Improving stereotypes: The impact of interprofessional education in pre-health students

Gunaldo, Tina Patel; Augustus‐Wallace, Allison; Brisolara, Kari Fitzmorris; Hicks, Marquita; Mercante, Donald E.; Synco, Tracee; Zorek, Joseph A.; Schilling, Denise Lynn

doi:10.1080/13561820.2020.1806218

Cited by 8 publications

(6 citation statements)

References 18 publications

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“…Also, it was a voluntary survey without any follow‐up approach personally and no incentive for participants. Previous research displayed a 20–30% response rate of an online survey without follow‐up contact, and almost 60% response rate with multiple approaches to participants (Patel Gunaldo et al, 2021). However, the acquired sample met this study's requirement for a single mediation analysis (Mackinnon et al, 2007; Sim et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

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Professional identity, job satisfaction, and intention to stay among clinical nurses during the prolonged COVID‐19 pandemic: A mediation analysis

Hanum

Wei

et al. 2022

Japan Journal Nursing Sci

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Aim This study aims to examine the relationship between professional identity and job satisfaction and their impact on intention to stay among clinical nurses in China during the prolonged COVID‐19 pandemic. Methods A cross‐sectional survey was conducted from April 30 to May 25, 2021, in China. Data were collected using professional identity, job satisfaction, and intention to stay questionnaires from 1425 clinical nurses. A single mediation analysis was utilized to test the interrelationship among the variables, and the STrengthening the Reporting of OBservational studies in Epidemiology (STROBE) checklist as a reporting guide. Results Nurses indicated a medium level of professional identity, job satisfaction, and intention to stay, with mean scores of 3.85, 3.25, and 3.47, respectively. The professional identity displayed positive indirect effect on nurses' intention to stay through job satisfaction (indirect effect = 0.498, 95% CI [0.439, 0.558]). Conclusion Cultivating professional identity among nurses can increase their job satisfaction and ultimately enhance the intention to stay in the nursing profession. However, this study also suggests paying more attention to job satisfaction to keep nursing retention. These may be helpful to retain the nursing workforce.

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Section: Methodsmentioning

confidence: 99%

“…A convenience sampling method was adopted to select the nurses in the First Affiliated Hospital of Kunming Medical University (Patel Gunaldo et al, 2021). Then we chose the participants purposefully according to the study goals (Andrade, 2021).…”

Section: Study Area and Samplingmentioning

confidence: 99%

Professional identity, job satisfaction, and intention to stay among clinical nurses during the prolonged COVID‐19 pandemic: A mediation analysis

Hanum

Wei

et al. 2022

Japan Journal Nursing Sci

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“…Research examining stereotypes among health care profession students revealed that health care students join their programs with pre-established stereotypes. Survey studies showed that pre-entry students perceived physicians as having the highest academic ability, strong leadership, and decision making, whereas nurses were perceived as team players, with practical and interpersonal skills [ 5 ], and lacking the ability to work independently [ 6 ]. Nurses and registered dietitians were perceived to have fewer leadership skills [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Facilitation of Interprofessional Education Programs: An Institutional Ethnography

Ezzeddine

Price

2021

Nursing Reports

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Interprofessional collaboration (IPC) among health care professionals has been identified as essential to enhance patient care. Interprofessional education (IPE) is a key strategy towards promoting IPC. Several factors including the nature of facilitation shape the IPE experience and outcomes for students. Stereotypes held by students have been recognized as a challenge for IPE and IPC. This study aimed to explore institutional rules and regulations that shape facilitators’ work in IPE interactions problematized by students’ stereotypes at a university in Atlantic Canada. Employing institutional ethnography as a method of investigation, data were collected through observations, interviews, focus groups, and written texts (such as course syllabi). Participants included three facilitators, two undergraduate nursing students, and two IPE committee members of an IPE program. Findings revealed four work processes conducted by facilitators in local IPE settings related to students’ stereotypes. These processes were shaped by translocal discourse and included the work used to form teams, facilitate student introductions to team members, facilitate team dynamics, and provide course content and context. Study results included the identification of several strategies to address student stereotypes and enhance collaboration, including directions for future curriculum decisions and the pedagogical organization of IPE.

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“…Importantly, it is necessary to implement an intentional training program for all dental students, faculty, and staff on interprofessional education and collaborative practice. Research evidence indicates that IPE is considered to be an essential element in modern health sciences education (Lash et al, 2014) and that engaging in IPE can reduce stereotyping, improve one's willingness and preparedness to collaborate with others (Gunaldo et al, 2020), and provide a greater appreciation of the roles and skills of other professionals in an interprofessional care team (McKinlay et al, 2019). Engaging in interprofessional learning can improve students' knowledge and skills in preparation for collaborative practice and increase favorable attitudes regarding various aspects of interdisciplinary teamwork, such as communication and shared problem-solving (Dyess et al, 2019).…”

Section: Strategies To Integrate Social Work Into Dental Settingsmentioning

confidence: 99%

A Collaborative Assessment of Barriers to Oral Health Care

Lyons

Schrader

Galyean³

et al. 2021

ASW

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Oral health disparities are pervasive. Interprofessional education and collaborative practice experiences may be a means to address this problem in oral healthcare settings. This project aimed to determine: (1) barriers involved in patients’ access to oral health care at an academic dental school clinic, (2) dental students’ perceived ability to address patients’ needs and/or care barriers, (3) the ability of current clinical operations’ to address access to care issues, and (4) the potential role of a licensed health care social worker integrated into the clinic. Investigators conducted three focus groups –one student group (n=5), one clinical staff group (n=7), and one clinical faculty group (n=5). Further, investigators administered two needs assessment surveys in the dental school – one with students, staff, and faculty (n=144) and the second with the school’s dental patients (n=150). Investigators employed descriptive and inferential statistical analyses to evaluate the survey data. Five principal barriers to oral health care for dental patients were identified from focus group and survey data, inclusive of patients, students, staff and faculty perspectives: (1) lack of financial means, (2) lack of/inadequate insurance, (3) limited/no transportation, (4) general health problems, and (5) language barriers. More female patients (38.7%) than male patients (8.1%) reported financial barriers to accessing oral care. Including licensed social workers in an academic dental clinic may help address patient barriers to care and support interprofessional collaborative practice.

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Improving stereotypes: The impact of interprofessional education in pre-health students

Cited by 8 publications

References 18 publications

Professional identity, job satisfaction, and intention to stay among clinical nurses during the prolonged COVID‐19 pandemic: A mediation analysis

Professional identity, job satisfaction, and intention to stay among clinical nurses during the prolonged COVID‐19 pandemic: A mediation analysis

Enhancing the Facilitation of Interprofessional Education Programs: An Institutional Ethnography

A Collaborative Assessment of Barriers to Oral Health Care

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