Interprofessional undergraduate students talk about nurses and nursing: A qualitative study

Crawford, Ruth; Gallagher, Peter; Harding, Thomas; McKinlay, Eileen; Pullon, Sue

doi:10.1016/j.nedt.2015.12.021

Cited by 10 publications

(19 citation statements)

References 21 publications

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“…However, comparison between the students who answered both surveys and those who only answered one (either the pre- or post-survey) showed the samples were broadly consistent. Analyses of successive end of rotation focus group data from the TIPE students (with similar response rates to the end of rotation questionnaires) have been previously reported [ 27 , 36 ], further supporting and extending the findings of this study.…”

Section: Discussionsupporting

confidence: 88%

“…Survey data collected from students consisted of a) end-of-rotation questionnaires and b) year-start and year-end questionnaires, not only from students who participated in the TIPE programme (TIPE students), but also from a cohort of comparable peers who had not participated (non-TIPE students). End of rotation focus group data were also collected and analyzed, with results reported previously [ 27 , 36 ].…”

Section: Methodsmentioning

confidence: 99%

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Transition to practice: can rural interprofessional education make a difference? A cohort study

et al. 2016

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BackgroundThe transition from student to health practitioner at entry-to-practice is complex, requiring critical acquisition of collaborative practice skills. In rural communities where health need is multidimensional, there is potential for multiple intentional collaborative learning objectives to be met concurrently. A five-week, rurally-located, clinically-based interprofessional programme was introduced as a transition-to-practice rotation for final-year, pre-registration health professional students in the professions of dentistry, dietetics, medicine, nursing, pharmacy and physiotherapy. The programme integrated learning objectives in four related domains: interprofessional practice; hauora Māori (Māori health); rural health; long-term condition management. This study investigated student learning experiences over the first two complete years of the programme, comparing responses from participating students with those from a cohort of non-participating peers.MethodsUsing a pre and post quasi-experimental design, respondents from two successive student year cohorts completed questionnaires at the start and end of their final year. Additional survey data were collected from participating students at the end of each rotation.Results131 students participated in the programme during 2013–2014. Participating student respondents (55/131;42 %) reported being significantly better prepared than a cohort of 56 non-participating colleagues in many aspects of their understanding of and knowledge about each of four key learning domains. 94 % (123/131) of programme participants completed end-of-rotation questionnaires. Positive from the outset (mean 5-point Likert scale scores between 3 and 5; 5 = most positive), student satisfaction further increased across all domains in the second year (mean 5-point Likert scale scores between 4 and 5).ConclusionsAt entry-to-practice level, multiple learning objectives, including indigenous health learning, can be met simultaneously in the clinical context within an integrated, rotational programme. Rural settings are highly suitable for delivering such programmes if well supported.

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Section: Discussionsupporting

confidence: 88%

Section: Methodsmentioning

confidence: 99%

Transition to practice: can rural interprofessional education make a difference? A cohort study

et al. 2016

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“…Evaluation of the TIPE program has included analysis of successive end‐of‐rotation survey and focus group data, 22,23 pre‐ and post‐survey data from students 17 and health provider, local staff and discipline‐specific program leader feedback 24 …”

Section: Introductionmentioning

confidence: 99%

Five years on: Influences on early career health professionals from a rural interprofessional pre‐registration immersion program

Pullon

Garrett

Garnett

et al. 2021

Australian J Rural Health

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Objective To ascertain former students' perceptions of and influences from a final‐year pre‐registration, rurally located, clinically based, 5 week interprofessional program on their subsequent work and career in the health professions. Design Online survey delivered 5 years post‐program (4 years post‐graduation). Setting The Tairāwhiti interprofessional education program was first undertaken in 2012/2013 by students from six health professional degree programs (dentistry, dietetics, medicine, nursing, pharmacy and physiotherapy) in the Tairāwhiti region, New Zealand. Participants Health professionals who attended the Tairāwhiti interprofessional education program in 2012/2013 as students were invited to participate; 70 of 86 (81%) responded in 2017/2018. Results Five years on, most respondents (91%;64/70) were working as health professionals, with a fifth (23%;15/64) working overseas. Of those currently practising in New Zealand, 51% (24/47) were working in hospital practice and 49% (23/47) in the community, with 56% (27/48) working in metropolitan areas and 44% (21/48) in regional/rural locations. Of the 51 respondents who provided free‐text comments about perceived influences of program participation, the majority described positive influences on their clinical practice as health professionals or their subsequent career choices. Five themes emerged from the free‐text data: ‘made me a better clinician’; ‘made me consider rural/regional work’; ‘collaborating for care’; ‘choosing an area of practice to work in,’ and ‘little or no impact.’ Conclusion This work reports positive influences on subsequent careers among respondents who had previously participated as final‐year students in a rurally located IPE program, particularly with respect to interprofessional working, rural health, and contextual and cultural influences.

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“…In a study conducted by Crawford et al (2016) involving last-year undergraduate students from seven different undergraduate degrees (dentistry, dietetics, medicine, nursing, occupational therapy, pharmacy and physiotherapy) reported that students from other professions perceive nursing differently through interprofessional education, and they do not only learn about the profession but also fail to explain the roles of nurses 35 . A short learning intervention among professions focusing on communication was performed using medical (n = 23) and nursing (n = 79) students by Liaw et al (2014) who showed that positive attitudes towards physician-nurse co-operation and stereotypes can be achieved 6 .…”

Section: Discussionmentioning

confidence: 99%

İntörn hekimlerin hemşirelik mesleği ile ilgili algıları: nitel bir araştırma

Çetinkaya

Rahman

Elbi

et al. 2019

Cukurova Medical Journal

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The aim of this study was to determine how the concept of 'nursing' was perceived by intern doctors working at a medical faculty hospital. Materials and Methods: This study used a qualitative approach. The study was conducted at a medical faculty with intern doctors using the word association test, and a conceptual analysis of the nursing profession was conducted. Study participants comprised 54 intern doctors (30 males and 24 females) who voluntarily participated in the study, and the saturation point was considered (n=54). Results: Tags and frequency numbers of the themes were as follows: task conflict (f=62), negative perception burden (f=128) and professional nursing perception (f=117). The participants stated that nurses sometimes acted as physicians (occupational disorder). Nursing-related professional identity items included expressions such as altruism, devotion and self-sacrifice. The participants expressed a negative perception of nursing (e.g. sullenness and aggressiveness). Conclusion: According to the results of the study, negative perception about nursing is dominant among the intern doctors. At the point of changing relations between colleagues, interprofessional education can be applied at the undergraduate level. Joint courses should be conducted under the name of doctor-nurse cooperation. However, the answers to some questions in clinical practice can help improve professional cooperation between nurses and physicians: Why cannot we turn negative perception into a positive one? And can interprofessional learning help? Amaç: Bu çalışmanın amacı Tıp fakültesi hastanesinde çalışan intörn hekimlerin "hemşirelik" mesleğini nasıl algılandığını belirlemektir. Gereç ve Yöntem: Bu çalışmada nitel bir yaklaşım kullanılmıştır. Araştırma, kelime ilişkilendirme testi kullanılarak, tıp fakültesinde intörn hekimler ile yürütülmüş ve hemşirelik mesleğinin kavramsal analizi yapılmıştır. Çalışma katılımcıları çalışmaya gönüllü olarak katılan 54 intörn hekimden (30 erkek ve 24 kadın) oluşmuş ve veri saturasyonu ile örneklem büyüklüğü belirlenmiştir (n = 54).. Bulgular: Temaların etiketleri ve sıklık sayıları şu şekildedir: görev çatışması (f = 62), negatif algı yükü (f = 128) ve profesyonel hemşirelik algısı (f = 117). Katılımcılar, hemşirelerin bazen hekim gibi davrandıklarını (meslek hastalıkları) belirtti. Hemşirelikle ilgili profesyonel kimlik öğeleri, özgecilik, bağlılık ve fedakarlık gibi ifadeleri içeriyordu. Katılımcılar olumsuz bir hemşirelik algısı (örneğin, somurtkanlık ve saldırganlık) dile getirdiler. Sonuç: Çalışma sonuçlarına göre, intörn hekimler arasında hemşirelik ile ilgili olumsuz algı hakimdir. Profesyoneller arası ilişkileri değiştirme noktasında, lisans düzeyinde meslekler arası öğrenme uygulanabilir. Hekim-hemşire işbirliği adı altında ortak dersler yürütülmelidir. Bununla birlikte, klinik uygulamada bazı soruların yanıtları hekim ve hemşireler arasında profesyonel işbirliğini geliştirmeye yardımcı olabilir: Neden olumsuz algıyı olumlu bir düşünceye çeviremiyoruz? ve bu süreçte meslekler ar...

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Interprofessional undergraduate students talk about nurses and nursing: A qualitative study

Cited by 10 publications

References 21 publications

Transition to practice: can rural interprofessional education make a difference? A cohort study

Transition to practice: can rural interprofessional education make a difference? A cohort study

Five years on: Influences on early career health professionals from a rural interprofessional pre‐registration immersion program

İntörn hekimlerin hemşirelik mesleği ile ilgili algıları: nitel bir araştırma

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