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Identifying Curricular Gaps in Teamwork Education: An Analysis of Nigerian Nursing Students’ Knowledge of Teamwork Processes

V. Wagozie, E. I. Ezebuiro, E. Amachree, C. Nmerukini, V. Obaroh

Abstract

Background: Effective interprofessional teamwork is fundamental to ensuring patient safety, reducing medical errors, and improving the quality of healthcare delivery. However, in many healthcare systems, particularly in resource-constrained settings like Nigeria, teamwork education is often inadequately integrated into the formal curricula of health professional training. Aim: This study aimed to critically analyse the knowledge of specific teamwork processes among Nigerian nursing students to identify potential gaps in their formal teamwork education and training. Methodology: A descriptive cross-sectional study was conducted among 218 clinical nursing students from levels 200 to 500 at the University of Port Harcourt, Nigeria. Participants were selected using a stratified random sampling method with proportionate allocation. Data were collected using a structured, self-administered questionnaire designed to assess knowledge of general teamwork concepts and specific teamwork processes. Data analysis was performed using SPSS version 27.0, involving descriptive statistics and Analysis of Variance to determine associations between demographic variables and knowledge scores. A p-value of <0.05 was considered statistically significant. Results: While a majority of students (73.9%) reported general awareness of interprofessional teamwork, a significant analysis of their knowledge of specific processes revealed critical deficiencies. The least understood processes were conflict resolution and management (1.38%) and team communication (3.21%). In contrast, processes like shared decision-making (21.10%) and mutual performance monitoring (19.27%) were better understood. Statistical analysis revealed significant associations between knowledge of teamwork processes and students' age (p=0.046), gender (p<0.001), academic level (p<0.001), and religion (p=0.007). Notably, knowledge scores paradoxically decreased among some senior-level students compared to their junior counterpar

Keywords

TeamworkInterprofessional EducationCurricular GapsNursing StudentsPatient SafetyNigeriaHealthcare Education

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