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Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
1
Chapter 12: Developing Interprofessional and Intraprofessional Teams
LEARNING OUTCOMES AND SUGGESTED CLASSROOM AND CLINICAL
ACTIVITIES
LEARNING OUTCOME 1
Discuss the importance of teams in the healthcare delivery system.
Suggestions and Strategies for Classroom Experience
• Ask students to discuss past experiences with teamwork and whether or not they
were effective in a team setting. Did the teamwork improve the quality of work?
Suggestions and Strategies for Clinical Experience
LEARNING OUTCOME 2
Compare and contrast the different types of teams.
Suggestions and Strategies for Classroom Experience
• Using large paper and colored felt tip pens, divide the class into teams (3–4), and
ask them to make a drawing that would describe how one of the types of teams
listed above function. Discuss student results.
Suggestions and Strategies for Clinical Experience
LEARNING OUTCOME 3
Assess team leader characteristics and how these relate to the team leader’s tasks and
responsibilities.
Suggestions and Strategies for Classroom Experience
• Ask students to compare and contrast leaders and followers, and to provide
Suggestions and Strategies for Clinical Experience
• Ask students to observe a team leader and describe what the leader does. Students
also may be assigned to work with the team leader for a shift to learn more about
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LEARNING OUTCOME 4
Explain the important considerations related to team development, structure, and
functions.
Suggestions and Strategies for Classroom Experience
• Assign students to teams of 4–5. Teams are given a case and asked to respond to
Suggestions and Strategies for Clinical Experience
• If teams are used in clinical areas where students are assigned, students can be
LEARNING OUTCOME 5
Examine issues related to effective teams.
Suggestions and Strategies for Classroom Experience
• Based on the clinical experience the students have had, how do they view the
differences between a nursing team and an interprofessional team?
Suggestions and Strategies for Clinical Experience
• If the clinical setting where students are assigned has interprofessional teams,
assign students to work on a team for a period of time.
LEARNING OUTCOME 6
Discuss the roles of charge nurse or shift manager and teams.
Suggestions and Strategies for Classroom Experience
Suggestions and Strategies for Clinical Experience
LEARNING OUTCOME 7
Examine how TeamSTEPPS® may be used to improve teams.
Suggestions and Strategies for Classroom Experience
• Ask students how they would use TeamSTEPPS® to improve teamwork on a
Suggestions and Strategies for Clinical Experience
• Utilize TeamSTEPPS® model and tools to assist students in gaining more team
experiences. This can also be done in simulation lab or in clinical with clinical
group.
KEY CHAPTER CONCEPTS
1. The Institute of Medicine emphasizes that teams improve skills, communication,
2. Teams are important to organizations in the effectiveness of team consensus and
3. Interprofessional teams can improve care and reduce costs. An interprofessional team
5. Two broad common categories for classifying teams within organizations are formal
6. Informal teams typically consist of members that share something in common. There is
7. Team leader characteristics should include self-confidence, motivational, facilitative
8. The team leader is important to a team’s effectiveness. Coaching is an important part
of team leadership by supporting and encouraging team members. The characteristics
9. Some team leader key tasks and responsibilities include guiding the team in developing
goals and objectives, reinforcing the focus on the patient, ensuring that tasks are clear,
10. The leader’s role changes over time as the team develops and the leader gradually
relinquishes direct control and becomes a facilitator. The team leader needs to assess
11. Gender issues may be a factor in effective teamwork.
12. Not everyone will be a team leader or formal leader, but all are followers at some
13. Fully functioning, effective teams have to be developed. Characteristics of high-
performing teams include commitment to mutual goals, mutual accountability, high level
14. Effective teams require members (healthcare professionals) who “learn about other
team members’ expertise, knowledge, and values; demonstrate basic group skills,
15. Team norms, roles, and communication are important aspects of team building.
16. Team tasks and functions affect what the team does and how it does it. The major
17. Team size and composition also must be considered when teams are developed. A
team that is too big will have difficulties functioning effectively. A general rule related to
18. A typical method of nursing teams has been to organize according to function. A
nursing team consists of nursing staff (e.g., medication nurse, treatment nurse, UAP).
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19. An interprofessional team is composed of different healthcare professionals, such as
nurses, physicians, social workers, and administrators. The focus is more on tasks that are
20. The Institute of Medicine recommends an interprofessional approach—one that is
process-oriented and a collective action. Some advantages of using interprofessional
22. Forming teams or the initial orientation—the team is learning about one another; trust
23. Storming or the stage of conflict and confusion—team members see themselves as
individuals and will want to respond to a task in the manner that they would respond as
24. Norming or the stage of consolidation—team members begin to work together,
establish their roles, and help one another to see value in this, team cohesion develops. At
25. Performing or the stage of teamwork and performance occurswhen the team feels
positive about getting work done. An important part of this stage is consensus building,
26. “Motivation is the intensity of a person’s desire to engage in some activity” (Dessler,
27. Motivation is related to behavior, performance, satisfaction, and rewards. The
motivation process includes an unsatisfied need, drives, search behavior, tension
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28. Assessment of the motivation climate assists in identifying if team members are
motivated and what is driving their motivation. The critical questions are what makes a
person work and also want to improve work performance? Answering these questions
29. The most common strategies used to motivate staff include pay for performance,
merit raises, spot rewards, skill-based pay, recognition awards, and job redesign.
30. Another strategy is to build team power and spirit. Empowerment is important and
can improve motivation—it allows the team to perform more effectively and feel positive
32. The charge nurse or shift manager needs to understand teamwork and utilize effective
teamwork in their work processes.
33. TeamSTEPPS® is an effective model developed by the government to train staff in
teamwork. (See website on TeamSTEPPS®.)
APPLYING LEADERSHIP AND MANAGEMENT
BSN and Master’s Essentials: Application to Content
Chapter identifies which Essentials apply to the chapter content. This information is
primarily for the instructor, but students should understand the how these nursing
education standards apply to the chapter content and the nursing profession.
My Hospital Unit: An Evolving Case Experience
See the overview of the My Hospital Unit feature found in the front of the textbook.
Refer students to the specific My Hospital Unit scenario found in the chapter.
Applying AONE Competencies
The AONE competencies for nurse leaders are found in Appendix A. Ask students to
identify which of the AONE competencies apply to the content in the chapter.
Engaging in the Content: Critical Thinking and Clinical Reasoning and Judgment
See Discussion Questions and Application Exercises at the end of the chapter. Online
options are noted.
Chapter Features: Case Study and Applying Evidence-Based Practice
The Chapter Features: Case Study and Applying Evidence-Based Practice features may
ADDITIONAL CASE
This case is not found in the textbook. It may be used for individual or team assignments:
Case:
The staff education department has announced that each unit will need to implement
Questions:
