Implementing a Nurse-Shadowing Program for First-Year Medical Students to Improve Interprofessional Collaborations on Health Care Teams

Jain, Anjali; Luo, Eva; Yang, Jiameng; Purkiss, Joel; White, C. T.

doi:10.1097/acm.0b013e31826216d0

Cited by 45 publications

(44 citation statements)

References 16 publications

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“…The present study goes beyond prior research on interprofessional shadowing demonstrating improvements in knowledge and attitudes (Fougner & Horntvedt 2011, Jain et al 2012, Wright et al 2012, Rosen et al 2013, Shafran et al 2015). It shows that shadowing can yield insights for preclinical students that many physicians do not gain until residency or beyond.…”

Section: Discussionmentioning

confidence: 78%

“…Shadowing increases students’ respect for other healthcare professionals (Shafran et al 2015). Students who shadow nurses have increased openness to learning from nurses, knowledge about what nurses bring to the team, and respect for the knowledge and skills of nurses (Jain et al 2012). …”

Section: Introductionmentioning

confidence: 99%

“…Of the four interprofessional shadowing studies involving medical students, two utilized survey data to assess students’ attitudes (Jain et al 2012, Shafran et al 2015) with results as detailed above. The other two studies analyzed students’ written reflection papers.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional learning through shadowing: Insights and lessons learned

Kusnoor

Stelljes

2016

Medical Teacher

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Background Interprofessional education (IPE) aims to improve patient outcomes. Interprofessional shadowing improves students’ knowledge of different roles and attitudes toward other professionals. Aim This study evaluates (1) how pre-clinical medical students describe the roles of the healthcare professionals they shadowed, and (2) whether shadowing can be used to introduce medical students to the benefits of interprofessional collaboration, and if so, in what ways. Methods Second-year medical students shadow another discipline and write a reflection on the shadowed discipline’s role and collaboration in patient care. A non-proportional stratified random sample of these reflections was coded during an iterative process. Any number of the 13 possible codes could be assigned to each reflection. Codes relevant to the research questions underwent narrative analysis. Results The most frequent codes were ‘specific function of shadowed discipline (SD)’ (88%), ‘SD’s general purpose’ (86%), and ‘value of SD’s role’ (68%). One-third of reflections referenced ‘communication,’ and one-third mentioned ‘teamwork.’ Insights gained included an appreciation for interprofessional care and a global perspective on patient care, extending beyond the inpatient encounter. Conclusion Through shadowing, students achieve several IPE core competencies and a broader perspective on patient care. Shadowing is an effective pedagogical method for IPE in the pre-clerkship curriculum.

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Section: Discussionmentioning

confidence: 78%

Section: Introductionmentioning

confidence: 99%

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Interprofessional learning through shadowing: Insights and lessons learned

Kusnoor

Stelljes

2016

Medical Teacher

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“…[14] This study aimed to compare between nurses and physicians point of view regarding causes of conflict between them and resolution strategies used.…”

Section: Discussionmentioning

confidence: 99%

Nurses and physicians point of view regarding causes of conflict between them and resolution strategies used

Akel

Elazeem

2015

Clinical Nursing Studies

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Nursing is profession based on collaborative relationships with clients or patients and colleagues. Nurses who effectively deal with conflict demonstrating respect for their clients, their colleagues and the profession. This study was aimed at comparing between nurses and physicians point of view regarding causes of conflict between the first party and resolution strategies used. An analytic cross-sectional design was used in this study which was carried out in various medical departments and intensive care units at Ain Shams University Medical Hospital. A convenient sampling method was used to include 132 nurses and 139 physicians in this study. The researcher used two self-administrative questionnaires namely the conflict causes questionnaire and Thomas-Kilmann conflict mode instrument (TKI). Results demonstrates statistically significant differences between nurses and physicians in five out of the seven categories of factors that may cause conflict between them. The accommodative strategy was the most used by both nurses and physicians. The study concluded that the conflict resolution strategy most commonly used by both categories is the "accommodating strategy". The study recommends that health professionals must develop communication and interpersonal skills and understanding of causes, approaches and strategies of conflict management.

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“…16 Pre-and postprogram surveys revealed medical students' attitudes toward nurses improved and their knowledge of the profession increased. The University of Michigan, Ann Harbor, addressed the need for better nurse-physician collaboration by implementing a nurse shadowing program for its first year medical students.…”

Section: Education Foster Understandingmentioning

confidence: 99%