Enhancing teamwork using a creativity-focussed learning Intervention for undergraduate nursing students - a pilot study

Oonagh Carson, Liz/ EA Laird, Bernie Reid, Patrick Deeny, Helen McGarvey

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students’ perceptions of team working, and to ascertain students’ views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students’ views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students.
Original languageEnglish
Pages (from-to)20-26
JournalNurse Education in Practice
Early online date22 Feb 2018
Publication statusE-pub ahead of print - 22 Feb 2018

Bibliographical note

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  • Pedagogy
  • Nursing Students
  • Learning
  • Teamwork
  • Creativity


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