Introduction Interprofessional collaboration in today's demanding healthcare environment has been recognized globally as a strategy to deliver safe, high quality patient-centered care (World Health Organization, 2010). Success in interprofessional collaboration is influenced by attitudes toward collaboration (Hind et al., 2003; King, Lee & Henneman, 1993). Moreover, attitudes of professionals from different disciplines toward their partners from other disciplines influence their perceptions and behavior in health care settings (Mackay, 2004).
Interprofessional education (IPE) offers a possible way to improve interprofessional collaboration and patient care. IPE is defined as an intervention where the members of more than one health or social …show more content…
International projects in the USA, Australia, Canada and UK are trying to implement interprofessional competency frameworks at differing stages of the professional development continuum (Canadian Interprofessional Health Collaborative, 2010; Hughes, 2007; Brownie, Thomas, McAllister & Groves, 2014) aimed at preparing students to collaborate in order to provide safe and high-quality services (Goldberg, Koontz, Rogers & Brickell, 2012). In their last review of IPE effectiveness comparing to no educational intervention, Reeves et al (2013) found most of the studies reviewed indicated that IPE produced positive outcomes in patient outcomes and collaborative team behavior. Despite its identified importance and proven accomplishments, IPE is still not the main model in health education; uniprofessinal education remains the dominant model worldwide for delivering education for health and social care …show more content…
Mizrahi & Berger (2005) found that nurses experienced resistance to collaboration by social workers who felt professionally threatened. A struggle for professional authority and independence has also been indicated between nurses, physicians and social workers, mainly due to role overlap and blurred professional boundaries (Abramson & Mizrahi, 1996; Davidson, 1990; Kulys & Davis, 1987; Snelgrove & Hughes, 2000). These findings suggest that there may be a connection between the relatively recent changes in nurses' professional role and team members' willingness to collaborate with them on an equal footing. There is a lack of information on this subject in the literature, even though nurses make up a major component of the healthcare sector, and dissatisfaction with their work environment was proven to be one of the primary reasons nurses leave the profession (Aiken et al., 2012; Van Bogaert et al., 2013). This study, therefore, examines the attitudes of Israeli nurses and their colleagues towards nursing in the context of the changes in nursing education and nurses' traditional role, exploring as well how these attitudes specifically relate to their willingness to engage in collaborative practice with
Interprofessional education (IPE) offers a possible way to improve interprofessional collaboration and patient care. IPE is defined as an intervention where the members of more than one health or social …show more content…
International projects in the USA, Australia, Canada and UK are trying to implement interprofessional competency frameworks at differing stages of the professional development continuum (Canadian Interprofessional Health Collaborative, 2010; Hughes, 2007; Brownie, Thomas, McAllister & Groves, 2014) aimed at preparing students to collaborate in order to provide safe and high-quality services (Goldberg, Koontz, Rogers & Brickell, 2012). In their last review of IPE effectiveness comparing to no educational intervention, Reeves et al (2013) found most of the studies reviewed indicated that IPE produced positive outcomes in patient outcomes and collaborative team behavior. Despite its identified importance and proven accomplishments, IPE is still not the main model in health education; uniprofessinal education remains the dominant model worldwide for delivering education for health and social care …show more content…
Mizrahi & Berger (2005) found that nurses experienced resistance to collaboration by social workers who felt professionally threatened. A struggle for professional authority and independence has also been indicated between nurses, physicians and social workers, mainly due to role overlap and blurred professional boundaries (Abramson & Mizrahi, 1996; Davidson, 1990; Kulys & Davis, 1987; Snelgrove & Hughes, 2000). These findings suggest that there may be a connection between the relatively recent changes in nurses' professional role and team members' willingness to collaborate with them on an equal footing. There is a lack of information on this subject in the literature, even though nurses make up a major component of the healthcare sector, and dissatisfaction with their work environment was proven to be one of the primary reasons nurses leave the profession (Aiken et al., 2012; Van Bogaert et al., 2013). This study, therefore, examines the attitudes of Israeli nurses and their colleagues towards nursing in the context of the changes in nursing education and nurses' traditional role, exploring as well how these attitudes specifically relate to their willingness to engage in collaborative practice with