While there is increasing pressure to work collaboratively in interprofessional teams, health professionals often continue to operate in uni‐professional silos. Leader inclusiveness is directed toward encouraging and valuing the different viewpoints of diverse members within team interactions, and has significant potential to overcome barriers to interprofessional team performance. In order to better understand the influence of leader inclusiveness, we develop and investigate a model of its effect incorporating two mediated pathways. We predict that leader inclusiveness enhances interprofessional team performance through an increase in shared team identity and a reduction in perceived status differences, and we argue that the latter pathway is contingent on professional diversity. Data from 346 members of 75 teams support our model, with team identity and perceived status differences mediating a significant effect of leader inclusiveness on performance. In addition, we found support for the moderating role of professional diversity. The results reinforce the critical role of leader inclusiveness in diverse teams, particularly interprofessional teams, and suggest that social identity and perceived status differences are critical factors mediating its impact on performance. © 2015 Wiley Periodicals, Inc.
Aim The aim of this study was to explore the reason for nurses’ participation in postregistration education. Background The study was located in one third level institution in Ireland and prospective candidates who applied to undertake a programme of studies were invited to complete the postal questionnaire and return it to the college anonymously in advance of commencing their studies. Method A descriptive survey research design was adopted with the use of a questionnaire for data collection. The respondents had an opportunity to make additional comments in a questionnaire, which generated some qualitative data. Results A total of 243 questionnaires were returned which represented a 46.7% response rate. The major reasons for participating in postregistration education were ‘to obtain promotion to a higher grade/position’ (99%) and ‘to enable me extend my clinical role’ (98%). Conclusion Investment in nursing education should take into account the reasons for participation in continuing education and professional development as identified in this study and in other studies so as to focus efforts that improve planning for long‐term continuing education and professional development. The adoption of such a strategic approach by employers will ensure more precise targeting of scarce continuing education and professional development resources. Equally, expectation without adequate investment is not realistic if the profession wants to move forward in this era of rapid change in the delivery of health care.
Transformational leadership has consistently been argued to enhance diverse team outcomes, yet related research has generated ambiguous findings. We suggest that effectiveness is enhanced in interprofessional teams when transformational leaders engender dynamics that are characterized by interprofessional motivation and openness Corresponding author:Rebecca Mitchell, Newcastle Business School, University of Newcastle, Newcastle, New South Wales 2308, Australia. Email: rebecca.mitchell@newcastle.edu.au 521645H UM0010.1177/0018726714521645Human RelationsMitchell et al. research-article2014 1096Human Relations 67 (9) to diversity. Drawing on the mood-as-information perspective, we argue that negative affective tone moderates the impact of these mediators on team effectiveness. Further, we suggest that this moderating role is such that conditions of high negative affect enhance the mediating role of interprofessional motivation, while low negative affect strengthens the mediating role of openness to diversity. In order to investigate these divergent effects, the current study develops a model of leadership and interprofessional team effectiveness through two pathways reflecting the parallel mediating effects of interprofessional motivation and openness to diversity, and a moderating role for negative affect. Findings from a survey-based study of 75 healthcare teams support the utility of this model. Keywords emotion in organizations, group communication, healthcare organizations, identity, leadershipTeams have been demonstrated to collaboratively direct a broader range of skills toward the completion of multifaceted and complicated tasks, which has led to their increased utilization across industries and countries (Mathieu et al., 2008). Interprofessional teams, which comprise different healthcare professions collaborating on service delivery and decision making, have been the focus of significant organizational investment, and can be beneficial for patients, staff and organizations (Canadian Health Services Research Foundation, 2008). However, a number of studies suggest that interprofessional teams do not necessarily perform effectively (Hudson, 2002) and this has prompted research into factors capable of enhancing their dynamics toward the achievement of valued outcomes (Mitchell et al., 2011).Transformational leadership, defined as a style of leadership that transforms followers to rise above their self-interest and challenges them to move beyond their current assumptions (Bass and Riggio, 2006;Pieterse et al., 2010), has been identified as providing significant potential returns for teams, particularly diverse teams (Mathieu et al., 2008). However, recent ambiguous findings suggest that this effect is not straightforward and have motivated research into the investigation of complex moderated and mediated pathways (Van Knippenberg et al., 2004). Investigating more complex models of transformational leadership potentially allows greater understanding of the mechanisms through which, and circumstances ...
Background: Interprofessional health care teams are increasingly utilized in health care organizations. Although there is support for their capacity to solve complex problems, there is also evidence that such teams are not always successful. In an effort to understand the capacity of interprofessional teams to innovate successfully, we investigate the role of cognitive diversity to establish whether and how knowledge differences lead to innovation. Purposes: The aim of this study was to construct and investigate a model of team innovation predicted by cognitive diversity. In addition to investigating the direct impact of cognitive diversity in interprofessional health care teams, we develop a model incorporating mediated and moderated effects. In this study, we explore the role of debate as a mediating factor capable of explaining the impact of cognitive diversity on innovation. We further propose that the link between cognitive diversity and innovation through debate is contingent upon trans-specialist knowledge, knowledge shared by health care professionals, spanning specialist divides and enabling mutual understanding. Methodology: The hypotheses were investigated using a cross-sectional, correlational design. Survey data received from 75 interprofessional teams employed in an acute care setting, representing a 36% response rate, were used to investigate our model. Findings: Analysis supports a significant relationship between cognitive diversity and debate, which is stronger when teams rate highly for trans-specialist knowledge. Results also support a positive relationship between debate and innovation and our full moderated mediated pathway. Practice Implications: A range of strategies are indicated by our results to increase innovation in interprofessional teams. In particular, interventions such as interprofessional education and training, which have been shown to facilitate the development of shared language and meaning, are recommended by our findings.
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