团队压力及其对跨专业团队的影响:叙事回顾。

IF 2.1 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Teaching and Learning in Medicine Pub Date : 2024-04-01 Epub Date: 2023-01-10 DOI:10.1080/10401334.2022.2163400
Derek Sorensen, Sayra Cristancho, Michael Soh, Lara Varpio
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引用次数: 0

摘要

现象:跨专业医疗保健团队(IHT)的合作可以为患者带来强大的临床益处;然而,当跨专业医疗保健团队在压力环境中工作时,这些益处却很难发挥出来。有关医疗压力的研究通常将压力视为一种个人心理现象,但压力不仅是一种以个人为中心的体验。团队压力也会影响团队的表现。遗憾的是,对团队压力的研究十分有限,而且分散在许多学科中。除非我们重新审视这些分散的文献与医学教育的相关性,否则我们就无法让未来的医疗保健专业人员做好准备,在高压力环境(如急救医学、灾难应对)中作为综合医疗小组的一员开展工作。方法:作者对有关跨专业团队所经历的团队压力的文献进行了叙述性综述。研究小组检索了 1990 年 1 月 1 日至 2021 年 8 月 16 日期间的五个数据库,检索词为:团队、压力、绩效。在四个研究问题的指导下,作者对 22 篇相关手稿进行了审阅和数据摘录。研究结果挑战性问题、时间压力、生命威胁、环境干扰因素和沟通问题是文献报道中团队面临的压力因素。团队通过参与/凝聚力和沟通/协调来应对团队压力。压力源通过阻碍或提高团队绩效来影响团队压力。批判性思维/决策、团队行为和完成任务的时间是受团队压力影响的表现领域。高质量的沟通、非技术性技能培训和共同的心智模式被认为是团队压力下团队绩效的保障。见解:审查结果调整了在跨专业团队背景下解释高效和有效团队驱动因素的现有模型。通过了解团队压力是如何影响团队的,我们可以更好地培养医护专业人员在跨专业团队中工作,以满足不断增加的高压力医疗情况对他们提出的要求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Team Stress and Its Impact on Interprofessional Teams: A Narrative Review.

Phenomenon: Interprofessional healthcare team (IHT) collaboration can produce powerful clinical benefits for patients; however, these benefits are difficult to harness when IHTs work in stressful contexts. Research about stress in healthcare typically examines stress as an individual psychological phenomenon, but stress is not only a person-centered experience. Team stress also affects the team's performance. Unfortunately, research into team stress is limited and scattered across many disciplines. We cannot prepare future healthcare professionals to work as part of IHTs in high-stress environments (e.g., emergency medicine, disaster response) unless we review how this dispersed literature is relevant to medical education. Approach: The authors conducted a narrative review of the literature on team stress experienced by interprofessional teams. The team searched five databases between 1 Jan 1990 and 16 August 2021 using the search terms: teams AND stress AND performance. Guided by four research questions, the authors reviewed and abstracted data from the 22 relevant manuscripts. Findings: Challenging problems, time pressure, life threats, environmental distractors, and communication issues are the stressors that the literature reports that teams faced. Teams reacted to team stress with engagement/cohesion and communication/coordination. Stressors impact team stress by either hindering or improving team performance. Critical thinking/decision-making, team behaviors, and time for task completion were the areas of performance affected by team stress. High-quality communication, non-technical skills training, and shared mental models were identified as performance safeguards for teams experiencing team stress. Insights: The review findings adjust current models explaining drivers of efficient and effective teams within the context of interprofessional teams. By understanding how team stress impacts teams, we can better prepare healthcare professionals to work in IHTs to meet the demands placed on them by the ever-increasing rate of high-stress medical situations.

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来源期刊
Teaching and Learning in Medicine
Teaching and Learning in Medicine 医学-卫生保健
CiteScore
5.20
自引率
12.00%
发文量
64
审稿时长
6-12 weeks
期刊介绍: Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories:
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