narrated photos.	Feeling of belonging, and confidence in the autonomy to act. The interdependence, the recognition of their role and the rest of the professionals.	Qualitative
ZANDEE et al.; ⁽²⁴⁾ 2013	Students of the Nursing Course. Residents from three disadvantaged neighborhoods.	Community clinical training.	Competencies to intervene in a team to respond to public/community health needs.	Quantitative
ZARSHENAS et al.; ⁽²⁵⁾ 2014	Nursing students (n=35) attending semesters (from the second to the eighth). Nurses (n=8).	Clinical training	Integration in health team, division of labor, assumes responsibility, feeling of identification with the profession.	Qualitative

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Universidade Federal do Rio Grande do Sul. Escola de Enfermagem Rua São Manoel, 963 -Campus da Saúde , 90.620-110 - Porto Alegre - RS - Brasil, Fone: (55 51) 3308-5242 / Fax: (55 51) 3308-5436 - Porto Alegre - RS - Brazil
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[TFN1001] Source: Research data, 2015.