Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations : A grounded theory study

Journal article

Bourke, Sharon L., McKenna, Lisa, Cooper, Simon and Lam, Louisa. (2024). Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations : A grounded theory study. Nurse Education Today. 138, p. Article 106183. https://doi.org/10.1016/j.nedt.2024.106183
AuthorsBourke, Sharon L., McKenna, Lisa, Cooper, Simon and 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.

Keywordscommunication; contextual determinants ; culture; grounded theory; nursing student; patient deterioration; simulation; team
Year2024
JournalNurse Education Today
Journal citation138, p. Article 106183
PublisherElsevier Ltd
ISSN0260-6917
Digital Object Identifier (DOI)https://doi.org/10.1016/j.nedt.2024.106183
PubMed ID38554566
Scopus EID2-s2.0-85189082863
Open accessPublished as ‘gold’ (paid) open access
Publisher's version
License
File Access Level
Controlled
Output statusPublished
Publication dates
Online29 Mar 2024
Publication process dates
Accepted21 Mar 2024
Deposited17 Mar 2025
Additional information

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/).

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