Are role perceptions of residents and nurses translated into action?

BMC Medical Education

Research Article

Patricia Hudelson¹  Fabienne Maître²  Katherine S Blondon²  Guillemette Cottin³  Nu V Vu³  Fabienne Scherer⁴  Stéphane Cullati⁵  Virginie Muller-Juge⁶  Naïke Bochatay⁶  Georges L Savoldelli⁷  Mathieu R Nendaz⁸ 

[1] Department of Community Medicine, Primary Care and Emergency Medicine, Geneva University Hospitals, Geneva, Switzerland;Division of General Internal Medicine, Geneva University Hospitals, Geneva, Switzerland;Faculty of Medicine, University of Geneva, Geneva, Switzerland;Geneva University Hospitals, Geneva, Switzerland;Quality of Care Service, Geneva University Hospitals, Geneva, Switzerland;Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Rue Michel Servet 1, 1211, Geneva, Switzerland;Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Rue Michel Servet 1, 1211, Geneva, Switzerland;Division of Anesthesiology, Geneva University Hospitals, Geneva, Switzerland;Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Rue Michel Servet 1, 1211, Geneva, Switzerland;Division of General Internal Medicine, Geneva University Hospitals, Geneva, Switzerland;

关键词: Interprofessional collaboration;    Interprofessional education;    Professional identity;    Role perception;    Role clarity;    Mixed methods;   

DOI  :  10.1186/s12909-017-0976-2

 received in 2016-10-18, accepted in 2017-08-07,  发布年份 2017

来源: Springer

【 摘 要 】

BackgroundEffective interprofessional collaboration (IPC) has been shown to depend on clear role definitions, yet there are important gaps with regard to role clarity in the IPC literature. The goal of this study was to evaluate whether there was a relationship between internal medicine residents’ and nurses’ role perceptions and their actual actions in practice, and to identify areas that would benefit from more specific interprofessional education.MethodsFourteen residents and 14 nurses working in internal medicine were interviewed about their role perceptions, and then randomly paired to manage two simulated clinical cases. The authors adopted a general inductive approach to analyze the interviews. They identified 13 different role components that were then compared to data from simulations. Descriptive and kappa statistics were used to assess whether there was a relationship between role components identified in interviews and those performed in simulations. Results from these analyses guided a further qualitative evaluation of the relationship between role perceptions and actions.ResultsAcross all 13 role components, there was an overall statistically significant, although modest, relationship between role perceptions and actions. In spite of this relationship, discrepancies were observed between role components mentioned in interviews and actions performed in simulations. Some were more frequently performed than mentioned (e.g. “Having common goals”) while others were mentioned but performed only weakly (e.g. “Providing feedback”).ConclusionsRole components for which perceptions do not match actions point to role ambiguities that need to be addressed in interprofessional education. These results suggest that educators need to raise residents’ and nurses’ awareness of the flexibility required to work in the clinical setting with regard to role boundaries.

【 授权许可】

CC BY   
© The Author(s). 2017