Interprofessional simulation training’s impact on process- and outcome- team efficacy beliefs over time

Kerry-Krause, Matthew J.; Ander, Douglas; Davis, Beth

doi:10.1136/bmjstel-2018-000390

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	Interprofessional simulation training’s impact on process- and outcome- team efficacy beliefs over time
Authors:	Kerry-Krause, Matthew J. Ander, Douglas Davis, Beth
DOI:	10.1136/bmjstel-2018-000390
Published in:	BMJ Simulation & Technology Enhanced Learning
Issue Date:	2019
Publisher / Ed. Institution:	BMJ Publishing Group
ISSN:	2056-6697
Language:	English
Subjects:	Team efficacy (TE); Inter-professional (IP); Simulation; Team dynamics; Temporal
Subject (DDC):	370: Education 610.73: Nursing
Abstract:	Introduction: Recent findings suggest that process and outcome-based efficacy beliefs are factorially distinct with differential effects for team performance. This study extends this work by examining process and outcome efficacy (TPE, TOE) of interprofessional (IP) care teams over time. Methods: A within-team, repeated measures design with survey methodology was implemented in a sample of prelicensure IP care teams performing over three consecutive clinical simulation scenarios. TPE and TOE were assessed before and after each performance episode. Results: Initial baseline results replicated the discriminant validity for TPE and TOE separate factors. Further findings from multilevel modelling indicated significant time effects for TPE convergence, but not TOE convergence. However, a cross-level interaction effect of ‘TOE(Start-Mean)×Time’ strengthened TOE convergence over time. A final follow-up analysis of team agreement’s substantive impact was conducted using independent faculty-observer ratings of teams’ final simulation. Conclusion: Independent sample t-tests of high/low-agreement teams indicated support for agreement’s substantive impact, such that high-agreement teams were rated as significantly better performers than low-agreement teams during the final simulation training. We discuss the substantive merit of methodological within-team agreement as an indicator of team functionality within IP and greater healthcare-simulation trainings at-large.
URI:	https://digitalcollection.zhaw.ch/handle/11475/14636
Fulltext version:	Published version
License (according to publishing contract):	Not specified
Departement:	School of Health Sciences
Organisational Unit:	Institute of Public Health (IPH)
Appears in collections:	Publikationen Gesundheit

Files in This Item:

There are no files associated with this item.

Show full item record

Kerry-Krause, M. J., Ander, D., & Davis, B. (2019). Interprofessional simulation training’s impact on process- and outcome- team efficacy beliefs over time. BMJ Simulation & Technology Enhanced Learning. https://doi.org/10.1136/bmjstel-2018-000390

Kerry-Krause, M.J., Ander, D. and Davis, B. (2019) ‘Interprofessional simulation training’s impact on process- and outcome- team efficacy beliefs over time’, BMJ Simulation & Technology Enhanced Learning [Preprint]. Available at: https://doi.org/10.1136/bmjstel-2018-000390.

M. J. Kerry-Krause, D. Ander, and B. Davis, “Interprofessional simulation training’s impact on process- and outcome- team efficacy beliefs over time,” BMJ Simulation & Technology Enhanced Learning, 2019, doi: 10.1136/bmjstel-2018-000390.

KERRY-KRAUSE, Matthew J., Douglas ANDER und Beth DAVIS, 2019. Interprofessional simulation training’s impact on process- and outcome- team efficacy beliefs over time. BMJ Simulation & Technology Enhanced Learning. 2019. DOI 10.1136/bmjstel-2018-000390

Kerry-Krause, Matthew J., Douglas Ander, and Beth Davis. 2019. “Interprofessional Simulation Training’s Impact on Process- and Outcome- Team Efficacy Beliefs over Time.” BMJ Simulation & Technology Enhanced Learning. https://doi.org/10.1136/bmjstel-2018-000390.

Kerry-Krause, Matthew J., et al. “Interprofessional Simulation Training’s Impact on Process- and Outcome- Team Efficacy Beliefs over Time.” BMJ Simulation & Technology Enhanced Learning, 2019, https://doi.org/10.1136/bmjstel-2018-000390.