Physician–nurse attitudes toward collaboration in Istanbul's public hospitals

Yıldırım, Ahmet; Ateş, Metin; Akinci, Fevzi; Roß, Thomas; Şelimen, Deniz; İşsever, Halim; Erdim, Aylin; Akgün, Meftun

doi:10.1016/j.ijnurstu.2004.07.007

Cited by 40 publications

(36 citation statements)

References 31 publications

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“…This scale has been translated into several languages (e.g. Spanish, Hebrew, Persian/Farsi, Turkish, Japanese, and Chinese) and used by medical and nursing education researchers in different countries (Yildirim et al 2005;Ardahan et al 2010;Hansson et al 2010;El Sayed & Sleem 2011;Onishi et al 2012). In a review article, this scale was listed among the recommended instruments for measuring physician-nurse collaborative relationships (Daugherty & Larson 2005).…”

Section: (12) the Medical Specialty Preference Inventorymentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

124

132

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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Section: (12) the Medical Specialty Preference Inventorymentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

124

132

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“…What has been written has often been opinion and rhetoric about nurse-doctor relations in general, rather than informed comment on research into context-specific nurse-doctor relationships (Stein, 1967;Sweet & Norman, 1995). However, more recently, such research has been reported, particularly from secondary and tertiary care settings (Budge, Carryer, & Wood, 2003;Hojat et al, 2003;Schmalenberg et al, 2005;Yildirim et al, 2005). Studies that have been conducted in primary care settings suggest that the societal context of primary care is likely to be especially important (McNair & Bryan, 1997;Williams & Sibbald, 1999).…”

Section: Introductionmentioning

confidence: 99%

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

Pullon

2008

Journal of Interprofessional Care

145

146

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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.

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“…In Turkey, some nurses complete vocational nursing high school and can begin to work in the healthcare system. Most nurses therefore do not have university degrees and are under the control of physicians as an auxiliary health professional (Yildirim et al, 2005).…”

Section: Mutual Accessibility and The Case Of Gender In The Work Placementioning

confidence: 99%

“…Yildirim et al (2005;p. 436) state, "Attitudes toward collaboration vary significantly by type of institution, job classification, physician's gender, and physician's employment status."…”

mentioning

confidence: 99%

Collaboration among Physicians and Nurses in Intensive Care Units: A Qualitative Study

Ergün¹,

Akinci²,

Kaptanoglu³

et al. 2017

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A health care transition project is currently underway in Turkey with the purpose of improving health care access, quality, and continuity of care by increasing patients' and health care professionals' satisfaction and cost effectiveness. Consequently, inter-professional collaboration in providing health care has a crucial role in increasing healthcare access, quality, and continuity of care in Turkey. This study aims to determine the factors influencing the collaborative experiences of nurses and physicians at intensive care units (ICUs). A qualitative research approach is used to determine how Turkish ICU nurses and physicians collaborate. Focus group, narrative analysis, and phenomenological approach methods are used to determine a qualitative framework for collaborations between nurses and physicians. A purposive sample of twelve physicians and twelve nurses were selected, and data were analyzed utilizing the content analysis method. The study was conducted in nine ICUs of three hospitals affiliated with two universities in Istanbul. Collaboration with three sub-themes (high, medium, and low) was identified. The results reveal an insufficient level of collaboration between physicians and nurses. Collaboration was identified as insufficient except for those nurses and physicians who had previously known each other. This relationship remains complex and unresolved, and needs to be understood and managed by ICU team leaders.

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Physician–nurse attitudes toward collaboration in Istanbul's public hospitals

Cited by 40 publications

References 31 publications

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

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

Collaboration among Physicians and Nurses in Intensive Care Units: A Qualitative Study

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