University of Northern Colorado Scholarship & Creative Works @ Digital UNC Master's Theses Student Research 5-2020 Nursing Students' Awareness About Effective Teamwork and Related Factors Vi Thi Thuong Nguyen Follow this and additional works at: https://digscholarship.edu/theses UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School NURSING STUDENTS’ AWARENESS ABOUT EFFECTIVE TEAMWORK AND RELATED FACTORS A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science Nguyen Thi Tuong Vi College of Natural and Health Sciences School of Nursing Advanced Nurse Generalist May 2020 This Thesis by: Nguyen Thi Tuong Vi Entitled: Nursing Students' Awareness About Effective Teamwork and Related Factors Has been approved as meeting the requirement for the Degree of Master of Science in College of Natural and Health Sciences in the School of Nursing, Advanced Nurse Generalist Accepted by the Thesis Committee: __________________________________________________ Faye Hummel, RN, Ph. Research Advisor __________________________________________________ Katrina Einhellig, RN, Ph., CNE, Committee Member Accepted by the Graduate School __________________________________________________________________ Cindy Wesley, Ph. Interim Associate Provost and Dean Graduate School and International Admissions ABSTRACT Vi, Nguyen Thi Tuong. Nursing Students' Awareness About Effective Teamwork and Related Factors.
Unpublished Master of Science thesis, University of Northern Colorado, 2020. This study surveyed the awareness level of nursing students about the effectiveness of teamwork and related factors. At Hong Bang International University (HIU), teamwork training for nursing students at HIU has been applied but it has been difficult for all students to achieve high results and confidence in practicing teamwork skills. The effectiveness of self-study and group activities depends on many factors.
The effectiveness of teaching approaches has not been measured and has needed to be addressed to result in the best learning experience for students. The results of this study provided recommendations to improve the quality of training as well as to inform the successful design of an educational program regarding teamwork. A descriptive, cross-sectional design was used. A questionnaire was administered to 129 nursing students who were in their third and final year in the Bachelor of Nursing Program from Hong Bang International University.
Participants were 101females and 28 males. The questionnaire "Teamwork skill of Saigon University" (Huyen, 2010) included 33 items, which were rated on a 5-point Likert scale. Reliability of this instrument for this study was. The use of learner-centered methods in the college has shifted the focus of activity from the teacher to the students to develop learner autonomy and independence.
This has been considered a challenge for nursing students because they are not only iii learning at school but also in clinical settings. Therefore, nursing students' awareness about the role of effective teamwork is very important so they can work together to develop their learning quality. Nurse educators could use this study’s results to improve teaching strategies regarding teamwork knowledge and skills for nursing students in Vietnam. Keywords: Teamwork, Group Work, Student Nurses, Nursing Students, Team-building, Team-based learning, iv ACKNOWLEDGEMENTS I would to thank those who helped me conduct this thesis.
Firstly, I would like to express my deepest thanks to my advisor, Dr. Faye Hummel, who directly instructed and encouraged me throughout my research project. I would also like to thank Dean Tran Thi Thuan, Dean of Nursing Faculty of Hong Bang International University, who supported, facilitated, and gave me professional opinions to help me complete this study. I would like thank all of my teachers who guided me and provided me with their excellent instruction.
They were encouraging me with their best wishes. Finally, I also want to thank my family and my friends who encouraged me to complete my Master of Science degree at the University of Northern Colorado. v TABLE OF CONTENTS CHAPTER I. 1 Background and Significance of Problem.
5 Purpose of the Study. 12 Input-Process-Output Model of Team Effectiveness. 20 Reliability of the Instrument. 21 Variables of Related Factors on Teamwork Effectiveness.
22 Data Collection and Analysis. 43 Reliability of the Findings. 44 vi Application of Theoretical Framework. 45 Recommendations for Future Research and Nursing Education.
45 Recommendations for Nursing Students. CONSENT FORM FOR HUMAN PARTICIPANTS IN RESEARCH: ENGLISH AND VIETNAMESE. RESEARCH QUESTIONNAIRE: ENGLISH AND VIETNAMESE. AUTHOR’S PERMISSION TO USE QUESTIONNAIRE.
INSTITUTIONAL REVIEW BOARD APPROVAL. PERMISSION TO CONDUCT STUDY FROM HONG BANG INTERNATIONAL UNIVERSITY. 75 vii LIST OF TABLES 1. Student Awareness of Teamwork Concepts.
Students’ Awareness of the Role of Teamwork. Extent Students Were Interested in Teamwork Skills Training. Factors Related to Effective Teamwork. Descriptive Statistics of Related Factors on Effective Teamwork.
Correlation Test Results Regarding Effective Teamwork and Age. Correlation Test Results Regarding Effective Teamwork, Gender, and Hometown. Correlation Test Results Regarding Trust and Values Within Team Project with Effective Teamwork and Age. 42 viii LIST OF FIGURES 1.
The National Training Laboratory learning pyramid. Maslow's hiearchy of needs. Conceptual framework of input–process–output model. Mean of each item for effective teamwork subscale.
Mean for each item of common team goals and objectives subscale. Mean of each item in the trust and values within team project subscale. Mean for each item of the team communication subscale. Mean for each item in the team role and responsibility subscale.
Mean for each item of the team relationship subscale. Mean for each item of the Team leadership subscale. 39 ix 1 CHAPTER I INTRODUCTION Background and Significance of Problem Education in the World and Vietnam The industrialization and modernization of a country is currently an inevitable trend of development in countries in the world. Modernization is a process that uses the capacity, experience, wisdom, and bravery of people to create and use scientific achievements of modern technology combined with traditional values of the nation to renew all fields of social life toward social development (Fägerlind & Saha, 2016).
Therefore, industrialization, modernization, and international integration are putting a great burden on the education sector in Vietnam. Education and training are powerful factors that impact the dimension, speed, as well as the successful industrialization and modernization of a country (Lin, 2012). Indeed, training with qualifications and capability will adapt to development of economy, culture, and society in a sustainable way. To achieve that goal, the education sector needs to be thoroughly reformed in terms of content, programs, methods, and forms of education and training.
In Vietnam, education reform issues have been institutionalized by Resolution 14/2005 (World Bank, 2005). After assessing the education conditions in recent years and identifying management solutions that need to be implemented in the coming 2 legislative period, the government promulgated a law on the renewal of higher education in Vietnam from 2006-2020 (“Resolution No. The resolution proposed to implement innovative training methods with three criteria: equipping learning, promote initiative, creativity and using information and communications technology in teaching" (“Resolution No. Therefore, the aim of universities is to provide the best learning environment; develop the student's personality, morality, and knowledge as well as basic skills in order to achieve career success; know how to learn effectively; and become capable of creative labor.
Teaching learner-centered methods, also known as learner-centered education, shifts the focus of activity from the teacher to students. The aim of student-centered learning is to develop learner autonomy and independence (Jones, 2007). Learner- centered methods have repeatedly been shown to be superior to the traditional teacher– centered ones. Indeed, student-centered instruction focuses on skills and practices.
The main roles of the teacher are to impart knowledge and organize and guide students. Students need to have responsibility for their learning path because they have to solve problems independently (Young & Paterson, 2007). Student-centered learning puts students' interests first. Students can choose what they will learn, how they will learn, and how they will assess their own learning (Hannafin & Hannafin, 2010).
Student-centered learning requires students to be active and responsible participants in their own learning. They can discuss, explain, debate, answer questions, cooperate with each other, and work in teams on problems under conditions that ensure both positive interdependence and individual accountability (Johnson, 2013). 3 Skills play important roles in the process of learning. Higher education is the perfect time for students to build experience and various survival skills such as communication and interpersonal skills, emotional intelligence, leadership qualities, team skills, negotiation skills, time and stress management, and business etiquette (Deepa & Seth, 2013).
An important skill that enhances student learning is teamwork or group work. Teamwork is necessary and indispensable in order to function competently in any interpersonal relationship. Teamwork is important for all team members in systems and processes that support an interprofessional approach to care. The exchange and application of knowledge is a key process in developing team care (Quinlan & Robertson, 2013).
Education at Hong Bang International University At Hong Bang International University (HIU, 2016), the training mode is a credit system. The program also devotes much time to students working in groups. Students must work together to complete study tasks. Clinical teaching is specialized education in the medical professions and is used extensively in a training program.
In addition, nursing students need to attain standard outcomes of HIU as displayed on the school's website: "develop students with skills, knowledge and technology-applied competence, meeting the demands of the labour market, society, and international cooperation"(p. Therefore, teamwork is not only the successful implementation of the expected outcome standard but also illustrates the expectations of the school. Learning activities of students at HIU follow a specific plan depending on the content, programs, duration of training, and teaching methods of nursing faculty at the school. Learning tools include libraries, textbooks, skill labs, and other learning devices 4 to fit with each subject.
The school not only teaches students about specialized knowledge but also skill and attitude in order that each student is able to become professional nurses in the medical field. Students at HIU are engaged in self learning and self studying in order to improve quality and capacity of nursing. Hong Bang International University (2016) is a private university that was founded in 1997. It located in Ho Chi Minh City of South Vietnam.
The university is comprised of three institutes and 14 different faculty groups representing more than 40 majors in many fields: medicine, nursing, odonto-stomatology, physiotherapy- rehabilitation, laboratory medicine, pharmacy, general education, electronics and automation, industrial design, architecture, biological and environmental science, informational technology, civil engineering, and physical and military education. Nursing Education at Hong Bang International University The nursing school at HIU (2016) was founded in 2008. It is a leading division of the Health Sciences Division and approved by the Ministry of Education and Training and the Ministry of Health. At present, the Faculty of Nursing has three training levels: a two-year postgraduate degree, a four-year Bachelor of Nursing degree program, and a three-year vocational training program.
Each year, there are more than about 2,000 registered full-time and part-time students. Therefore, the nursing major has become the main source of nursing graduates for the healthcare system in the south of Vietnam. The curriculum consists of three areas: basic sciences, prerequisite courses, and the traditional Bachelor of Science in Nursing degree. After HIU nursing students have learned theoretical knowledge in skills labs at school with a HIU teacher, they practice in many large medical facilities such as the Cho Ray hospital, Children 1 Hospital, Thong 5 Nhat Hospital, Hung Vuong Hospital, and the Women’s Hospital, all of which have modern technology.
Problem Statement Although teamwork training for nursing students at HIU (2016) has been applied in the clinical nursing class and resulted in effective teamwork, it is difficult to help all students achieve success. Self-study about teamwork has limited effectiveness because successful group activities depend on many factors. Team recommendations included physical/structural, cognitive, psychological, social, cultural and professional and occupational components. A healthy work environment framework could be applied to develop and sustain best practices in interprofessional health care in the workplace (Registered Nurses' Association of Ontario, 2014).