Groups: The Dynamic And Increasingly Complex World Of Health

Groups The dynamic and increasingly complex world of health care often

Emergency department teams operate within a highly dynamic and complex healthcare environment that demands seamless collaboration among diverse health professionals. These groups are formed with the purpose of delivering efficient, high-quality patient care, often involving physicians, nurses, technicians, and support staff. Understanding the stages of group development—forming, storming, norming, and performing—is essential to fostering effective teamwork in this setting. This paper reflects on a healthcare team I participated in, examines its progression through these stages, discusses my typical group role, and suggests strategies to enhance group functioning and address problematic roles.

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My recent experience involved a multidisciplinary team tasked with implementing a new patient safety protocol in a hospital’s intensive care unit (ICU). The primary goal of this team was to develop, communicate, and ensure adherence to evidence-based procedures aimed at reducing ventilator-associated pneumonia. The team consisted of ICU nurses, physicians, respiratory therapists, and quality improvement specialists. Our collective task was crucial for improving patient outcomes and meeting hospital safety standards.

The team formation journey began in the forming stage. During this initial phase, members introduced themselves, clarified roles, and expressed enthusiasm about the project’s importance. As we moved into the storming phase, conflicts arose over differing viewpoints on protocol implementation and resource allocation. Some team members were assertive and wanted swift decision-making, while others hesitated, fearing workflow disruptions. There was also tension regarding authority and responsibility distribution, which is typical of the storming stage. Recognizing these conflicts allowed us to foster open communication and mutual understanding, facilitating movement into the norming stage, where relationships stabilized, roles became clearer, and consensus was built on procedures and responsibilities.

In the norming stage, cooperative behaviors emerged, and team members began trusting one another. Regular meetings were established, and shared goals motivated collective efforts. We developed a team charter to formalize our commitments, which aligns with the recommendations from Mind Tools (2012). This charter clarified individual responsibilities and reinforced accountability, contributing to a cohesive unit. Finally, the team entered the performing stage, demonstrating high levels of collaboration, problem-solving capacity, and adherence to the protocol. Continuous feedback, mutual support, and a shared commitment to patient safety fueled this optimal functioning.

Reflecting on my role, I typically gravitated toward a facilitative position—encouraging participation, mediating conflicts, and ensuring communication remained open. My approach was consistent with group building and maintenance roles described by Marquis and Huston (2015), which emphasize fostering cohesion and facilitating collaboration. To further improve my contribution, I could adopt more strategic leadership behaviors, such as actively managing problematic roles, as outlined by Kaufman (2012). This might involve early identification of disruptive behaviors, providing direct feedback, and promoting a culture of constructive conflict resolution, all vital for maintaining team stability during the storming stage.

Regarding problematic roles, I observed certain individuals displaying behaviors characteristic of blockers—resisting change or new ideas—and dominators, who sought control over discussions. These roles can impede progress if unaddressed. Our team initially lacked structure to manage these behaviors, but we later introduced strategies inspired by the TeamSTEPPS model (Haynes & Strickler, 2014). This included establishing ground rules for respectful communication, promoting psychological safety, and encouraging active listening. As a leader, fostering an environment where each member feels valued and empowered to express concerns is essential for preventing or mitigating problematic roles (Lencioni, n.d.). Additionally, scheduled debriefs and conflict management sessions can help address issues proactively, ensuring the team remains focused on shared goals.

Applying these insights, I recognize the importance of clarity in roles and expectations, fostering open dialogue, and implementing structured conflict resolution strategies. As healthcare teams continue to evolve amidst increasing complexity, leadership that emphasizes trust, accountability, and effective communication is critical. Facilitating a collaborative environment not only enhances group cohesion and performance but ultimately results in safer, more effective patient care. Continuous learning about group dynamics and conflict management will enable me to contribute more effectively to multidisciplinary teams, fostering a culture of excellence and mutual respect in healthcare settings.

References

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• Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106.
• Lencioni, P. (n.d.). The five dysfunctions of a team. Table Group. Retrieved from https://www.tablegroup.com
• Marcus, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
• Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from https://www.mindtools.com
• Mind Tools. (2009). Team charters. Retrieved from https://www.mindtools.com
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