![]() Conclusion: These results imply that Team-Spirit Training for nurses could contribute to companionship, interdependency, importance of community, and future growth of oneself and the hospital team.įlipped classroom pedagogy is increasingly seen to be useful in the tertiary education sector and has recently been more frequently offered in nursing education. The 34 concepts were derived from the new nurses' statements. The derived 12 subcategories were intimacy, importance of companions, binding, partaking in difficulties, empowerment, observing rules, cooperation, consensus, self-pledge as a subordinator, motivating vision formation, developing professionalism, contribution and devotion. The following 4 categories also emerged companion, interdependency, importance of community, and future growth of myself and our community. TEAMSPIRIT TRAINING UPGRADEResult: The care category identified in new nurses trained in Team-Spirit was upgrade myself and our team. The content analysis method was used to derive the core-category, categories and concepts of Team-Spirit training for new nurses. Method: Data was collected through open-ended and self-reported questionnaires which were received from 47 new nurses who had finished team-spirit training for 2 days. Purpose: The purpose of this study was to identify the experiences of Team-Spirit training in new nurses. ![]()
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