The problem addressed in this phenomenological study was the lack of documentation that supported the lived experiences of crisis intervention team (CIT) trained police officers related to their encounters with persons with mental illnesses (PwMI). The purpose of the study was to explore the lived experiences of officers among CIT-trained police officers to address the problem. Using the Giles's communication accommodation theory and Rogers's protection motivation theory (PMT), the purpose of this study was to examine the perceptions of CIT-trained police officers of PwMI during CIT encounters. Rogers's PMT was aligned closest with the teachings of CIT training as described by the study's participants. Participants provided data which was comprised of completed questionnaires and transcribed interviews. The method of analysis used was a combination of inductive coding and theme analysis that established the results of this study. Key findings of the study identified a significant amount of frustration expressed in the lived experiences of the CIT-trained police officers. Pushback from the public mental health facilities helped with the frustration experienced by CIT-trained police officers who applied the fundamentals of PMT and attempted to navigate treatment with the limited resources available to help PwMI in crisis. The positive social change produced from this study includes recommendations to police leadership and mental health advocates to encourage certain CIT training-related practices that directly impact CIT field encounters with PwMI in crisis. Specialized training may promote improved departmental outcomes, assist with injury reductions, and enable police officer accountability and reliability.

Organisations are often faced with many challenges when they attempt to implement an entire workforce to a technologically advanced and complex platform that will alter the skill-set requirements for performance. Training can be ä very effective intervention strategy to implement this organisational change. However, theorists have proposed that training can also enhance organisational effectiveness, and it is believed that individual outcomes from training that emerge upward to achieve organisational objectives vertical transfer would strengthen the link between training effectiveness and organisational effectiveness. Using these theories as a foundation, this case study examined the effectiveness of an organisation's training to achieve performance objectives. Expansion from these theories was possible as this case study presented the multiple influences involved during successive interdependent team training to support the performance of safety-critical operations for a new working platform. In achieving interdependent team vertical transfer in emergency management during this training, results have revealed that training must first focus on individual level skill proficiency and collective enabling process skills horizontal transfer as they are a critical antecedent to ensure cohesion in interdependent team performance. Findings have further identified that the training content and methods must both support and determine the achievement of individual required skills. While simulation training that reflected the working platform benefits both learning and performance. Conclusions can also be drawn from this exploratory case study that the efforts by individuals upward through to teams and across teams has enhanced training performance outcomes. This empirical case study has shown that a multitude of factors and cumulative events that occurred prior to training and during training influenced the effectiveness of team training from multiple levels. Thus, this case study has been able to verify and expand current postulated models to provide foundation support for the design and delivery of interdependent training.

This Report illustrates the team training system presentation as a web based graphs.The research is done based on the presentation of web information stored in database into the graphicalform. Ice-Faces with SQL database at back end data source is the way to demonstrate the implementationof graph system. By having research and comparisons it is found suitably best the Graph generating systemfor analysis of C3fire records.Several models for graphs are been selected for the illustration of best visualization of the demography andat last one with best demonstration of result is selected.The information which was displayed in tables stored in database is now viewable in the graphical format.The implementation was done by modifying and embedding codes in the previous version and successfullyimplementation is done. The graphs are displayed by the values stored in database and dynamicallyupdated as the values in the database are changed. There are four graphs finally selected and implementedthat shows the data, which are pie, bar, line and cluster bar graphs representing data in best viewableform. / C3Fire

Aim: The overall aim of the thesis was to investigate patient safety culture, team performance and the use of simulation-based team training for building patient safety in intensive care nursing. Methods: Quantitative and qualitative methods were used. In Study I, 220 RNs from ten ICUs responded to a patient safety culture questionnaire analysed with statistics. Studies II-IV were based on an evaluation of a simulation-based team training programme. Studies II-III included 53 RNs from seven ICUs and ten RNs from a post-graduate programme (II). The data were collected with questionnaires (II) and measurement scales (III), and analysed with statistics. In Study IV, 18 RNs were interviewed and the data were analysed with a qualitative content analysis. Main findings: The RNs had positive perceptions of the overall patient safety culture in the ICUs. Hence, a potential for improvements was identified at both the unit and hospital level. Differences between types of ICUs and between hospitals were found. The dimensions at the unit level were predictors for the outcome dimensions (I). The RNs evaluated the simulation-based team training programme in a positive way. Differences with regard to scenario roles, prior simulation experience and area of intensive care practice were found (II). The expert raters assessed the teams’ performance as advanced novice or competent. There were differences between the expert raters’ assessments and the RNs’ self-assessments (III). One main category emerged to illuminate the RNs’ perceptions of simulation-based team training for building patient safety: Regular training increases the awareness of clinical practice and acknowledges the importance of structured work in teams (IV). Conclusions: Patient safety culture measurements have the potential to identify areas in need of improvement, and simulation-based team training is appropriate to create a common understanding of structured work in teams with regard to patient safety. / Baksidestext Intensive care represents potential patient safety challenges for critically ill patients. Human errors are the most common cause of incidents, and failures in team performance are identified as contributory factors. The measurements of patient safety culture and simulation-based team training are recommended initiatives to improve patient safety. The aim of the thesis was to investigate patient safety culture, team performance and the use of simulation-based team training for building patient safety in intensive care nursing. The nurses had a positive perception of the overall patient safety culture. A potential for improvements were found in incident reporting, feedback and communication about errors and organizational learning. The RNs evaluated the simulation-based team training programme in a positive way. The assessments of nurses’ team performance with respect to communication, leadership and decision-making in a simulation-based emergency situation showed a variation in competencies from advanced novice to competent. There were differences between expert raters’ assessments and nurses’ self-assessments. The nurses perceived that simulation-based team training on a regular basis increases the awareness of clinical practice and acknowledges the importance of structured teamwork.

This exploratory study investigated the influence of High Performance Team (HPT) training on sociomathematical norms and differing levels of the Math-Talk Learning Community framework (Math-Talk) when sixth-grade student teams solved challenging mathematics problems while working in teams. HPT training involved (1) training students on distinct roles in the team problem-solving process, (2) challenging students with complicated mathematical problems, and (3) holding students accountable for contributions to the team. This research project explored the initial stages of the relationship between HPT and student-to-student mathematics conversations though the lens of the Math-Talk Learning Community framework. The researcher studied four teams (i.e., four cases) with four middle school students in each team/case during a 7-week timeframe. The research study had three phases. The first phase involved gathering baseline data regarding the students’ sociomathematical norms. During the second phase, the students were trained to work in HPT and then solved challenging mathematics problems in teams. During the last phase, the researcher collected data to explore shifts in sociomathematical norms and student autonomy after the students had the opportunity to be trained and work in HPT. The researcher used descriptive statistics to analyze the quantitative data and open and axial coding to analyze the qualitative data. The analysis included both within- and cross-case analysis. The descriptive statistics used to analyze the changes in sociomathematical norms and Math-Talk levels indicated that the levels of sociomathematical norms increased when teachers gave students opportunities to participate in mathematics discussion. Specifically, students were most adept in the area of explaining and justifying reasoning and least skilled in the area of indicate when solutions are valid. The role of the teacher was key to maintaining high levels of Math-Talk. The teachers needed to give appropriate support to maintain these levels in three different areas: (1) select problems that were the appropriate level of complexity and provide scaffolding when needed, (2) ensure students understood the context for the mathematics problems, and (3) teach students how to find their own errors or be ready to give feedback regarding whether students’ answers were correct.

No description available.

ETSU implemented the first year of a 2-year longitudinal IPE experience within the five colleges of the ETSU Academic Health Sciences Center (AHSC). The four educational competencies of IPEC were used to create experience threads. Each semester two experience threads are covered; one consists of a simulation experience to practice the foundational principles in a safe environment, and the other a field experience to implement the foundational principle in a clinical setting.The majority of the content for experience threads and simulation experiences were implemented for three cohorts of students, however, field experiences continued to lack engagement and appropriate focus. This poster will show that redesigning the approach for identifying protected IPE time, restructuring the Community Engagement Working Group, providing tools to increase student engagement and improving communication of site expectations, led to a successful pilot program that assisted with integration of the clinical environment into the first year of the longitudinal experience.Early feedback led to increased and timelier communication between site leaders and faculty facilitators, and more curricular exposure for site leaders. When comparing fall (N=224) and spring (N=157) semesters, the student evaluation of the field experience showed an increase in student engagement and satisfaction. Spring (N=47) faculty evaluations rated the clinical sites more appropriate to meet the needs of the community engagement opportunity than they had in the fall Semester (N=44). The patient sharing their story and interacting with the team members were a key factor in faculty and student satisfaction.The clinical environment can be integrated into the core IPE curriculum with appropriate planning, communication and resources.

Objective: To examine the factorial validity of the Team Skills Scale (TSS). The TSS is a 17-item scale developed by Hepburn, Tsukuda, and Fasser (1996). The Scale is purported to assess self-perceived team skills.Data Source: Data for this study were provided by The New York University Geriatric Interdisciplinary Team Training (GITT) Resource Center and were collected as part of the evaluation of the GITT program. The data were collected between January 1997 and June 2000.Study Design: This quasi-experiential study was focused on the trainee (N=1,715) as the unit of analysis. The Model of Individual-Level Team Competencies (Model of I-LTC) served as the conceptual framework and guided a priori specification of the TSS confirmatory factor analysis measurement model. The Model of I-LTC was developed by this author based on review and interpretation of the team literature.Principal Findings: The TSS is a one-factor structure comprised of eight of the original 17 indicators. Also, the revised measurement model was found to be invariant when the data were randomly divided into two equal samples. Finally, the covariance structure model indicated that attitude about the physician as team leader and sole patient care decision-maker had a significant and negative association with variation in responses to the TSS. Attitude about the quality of team delivered patient care had a significant and positive association with variation in responses to the TSS.Conclusion: This study found that the TSS in a single factor structure comprised of eightof the original 17 TSS items. It is believed that the eight items measure self-perceivedteam collaboration skills. Although the factor structure was confirmed by the data, thisdoes not mean that the proposed structure is absolute. It just means that the structure hasnot been falsified. However, it is possible that this constellation of indicators was datadriven. Therefore, further psychometric testing, to include the use of other data sources,is recommended.

No description available.

The adult and pediatric healthcare providers at a New England medical center attended simulation training for responding to cardiac arrests that incorporated the current American Heart Association (AHA) evidence-based standards. The purpose of this concurrent mixed method program evaluation was to compare the adult code blue and pediatric team training programs to the AHA's standards and identify if the staff learned the necessary skills to care for patients in cardiac arrest. The conceptual models used for the study were Crisis Resource Management and the transfer of learning model. The study sample was 660 adult and 269 pediatric healthcare providers who participated in both programs between 2012 and 2015. The research questions explored how the adult and pediatric programs compared, if they provided staff with necessary skills to care for cardiac arrests using current standards, and the staff perceptions of program effectiveness and barriers encountered. The data were collected using evaluation and observation forms and needs-assessment surveys. A chi square analysis identified differences between the programs on staff preparedness and transfer of knowledge into practice. The coding of the qualitative data identified themes from the participants' perceptions on program design. Results prompted a program and curriculum redesign to include multiple opportunities to allow staff to learn and practice skills for low volume high acuity situations. The study promotes social change by giving healthcare providers opportunities to translate evidence-based training into clinical practice. The ability to function effectively as a team in a crisis improves patient outcome and potentially reduces mortality and morbidity within the institution and community. Simulation education also improves staff confidence in performance of low volume and high acuity situations.