Effects of a TeamSTEPPS-Based Patient Safety Workshop on Undergraduate Nursing Students' Teamwork Perceptions and Communication-Related Knowledge.

AIM: To examine changes in undergraduate nursing students' teamwork perceptions and communication-related knowledge following a 4-h TeamSTEPPS-based patient safety workshop. DESIGN: A single-group pretest-posttest quasi-experimental study. METHODS: Third-year nursing students from Chongqing Medical University in China were recruited in October 2024. Fifty-three students attended a 4-h workshop delivered in a clinical skills centre; 51 provided matched pre- and post-test data. The intervention combined acute and critical care cases, mini-lectures, video-assisted teaching, role play, simulation, debriefing and repeat enactment of the same scenarios using TeamSTEPPS tools. Outcomes were measured using the Chinese TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) and a researcher-developed 30-item knowledge test on teamwork and effective communication. Paired-samples t tests were used for matched comparisons. RESULTS: The T-TPQ total score increased from 149.06 ± 15.18 to 159.45 ± 16.28. Significant improvements were also observed in team structure, leadership, situation monitoring, mutual support and communication. Knowledge test scores increased from 80.14 ± 18.29 to 87.33 ± 8.43. CONCLUSION: A brief, highly interactive TeamSTEPPS-based workshop may improve undergraduate nursing students' teamwork perceptions and communication-related knowledge in the short term. IMPACT: What problem did the study address? ○ Undergraduate nursing curricula need feasible patient safety teaching approaches that explicitly target teamwork and communication before students enter complex clinical environments. What were the main findings? ○ A 4-h workshop integrating authentic acute-care scenarios, simulation, debriefing, and TeamSTEPPS tools improved self-reported teamwork perceptions across all domains and improved knowledge scores. Where and on whom will the research have an impact? ○ Nursing educators may use brief, scenario-based TeamSTEPPS workshops as scalable pre-clinical or simulation-centre teaching strategies, while future studies should test longer-term behavioural transfer using objective teamwork measures. REPORTING METHOD: This study adhered to the TREND reporting guideline. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.