Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-23T11:26:03.539Z Has data issue: false hasContentIssue false
  • English
  • Français

An examination of the factor structure of TeamSTEPPS measures in school mental health teams

Published online by Cambridge University Press:  05 September 2019

Courtney Benjamin Wolk Open the ORCID record for Courtney Benjamin Wolk [Opens in a new window] ,
Jill Locke ,
Eduardo Salas ,
Ricardo Eiraldi ,
Peter F. Cronholm  and
David Mandell
Courtney Benjamin Wolk*
Affiliation:
Center for Mental Health Policy and Services Research, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
Jill Locke
Affiliation:
Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington, USA
Eduardo Salas
Affiliation:
Department of Psychology, Rice University, Houston, Texas, USA
Ricardo Eiraldi
Affiliation:
Division of Developmental and Behavioral Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
Peter F. Cronholm
Affiliation:
Department of Family Medicine and Community Health, University of Pennsylvania, Philadelphia, Pennsylvania
David Mandell
Affiliation:
Center for Mental Health Policy and Services Research, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
*
*Address for correspondence: Courtney Benjamin Wolk, Center for Mental Health Policy and Services Research, Perelman School of Medicine, University of Pennsylvania. 3535 Market Street, Floor 3, Philadelphia, PA 19104, USA. Email: [email protected]
Get access

Abstract

Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS™) is a tested strategy for improving communication and climate in hospitals. It is a promising but untested tool among school-based mental health teams. We examined the psychometric properties of the TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) and Teamwork Attitudes Questionnaire (T-TAQ) among 167 school mental health team members. Team members worked for one of five agencies in 33 K-8 urban public schools. Exploratory factor analyses and descriptive data are presented. For both the T-TPQ and T-TAQ, a unitary factor structure best fit the data for this sample. The T-TPQ and T-TAQ were not significantly correlated with one another and total scores did not significantly differ by staff role. Agencies differed in T-TAQ results, and one agency had lower T-TAQ total scores relative to other agencies. Results suggest that the factor structures are different among school mental health teams than among other healthcare providers.

Keywords

teamsTeamSTEPPSschool mental health
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 30 , Issue 2 , December 2020 , pp. 172 - 184
Check for updates
Copyright
© The Author(s) 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agency for Healthcare Research and Quality. (2007). TeamSTEPPS instructor guide. Rockville, MD: Author.Google Scholar
Agency for Healthcare Research and Quality. (2014a). Teamwork Attitudes Questionnaire (T-TAQ). Rockville, MD: Author. Retrieved from https://www.ahrq.gov/professionals/education/curriculum-tools/teamstepps/instructor/reference/teamattitude.htmlGoogle Scholar
Agency for Healthcare Research and Quality. (2014b). Teamwork Perceptions Questionnaire (T-TPQ). Rockville, MD: Author. Retrieved from https://www.ahrq.gov/professionals/education/curriculum-tools/teamstepps/instructor/reference/teampercept.htmlGoogle Scholar
Alexander, J.A., & Hearld, L.R. (2012). Methods and metrics challenges of delivery-system research. Implementation Science, 12, 7–15.Google Scholar
American Institutes for Research. (2010). TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) Manual. Rockville, MD: Author. Retrieved from https://teamstepps.ahrq.gov/abouttoolsmaterials.htmGoogle Scholar
Baker, D.P., Amodeo, A.M., Krokos, K.J., Slonim, A., & Herrera, H. (2010). Assessing teamwork attitudes in healthcare: Development of the TeamSTEPPS teamwork attitudes questionnaire. Quality and Safety in Healthcare, 19, 1–4.Google ScholarPubMed
Baker, D.P., Krokos, K.J., & Amodeo, A.M. (2008). TeamSTEPPS Teamwork Attitudes Questionnaire Manual. Rockville, MD: TeamSTEPPS. Retrieved from https://teamstepps.ahrq.gov/abouttoolsmaterials.htmGoogle Scholar
Baker, D.P., Salas, E., King, H., Battles, J., & Barach, P. (2005). The role of teamwork in the professional education of physicians: Current status and assessment recommendations. Joint Commission Journal on Quality and Patient Safety, 31, 185–202.CrossRefGoogle ScholarPubMed
Beidas, R.S., & Kendall, P.C. (2010). Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice, 17, 1–30.Google ScholarPubMed
Boat, T.F., Land, M.L., Leslie, L.K., Hoagwood, K.E., Hawkins-Walsh, E., McCabe, M.A., … Sweeney, M. (2016). Workforce development to enhance the cognitive, affective, and behavioral health of children and youth: Opportunities and barriers in child health care training (Discussion paper). Washington, DC: National Academy of Medicine. https://nam.edu/wp-content/uploads/2016/11/Workforce-Development-to-Enhance-the-Cognitive-Affective-and-Behavioral-Health-of-Children-and-Youth.pdfGoogle Scholar
Brock, D., Abu-Rish, E., Chiu, C., Hammer, D., Wilson, S., Vorvick, L., … Zierler, B. (2012). Interprofessional education in team communication: Working together to improve patient safety. BMJ Quality and Safety, 22, 414–423.CrossRefGoogle Scholar
Castner, J. (2012). Validity and reliability of the Brief TeamSTEPPS Teamwork Perceptions Questionnaire. Journal of Nursing Measurement, 20, 186–198.CrossRefGoogle ScholarPubMed
Cattell, R.B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245–276.CrossRefGoogle ScholarPubMed
Committee on School Health. (2004). School-based mental health services. Pediatrics, 113, 1839–1845.CrossRefGoogle Scholar
Creed, T.A., Frankel, S.A., German, R.E., Green, K.L., Jager-Hymen, S., Taylor, K.P., … Beck, A.T. (2016). Implementation of transdiagnostic Cognitive Therapy in community behavioral health: The Beck Community Initiative. Journal of Consulting and Clinical Psychology, 84, 1116–1126.CrossRefGoogle ScholarPubMed
Creed, T.A., Jager-Hyman, S., Pontoski, K., Feinberg, B., Rosenberg, Z., Evans, A., … Beck, A.T. (2013). The Beck Initiative: Training school-based mental health staff in cognitive therapy. The International Journal of Emotional Education, 5, 49–66.Google Scholar
Deering, S., Rosen, M.A., Ludi, V., Munroe, M., Pocrnich, A., Laky, C., & Napolitano, P.G. (2011). On the front lines of patient safety: Implementation and evaluation of team training in Iraq. The Joint Commission Journal on Quality and Patient Safety, 37, 350–356.CrossRefGoogle Scholar
Edmunds, J.M., Beidas, R.S., & Kendall, P.C. (2013). Dissemination and implementation of evidence-based practices: Training and consultation as implementation strategies. Clinical Psychology, 20, 152–165.Google ScholarPubMed
Eiraldi, R., Wolk, C.B., Locke, J., & Beidas, R. (2015). Clearing hurdles: The challenges of implementation of mental health evidence-based practices in under-resourced schools. Advances in School Mental Health Promotion, 8, 124–145.CrossRefGoogle ScholarPubMed
Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 3, 272–299.10.1037/1082-989X.4.3.272CrossRefGoogle Scholar
Farahmand, F.K., Grant, K.E., Polo, A.J., Duffy, S.N., & DuBois, D.L. (2011). School-based mental health and behavioral programs for low-income, urban youth: A systematic and meta-analytic review. Clinical Psychology Science and Practice, 18, 372–390.CrossRefGoogle Scholar
Forsetlund, L., Bjørndal, A., Rashidian, A., Jamtvedt, G., O’Brien, M.A., Wolf, F., Oxman, A.D. (2009). Continuing education meetings and workshops: Effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews, Issue 2. Art. No.: CD003030. doi: 10.1002/14651858.CD003030.pub2.CrossRefGoogle Scholar
Gregory, M.E., Feitosa, J., Driskell, T., Salas, E., & Vessey, W.B. (2013). Designing, delivering, and evaluating team training in organizations: Principles that work. In Salas, E., Tannenbum, S., Cohen, D. & Latham, G. (Eds.), Developing and enhancing teamwork in organizations: Evidence-based practice guidelines. San Francisco, CA: John Wiley & Sons.Google Scholar
Hayton, J.C., Allen, D.G., & Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organizational Research Methods, 7, 191–205.CrossRefGoogle Scholar
Herschell, A.D., Kolko, D.J., Baumann, BL., & Davis, A.C. (2010). The role of therapist training in the implementation of psychosocial treatments: A review and critique with recommendations. Clinical Psychology Review, 30, 448–466.CrossRefGoogle ScholarPubMed
Hughes, A.M., Gregory, M.E., Joseph, D.L., Sonesh, S.C., Marlow, S.L., Lacerenza, C.N., … Salas, E. (2016). Saving lives: A meta-analysis of team training in healthcare. Journal of Applied Psychology, 101, 1266–1304.CrossRefGoogle Scholar
Keebler, J.R., Dietz, A.S., Lazzara, E.H., Benishek, L.E., Almeida, S.A., Toor, P.A., Kind, H.B., & Salas, E. (2014). Validation of a teamwork perceptions measure to increase patient safety. BMJ Quality and Safety, 23, 718–726.CrossRefGoogle ScholarPubMed
King, H.B., Battles, J., Baker, D.P., Alonso, A., Salas, E., Webster, J., … Salisbury, M. (2008). TeamSTEPPS: Team strategies and tools to enhance performance and patient safety. In Henriksen, K., Battles, J.B., Keyes, M.A. & Grady, M.L. (Eds.), Advances in patient safety: New directions and alternative approaches (vol. 3: Performance and Tools, pp. 21–36). Rockville, MD: Agency for Healthcare Research and Quality (US).Google Scholar
Kutash, K., Duchnowski, A.J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research and Training Center for Children’s Mental Health.Google Scholar
Li, A. (2013). Teamwork climate and patient safety attitudes: Associations among nurses and comparison with physicians in Taiwan. Journal of Nursing Care Quality, 28, 60–67.CrossRefGoogle ScholarPubMed
MacCallum, R.C., Widaman, K.F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4, 84–99.CrossRefGoogle Scholar
Mahoney, J.S., Ellis, T.E., Garland, G., Palyo, N., & Greene, P.K. (2012). Supporting a psychiatric hospital culture of safety. Journal of the American Psychiatric Nurses Association, 18, 299–306.CrossRefGoogle ScholarPubMed
Manser, T. (2009). Teamwork and patient safety in dynamic domains of healthcare: A review of the literature. Acta Anastesiologica Scandinavica, 53, 143–151.CrossRefGoogle ScholarPubMed
Mayer, C.M., Cluff, L., Lin, W.T., Willis, T.S., Stafford, R.E., Williams, C., … Amoozegar, J.B. (2011). Evaluating efforts to optimize TeamSTEPPS implementation in surgical and pediatric intensive care units. The Joint Commission Journal on Quality and Patient Safety, 37, 365–374.CrossRefGoogle ScholarPubMed
Mellin, E.A. (2009). Unpacking interdisciplinary collaboration in expanded school mental health: A conceptual model for developing the evidence base. Advances in School Mental Health Promotion, 2, 4–14.10.1080/1754730X.2009.9715706CrossRefGoogle Scholar
Mellin, E.A., Bronstein, L., Anderson-Butcher, D., Amorose, A.J., Ball, A., & Green, J. (2010). Measuring interprofessional team collaboration in expanded school mental health: Model refinement and scale development. Journal of Interprofessional Care, 24, 514–523.CrossRefGoogle ScholarPubMed
National Academies of Sciences, Engineering, and Medicine. (2017). Training the future child health care workforce to improve behavioral health outcomes for children, youth, and families: Proceedings of a workshop-in brief. Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/24789.Google Scholar
Neily, J., Mills, P.D., Young-Xu, Y., Carney, B.T., West, P., Berger, D.H., … Bagian, J.P. (2010). Association between implementation of a medical team training program and surgical mortality. Journal of the American Medical Association, 304, 1693–1700.CrossRefGoogle ScholarPubMed
New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America. Final report. Rockville, MD: Author.Google Scholar
Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., … Hensley, M. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health, 38, 65–76.CrossRefGoogle ScholarPubMed
Sacks, G.D., Shannon, E.M., Dawes, A.J., Rollo, J.C., Nguyen, D.K., Russell, M.M., … Maggard-Gibbons, M.A. (2015). Teamwork, communication, and safety climate: A systematic review of interventions to improve surgical culture. BMJ Quality and Safety, 24, 458–467.10.1136/bmjqs-2014-003764CrossRefGoogle ScholarPubMed
Salas, E., & Rosen, M.A. (2013). Building high reliability teams: Progress and some reflections on team training. Quality and Safety in Healthcare, 22, 369–373.Google Scholar
Sanfey, H., McDowell, C., Meier, A.H., & Dunnington, G.L. (2011). Team training for surgical trainees. The Surgeon, Journal of the Royal Colleges of Surgeons of Edinburgh and Ireland, 9 (Suppl.1), S32–S34.CrossRefGoogle ScholarPubMed
Sawyer, T., Laubach, V.A., Hudak, J., Yamamura, K., & Pocrnich, A. (2013). Improvements in teamwork during neonatal resuscitation after interprofessional TeamSTEPPS training. Neonatal Network, 32, 26–33.CrossRefGoogle ScholarPubMed
Schmutz, J., & Manser, T. (2013). Do team processes really have an effect on clinical performance? A systematic literature review. British Journal of Anesthesia, 110, 529–544.10.1093/bja/aes513CrossRefGoogle ScholarPubMed
Sheppard, F., Williams, M., & Klein, V.R. (2013). TeamSTEPPS and patient safety in healthcare. American Society for Healthcare Risk Management, 32, 5–10.CrossRefGoogle ScholarPubMed
Stark, K.D., Arora, P., & Funk, C.L. (2011). Training in school psychologists to conduct evidence-based treatments for depression. Psychology in the Schools, 48, 272–282.CrossRefGoogle Scholar
Stead, K., Kumar, S., Schultz, T.J., Tiver, S., Pirone, C.J., Adams, R.J., & Wareham, C.A. (2009). Teams communicating through STEPPS. The Medical Journal of Australia, S11, S129–S132.Google Scholar
TeamSTEPPS National Implementation. (2013). Retrieved July 14, 2013, from https://www.teamsteppsportal.org.Google Scholar
Turner, P. (2012). Implementation of TeamSTEPPS in the emergency department. Critical Care Nursing Quarterly, 35, 208–212.CrossRefGoogle ScholarPubMed
U.S. Public Health Service. (2000). Report of the Surgeon General’s Conference on Children’s Mental Health: A National Action Agenda. Washington, DC: Department of Health and Human Services, Editor.Google Scholar
Wagner, E.H., Austin, B.T., Davis, C., Hindmarsh, M., Schaefer, J., & Bonomi, A. (2001). Improving chronic illness care: Translating evidence into action. Health Affairs 20, 64–78.CrossRefGoogle Scholar
Weaver, S.J., Rosen, M.A., DiazGranados, D., Lazzara, E.H., Lyons, R., Salas, E., … King, H.B. (2010). Does teamwork improve performance in the operating room? A multilevel evaluation. The Joint Commission Journal on Quality and Patient Safety, 36, 133–142.CrossRefGoogle ScholarPubMed
Weist, M.D., Mellin, E.A., Chambers, K.L., Lever, N.A., Haber, D., & Blaber, C. (2012). Challenges to collaboration in school mental health and strategies for overcoming them. Journal of School Health, 82, 97–105.CrossRefGoogle Scholar