Nurse’s Role from Medical Students’ Perspective during Their Interprofessional Clinical Practice: Evidence from Lithuania

Abstract

Background: Attitudes towards interprofessional education are key factors that shape students’ behaviour during interprofessional practice. An interprofessional approach to training and practice is “unique”, important, and challenging. Interprofessional education allows for a deeper understanding and analysis of problems from perspectives different to those of “us”. The aim of the study was to assess medical students’ attitudes toward the nurse’s role during their interprofessional clinical practice. Methods: This study used a descriptive, correlational design. Results: Lithuanian medical students were statistically significantly more likely to think that the role of a nurse was clear and transparent to other professionals and that nurses exuded a high degree of professionalism, sought a high degree of involvement with the patient, and built deep relationships with the patients. Foreign medical students were statistically significantly more likely to believe that nurses worked more effectively alone than in a team and that they worked with the patients within their own professional field of knowledge rather than referring patients to other professionals. Conclusions: After 6 months of interprofessional training with nurses in the hospital, medical students gain a more clear professional picture of the role of the nurse.

Defining Physician–Nurse Efforts toward Collaboration as Perceived by Medical Students

“…In contrast, another study found that Lithuanian medical students had a greater knowledge of nurses’ functions after completing six months of interprofessional training alongside nurses in the hospital. However, in a foreign medical program of the same medical college that did not offer interprofessional training, students highlighted that nurses performed more efficiently alone than in a team, using primarily technical abilities, and communicated inadequately with patients [ 28 ]. These differences in the success of IPE integration may be due to a language barrier and cultural differences [ 4 , 29 ].…”

“…Additionally, their views regarding IPE significantly influence student attitudes during interprofessional practice. Therefore, medical students need interprofessional training from the first year of study to better grasp professional roles and duties, effective communication, and teamwork [ 28 ].…”

Interprofessional Education (IPE) dalam Keperawatan

“…Diyakini bahwa keberadaan pelayanan kesehatan komprehensif akan berdampak pada sistem kesehatan yang harus lebih baik dan menghasilkan pelayanan kesehatan yang komprehensif dan paripurna (Homeyer et al, 2018). Hal tersebut didasari oleh masalah kesehatan pada saat ini yang semakin kompleks dan untuk meningkatkan kepuasan tim kesehatan dalam bekerjasama menangani masalah kesehatan pasien (Blaževičienė et al, 2021). Selain itu, kolaborasi interprofesional telah didorong sebagai alur untuk meningkatkan pelayanan perawatan pasien (Vestergaard & Nørgaard, 2018).…”