BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Vrije Universiteit Amsterdam//NONSGML v1.0//EN NAME:PhD defence F.S. Dijkstra METHOD:PUBLISH BEGIN:VEVENT DTSTART:20260211T114500 DTEND:20260211T131500 DTSTAMP:20260211T114500 UID:phd-defence-f-s-dijkstra@8F96275E-9F55-4B3F-A143-836282E12573 CREATED:20260924T213251 LOCATION: SUMMARY:PhD defence F.S. Dijkstra X-ALT-DESC;FMTTYPE=text/html:

Does one size fit al l?

Collaborating under stress in healthcare requires tail ored approaches, not standard training

Healthcare professional s often have to work under intense pressure with colleagues they bare ly know. Yet training in collaboration under stress is still rarely a structural part of healthcare education. Research by education and f amily scientist Femke Dijkstra shows that a single, fixed training fo rmula does not work. Effective training requires a tailored approach in which stress is deliberately and safely integrated.

When it really matters, teamwork must come naturally

I n the emergency department, during resuscitation, or when a patient s uddenly deteriorates, doctors and nurses must act quickly. Teams chan ge constantly and the pressure is high. In such moments, effective co mmunication is crucial for patient safety. Research shows, however, t hat collaboration under stress differs significantly from teamwork in calm situations - and that education does not yet sufficiently addre ss this. Dijkstra demonstrates that stress affects not only technical skills, but also how people listen, make decisions, and communicate with one another.

Learning from the police and nuclear power plants

To better understand what teams need unde r pressure, Dijkstra deliberately looked beyond healthcare. She began with a literature review of sectors where working under stress is an everyday reality, such as policing and nuclear power plants. She com bined these insights with interviews with doctors and nurses about th eir experiences in acute situations. In addition, she observed health care teams during a resuscitation competition and analyzed how commun ication and leadership take shape under time pressure. Finally, she e xamined how nursing students themselves view learning to collaborate in stressful situations.

No “one size fits all”

A key conclusion is that healthcare professionals and stu dents differ greatly in how they experience stress and in what they n eed to collaborate effectively. Some learn best by being directly exp osed to realistic pressure, while others need more structure, reflect ion, or a gradual buildup. This makes a standard, one-size-fits-all t raining approach ineffective.

Based on her research, Dijkstra d eveloped training principles to help educators design more flexible a nd realistic education. For example, students can practice in simulat ion training where they collaborate under time pressure with unfamili ar colleagues - safe, yet highly realistic.

Directly ap plicable in healthcare education and beyond

The findin gs are relevant for nursing and medical education programs, healthcar e organizations, and healthcare professionals. On a small scale, the insights are already being applied within Dijkstra’s own program, w ith broader implementation possible in the near future. Ultimately, p atients also benefit: better collaboration under stress reduces the r isk of errors when it matters most. The developed principles are not exclusive to healthcare; sectors such as ambulance services, fire bri gades, and the police can also use them to better prepare teams for w orking together under pressure.

More information on the the sis

DESCRIPTION: Does one size fit all?
Collaborating under stress in healthcare requires tailored approaches, not standard training
He althcare professionals often have to work under intense pressure with colleagues they barely know. Yet training in collaboration under str ess is still rarely a structural part of healthcare education. Resear ch by education and family scientist Femke Dijkstra shows that a sing le, fixed training formula does not work. Effective training requires a tailored approach in which stress is deliberately and safely integ rated.When it really matters, teamwork must come naturallyIn the emergency department, during resuscitation, or when a pa tient suddenly deteriorates, doctors and nurses must act quickly. Tea ms change constantly and the pressure is high. In such moments, effec tive communication is crucial for patient safety. Research shows, how ever, that collaboration under stress differs significantly from team work in calm situations - and that education does not yet sufficientl y address this. Dijkstra demonstrates that stress affects not only te chnical skills, but also how people listen, make decisions, and commu nicate with one another.Learning from the police and nuclear power plantsTo better understand what teams need under press ure, Dijkstra deliberately looked beyond healthcare. She began with a literature review of sectors where working under stress is an everyd ay reality, such as policing and nuclear power plants. She combined t hese insights with interviews with doctors and nurses about their exp eriences in acute situations. In addition, she observed healthcare te ams during a resuscitation competition and analyzed how communication and leadership take shape under time pressure. Finally, she examined how nursing students themselves view learning to collaborate in stre ssful situations.No “one size fits all”A key con clusion is that healthcare professionals and students differ greatly in how they experience stress and in what they need to collaborate ef fectively. Some learn best by being directly exposed to realistic pre ssure, while others need more structure, reflection, or a gradual bui ldup. This makes a standard, one-size-fits-all training approach inef fective.Based on her research, Dijkstra developed training principles to help educators design more flexible and realistic education. For example, students can practice in simulation training where they coll aborate under time pressure with unfamiliar colleagues - safe, yet hi ghly realistic.Directly applicable in healthcare education an d beyondThe findings are relevant for nursing and medical ed ucation programs, healthcare organizations, and healthcare profession als. On a small scale, the insights are already being applied within Dijkstra’s own program, with broader implementation possible in the near future. Ultimately, patients also benefit: better collaboration under stress reduces the risk of errors when it matters most. The de veloped principles are not exclusive to healthcare; sectors such as a mbulance services, fire brigades, and the police can also use them to better prepare teams for working together under pressure.More inform ation on the thesis END:VEVENT END:VCALENDAR