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Use of Simulation to Develop Teamwork Skills in Prelicensure Nursing Students

An Integrative Review

Foster, Marva, PhD, RN, CHSE; Gilbert, Marie, DNP, RN, CHSE; Hanson, Darlene, PhD, RN; Whitcomb, Kathryn, DNP, RN, CHSE; Graham, Crystal, PhD, RN, CHSE

doi: 10.1097/NNE.0000000000000616
Nurse Educator: PDF Only

Background While use of simulation to improve teamwork skills has been established in a variety of clinical settings, it is unclear how teamwork skills of nursing students are developed using simulation.

Purpose The purpose of this review was to synthesize literature on how simulation is used to teach teamwork skills to prelicensure nursing students.

Methods The integrative review of the literature was conducted using the Whittemore and Knafl 5-stage methodology and the TeamSTEPPS framework.

Results Twenty-one articles were included in the review. Each of the articles reviewed used a component of TeamSTEPPS. The most common TeamSTEPPS concept addressed in the simulations was communication followed by mutual support.

Conclusion While simulation appears to be an appropriate methodology to teach teamwork skills to prelicensure nursing students, it is evident that some of those skills are not being taught using the TeamSTEPPS framework

Author Affiliations: Assistant Professor (Dr Foster), University of Massachusetts Dartmouth; Director (Dr Gilbert), Central California Center for Excellence in Nursing, College of Health and Human Services, California State University, Fresno; Clinical Associate Professor (Dr Hanson), University of North Dakota, Grand Forks; Simulation Center Director/Assistant Professor (Dr Whitcomb), Texas Tech University Health Sciences Center, Abilene; and Clinical Assistant Professor/Interim Director (Dr Graham), Clinical Simulation Laboratory, University of South Carolina, Columbia.

The authors declare no conflicts of interest.

Correspondence: Dr Foster, College of Nursing, University of Massachusetts Dartmouth, 285 Old Westport Rd, North Dartmouth, MA 02747 (mfoster1@umassd.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com).

Accepted for publication: September 17, 2018

Published ahead of print: October 18, 2019

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