Professional Stereotypes of Interprofessional Education Naive Pharmacy and Nursing Students

Abstract

Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive.

Interprofessional Education (IPE) in Developing Countries: Challenges and Lesson Learnt from its Implementation in the United Kingdom: A Systematic Review

“…Another factor that encourages the synergetic interactions between students from different professions is a balance of professions during interactions (Thurston, Chesson, Harris, & Ryan, 2017). The unbalanced proportion of students from the variety of disciplines involved in an IPE session will create a sense of professional domination, which can create a gap between professional students (Thurston et al, 2017).…”

“…It is important that students identify and eliminate the wrong perceptions and stereotypes of other professions so that they can develop an effective collaboration on interprofessional teams (Hammick et al, 2007). Professional stereotypes that emerged during interprofessional learning may impede the ability of a team to work together and prevent effective communication between professional students (Thurston et al, 2017). This could be a barrier to implementing the IPE course.…”

“…In this condition, the role of faculty leader will be very important, especially in conducting regular meetings among IPE facilitators from different professions, giving the opportunity to share and evaluate interprofessional teaching approach within their wider interprofessional curricula (Reeves et al, 2007). Not less important, the faculty leader who provides opportunities for lecturers to attend training can improve their knowledge and skills in delivering an interprofessional course and create an interactive learning approach (Thurston et al, 2017).…”

“…The administrative barriers, that arise in the management of IPE programmes, call them as internal inhibitors (unequal numbers of student groups, campus distance, and different academic calendars) and external inhibitors (program accreditation, funds) (Rotz & Duenas, 2016). All stakeholders should coordinate to discuss these factors before starting the IPE programme (Thurston et al, 2017).…”

You are What You Wear: Unless You Moved—Effects of Attire and Posture on Person Perception

“…The reason for this choice was that these uniforms actually have a certain similarity in style -thus, aspects such as form fittedness and coverage are controlledbut very different associations. Stereotypical associations see nurses as high in interpersonal skills (Thurston, Chesson, Harris, & Ryan, 2017). Military uniforms carry a contrasting cultural message of aggression (cf.…”