Teamwork in Nursing
1) Our group followed the classic model of how team’s function (John Adair, 1986) by first discussing and defining the task set. Each sub-topic was chosen by individual choice and although no team leader emerged, colleague B and I used our initiative to make the first selection, as definite decisions were not being made. Other team members soon made their own choices and everyone seemed satisfied with their topics. Individuals discussed about what skills they were able to offer and soon specific roles were identified and volunteered for. These roles included ICT presentation, handouts and script writer for role play.
2) The group met once a week, for approximately 2 hours, to discuss and review the progress made. These sessions were beneficial as we were able to check work on a regular basis and support each other if there were any issues. On one occasion, we realised that team member C and I had similar information, however we were able to amend it quickly to avoid repetition. Communication barriers were also reduced as group members kept contact via email and telephone, demonstrating that Tuckman’s (1965) stage of storming in his team-development model was reduced.
3) The presentation was restricted to a time limit and therefore I had to ensure that I chose precise, relevant information that the audience would remember. As the first speaker, I had to introduce the topic and provide up-to-date information. I chose to include different types of depression to emphasise how common it occurs, as well as staggering statistics to shock the audience and highlight its seriousness. The role play I took part in, not only showed how therapy can help those suffering from depression but also engaged the audience. This is important, as humans have a short attention span, and therefore they need to be engaged within the ‘golden minute’ if they are to remember the information (William Coplin, 2003).
4) Belbin (1981) identified ‘team roles’ to describe how an
2) The group met once a week, for approximately 2 hours, to discuss and review the progress made. These sessions were beneficial as we were able to check work on a regular basis and support each other if there were any issues. On one occasion, we realised that team member C and I had similar information, however we were able to amend it quickly to avoid repetition. Communication barriers were also reduced as group members kept contact via email and telephone, demonstrating that Tuckman’s (1965) stage of storming in his team-development model was reduced.
3) The presentation was restricted to a time limit and therefore I had to ensure that I chose precise, relevant information that the audience would remember. As the first speaker, I had to introduce the topic and provide up-to-date information. I chose to include different types of depression to emphasise how common it occurs, as well as staggering statistics to shock the audience and highlight its seriousness. The role play I took part in, not only showed how therapy can help those suffering from depression but also engaged the audience. This is important, as humans have a short attention span, and therefore they need to be engaged within the ‘golden minute’ if they are to remember the information (William Coplin, 2003).
4) Belbin (1981) identified ‘team roles’ to describe how an