Competence, respect and trust: Key features of successful interprofessional nurse-doctor relationships

Abstract

Professional relationships between doctors and nurses have often been seen as problematic, a barrier to effective collaborative practice, yet little is known about the intrinsic nature of such relationships in the primary care context. This study set out to explore roles of, and relationships between, nurses and doctors currently working in New Zealand primary care settings. Using a qualitative methodology, data were collected using in-depth interviews with 18 individual nurses and doctors working in primary care settings in Wellington, New Zealand. Doctors' and nurses' perceptions of their own and each others' roles, and the perceived relationships between individuals from both disciplinary groups were explored, using principles of naturalistic enquiry in a mixed method of analysis. The study findings indicate that effective interprofessional relationships between individual doctors and nurses can, and often do, exist in New Zealand primary care settings, although they are not universal. The identification and separation of vocational and business roles, and the development of professional identity, form the basis for a theory of trust development in nurse-doctor interprofessional relationships in New Zealand primary care. Professional identity is related to demonstration of professional competence, in turn related to development of mutual interprofessional respect and enduring interprofessional trust.

Learnings and challenges to deploy an interprofessional and independent medical education programme to a new audience

“…According to Pullon’s [21] research findings, working together for the common goal of patient health and recognising their respective skill sets leads to respect and interprofessional trust. Change in clinical practice behaviours as a result of IPE occurs when: (1) the education emphasises the participants’ common goals or experience; (2) encourages respect and trust; and (3) provides an opportunity to share differing opinions and experiences in a safe environment.…”

Influencing Student Attitudes Through a Student-Directed Interprofessional Learning Activity: A pilot study

“…Likewise, the positive change in the prestige sub-scale suggests the IPL activity assisted individuals to feel more respected by other professions. This has important implications for working interprofessionally in the future as highlighted by Pullon (2008). In her study exploring relationships between primary care nurses and doctors, Pullon identified that an understanding of one's own and the other health professionals' professional identities "… enabled demonstration of competence, the gaining of mutual respect and the ultimate development of resilient interprofessional trust" (2008: 142).…”

A Pilot Study to Evaluate the Introduction of an Interprofessional Problem-based Learning Module

“…IPE strives to diminish the development of early stereotypes and positively influence the development of more positive professional attitudes. IPE is perceived as important for the development of mutual professional respect and trust (Pullon, 2008). Becoming a member of an interprofessional team is an experiential process requiring an interactive approach to learning.…”