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Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations : A grounded theory study
Bourke, Sharon L. McKenna, Lisa Cooper, Simon Lam, Louisa
Bourke, Sharon L.
McKenna, Lisa
Cooper, Simon
Lam, Louisa
Abstract
Background
Ability to focus on development of students' team communication and non-technical skills may be reduced in content saturated nursing curricula. Even when communication and simulation-based education is provided, students' utilisation of non-technical skills remains challenging. Although simulation is a recognised means to learn communication skills, little is known about nursing students' team communication in simulated settings.
Objective
To understand the process by which final year undergraduate nursing students communicate in simulated team emergencies.
Design
Using constructivist grounded theory, data was collected using semi-structured interviews and student observations and analysed using constant comparative analysis.
Setting
Simulation laboratories in one university nursing school in Australia.
Participants
21 final year nursing students in seven teams.
Methods
Data were gathered from interviews and video observations of final year nursing students during simulated team emergencies.
Results
Interview data and observations of video-recordings revealed contextual determinants that influence communication within teams: the simulation context, the student context and the team context. Team member characteristics, such as cultural and linguistic background, life experiences, gender and age, the ability to shift from leadership to followership as well as environmental factors such as mask wearing and simulation fidelity, contributed to uncertainty in communicating that nursing team effectiveness.
Conclusions
Improvement of contextual conditions necessitates implementation of supportive strategies. These include development of educational initiatives, and further research in experiential learning as a modality for learners to experience team communication. Further, simulation context, student context and team context are important considerations. Meeting clinical communication learning needs of students allows better preparation to care for deteriorating patients as graduates.
Keywords
communication, contextual determinants, culture, grounded theory, nursing student, patient deterioration, simulation, team
Date
2024
Type
Journal article
Journal
Nurse Education Today
Book
Volume
138
Issue
Page Range
Article Number
Article 106183
ACU Department
School of Nursing, Midwifery and Paramedicine
Faculty of Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Controlled
Notes
Crown Copyright © 2024 Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).