Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care

• Published in: Scientific reports 2024-02, Vol.14 (1), p.4712-4712, Article 4712
• Main Authors: Qiu, Tieying, Chen, Min, Gao, Suyuan, Huang, Jin, Wang, Weixing, Wang, Liping, Li, Haiyang
• Format: Article
• Language: English
• Subjects: 692/700; 692/700/1719; Emergency Medical Services; Humanities and Social Sciences; Humans; Modularization; Motivation; multidisciplinary; Nursing; Nursing education; Patient Safety; Professional benefit; Professional self-concept; Science; Science (multidisciplinary); Statistical analysis; Students; Students, Nursing; Teaching; TeamSTEPPS; Trauma; Trauma care
• ISSN: 2045-2322; 2045-2322
• DOI: 10.1038/s41598-024-55509-4

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