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Abstract

Background.
In spite of various investigations in the context of the concept competence a conditionally neglected research sector exists here - the qualities of teamwork competencies and the characteristics of these competencies that are urgent for nurses as well as the developmental peculiarities of teamwork competencies in vocational education of nurses. According to Mahmoodi & King (1992), Doe (2000, 2001), Salas (2002), teamwork competencies include three elements: 1) Knowledge, abilities and standpoints. 2) Orientation to the areas of management, psychology, education, sociology. 3) Orientation to an individual and team levels. Integration of the above-mentioned aspects in the environment of teamwork is the precondition for team members to understand processes of teamwork and communication, to diagnose disturbances in realization of teamwork competencies and on the basis of the results of the diagnosis to reflect activity and empower oneself to continuous professional development. In nursing that is oriented to teamwork, the main focus is on nurse's ability to apply multidisciplinary knowledge and to carry out the role as an organizing specialist and to apply social sciences in practice such as management, psychology and education. It means, that in nursing, oriented to teamwork, there is an overlap between social and nursing sciences. Nurses should be educated to be able to work in teamwork, and the nursing curriculum should be based on evidence and research, that stimulates continuous analysis and experiential learning, understanding of importance of regular evaluations as an inseparable component of nursing vocational education and activity (Salvage, 1993; WHO, 1998).
Research problem.
The study illuminates and solves a research problem, which helps systematize the knowledge and research experiences, related to curriculum elements, oriented to the development of teamwork competencies. The following question is the background of the research problem: What kind core elements form the nursing curriculum, which integrates teamwork competencies and which is the premise for the development of teamwork competencies?
Aim.
To evaluate the orientations of vocational education curriculum of nurses with the view to the development of teamwork competencies.
Method.
  1. Analysis of scientific literature: Urgent trends in the development of teamwork competencies in nurses' population were revealed.
  2. Evaluative content analysis: The evaluative curriculum (Lithuania & foreign countries) analysis of vocational training and education of nurses was performed and it was based on 10 qualitative assessment indicators.
Results.
  1. The educational theoretical-hypothetical model of the development of teamwork competencies is prepared.
  2. The curriculum analysis matrix of vocational education of nurses with the qualitative indicators is prepared [ait could be a background for identifying disproportions of parameters and orientations to the development of teamwork competencies in curriculum;ait could be used as a curriculum analysis in vocational training and education and as an assessment in various professions (not only in the sphere of health care)].
Implications:
  1. The results of curriculum analysis of vocational education of nurses revealed, that in the content of the investigated curricula poor orientation to the development of teamwork competencies exists. Identical features characterize the analyzed curriculum:
      2. The acquiring competencies during a study process are strongly oriented to the development of specialized competencies.
    1. In a study process the development of competencies is poorly oriented to the acquisition of multidisciplinary competencies that could stipulate effective autonomous work and teamwork.
  2. In modeling the curriculum of vocational education of nurses, which integrates teamwork competencies it is necessary to form and accomplish the following four key components:aphilosophical approach to nursing studies; astandpoints of nursing philosophy; acurriculum content, which is based on integrated modules that are oriented to the nursing context; aintegration of theory and practice of nursing studies.
  3. The curriculum of nursing studies, which is oriented to the integration of teamwork competencies, should be based on cooperative learning, reflection and experiential learning, when students acquire the strategies of independent, cooperative and team learning.
Created by mdavies
Last modified 2004-09-08 03:22 PM
Last cached: 2008-11-24 07:22 PM