Abstract:
BACKGROUND:Interprofessional education is an important factor in facilitating subsequent interprofessional collaboration. Therefore, implementing this teaching strategy is important to increase the chances that future professionals will work effectively together. Group membership, status and the power differential among professional groups are factors that can hinder both interprofessional education and collaboration. From a psychosocial point of view, interprofessional education may be described as an intergroup context in which members of different status groups interact. It involves at least two main psychosocial processes: commitment to the profession and acceptance or challenge of interprofessional hierarchy. OBJECTIVES:The purpose of this research was to analyse the effects of professional commitment and social dominance orientation on attitudes toward interprofessional education. DESIGN:A cross-sectional design was conducted. PARTICIPANTS:A total of 137 nursing science students from an Italian university were enrolled in this research. METHODS:Participants were surveyed using a questionnaire measuring attitudes toward interprofessional education, professional commitment and social dominance orientation. RESULTS:The more that students showed social dominance orientation, the less they were willing to engage in interprofessional education. This effect was qualified by an interaction with professional commitment. When professional commitment was higher, social dominance orientation was weakly related to attitude toward interprofessional learning. CONCLUSIONS:These results suggest that there is a belief that professional hierarchy is deserved and that this may decrease a nursing student's engagement in interprofessional education; however, this may be contrasted by an increased professional commitment.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Sollami A,Caricati L,Mancini Tdoi
10.1016/j.nedt.2018.06.009subject
Has Abstractpub_date
2018-09-01 00:00:00pages
141-145eissn
0260-6917issn
1532-2793pii
S0260-6917(18)30240-5journal_volume
68pub_type
杂志文章abstract:BACKGROUND:In the European context regulated by the Bologna Process principles, there is little evidence to date on the different profiles, if any, of nursing students enrolled in the 1st academic year and their academic outcomes. AIMS:To describe and compare the nursing student profiles and their academic outcomes at...
journal_title:Nurse education today
pub_type: 杂志文章,多中心研究
doi:10.1016/j.nedt.2015.12.013
更新日期:2016-03-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2012.04.003
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2013.03.006
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journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1016/j.nedt.2008.07.005
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2015.08.023
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journal_title:Nurse education today
pub_type: 杂志文章,评审
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2009.03.003
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journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1016/0260-6917(93)90023-u
更新日期:1993-04-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2015.05.021
更新日期:2015-11-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2009.02.004
更新日期:2009-08-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2016.03.030
更新日期:2016-07-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2013.02.012
更新日期:2014-01-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2018.09.001
更新日期:2018-12-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2011.10.015
更新日期:2012-08-01 00:00:00
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journal_title:Nurse education today
pub_type: 临床试验,杂志文章
doi:10.1016/j.nedt.2016.07.006
更新日期:2016-10-01 00:00:00
abstract::The history of the education of nurses to care for sick children is notable on two counts. First, that the advent of training for nurses in the care of children pre-dates that of nurses caring for adults. Second, that it is a history fraught with prejudice, threats and misapprehensions. Certain key issues recur throug...
journal_title:Nurse education today
pub_type: 历史文章,杂志文章
doi:10.1016/s0260-6917(03)00028-5
更新日期:2003-07-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2017.09.002
更新日期:2017-12-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1016/j.nedt.2010.10.013
更新日期:2011-10-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2016.11.022
更新日期:2017-02-01 00:00:00
abstract::The Internet... a Web of information technology. The potential exists now and increasingly in the future to use this technology to deliver widely distributed, creative, innovative learning to students across vast distances and at times which suit individual needs. The implications of this technology for nurse educatio...
journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1054/nedt.1999.0440
更新日期:2000-07-01 00:00:00
abstract::The ethical demands of professional nursing practice are considered, and the concept of Agency is offered as a potentially useful part of the nurses conceptual equipment for such practice. The pressures of working in large organisations are suggested to be inimical to a sense of Agency, and it is also suggested that s...
journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/0260-6917(93)90101-7
更新日期:1993-06-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2017.07.006
更新日期:2017-10-01 00:00:00
abstract::This paper will present the work of users, students and lecturers involved in the delivery of Mental Health pre-registration education, focusing on client assessment. Users from local mental health representative organizations, attend a series of college-based sessions to evaluate student's client review presentations...
journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1054/nedt.2001.0669
更新日期:2001-11-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2012.11.017
更新日期:2013-07-01 00:00:00
abstract:PURPOSE:This study aimed to compare the effects of the problem-based learning (PBL) method with the traditional lecture method on learning in the cardiorespiratory nursing section of the Adult Health Nursing course. METHOD:A pretest-posttest experimental design was used. A total of 71 second-year nursing students in a...
journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2005.11.002
更新日期:2006-05-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2014.12.022
更新日期:2015-04-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1016/j.nedt.2018.03.005
更新日期:2018-06-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2008.10.003
更新日期:2009-05-01 00:00:00
abstract:OBJECTIVE:This study sought to understand the effects of a pedagogical resource combining a multi-moment debriefing model with reflective journaling that is designed to develop reflective competence. DESIGN:A qualitative educational study was used with an instrumental case study design. Participating in the study were...
journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2020.104520
更新日期:2020-09-01 00:00:00
abstract::Nurse lecturers are becoming more aware of the opportunities that web 2.0 offers and are slowly moving into the world of cyber-teaching. However, few consider the legal ramifications of this new teaching trend and how vulnerable they may be when posting information or teaching materials to the World Wide Web. The purp...
journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2009.11.008
更新日期:2010-08-01 00:00:00