"They have no idea of what we do or what we know": Australian graduates' perceptions of working in a health care team

Ebert, L; Hoffman, K; Levett-Jones, T; Gilligan, C

"They have no idea of what we do or what we know": Australian graduates' perceptions of working in a health care team

Ebert, L Hoffman, K Levett-Jones, T

Gilligan, C

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Publication Type:: Journal Article
Citation:: Nurse Education in Practice, 2014, 14 (5), pp. 544 - 550
Issue Date:: 2014-01-01

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Field	Value	Language
dc.contributor.author	Ebert, L	en_US
dc.contributor.author	Hoffman, K	en_US
dc.contributor.author	Levett-Jones, T https://orcid.org/0000-0003-4279-8957	en_US
dc.contributor.author	Gilligan, C	en_US
dc.date.available	2014-06-16	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	Nurse Education in Practice, 2014, 14 (5), pp. 544 - 550	en_US
dc.identifier.issn	1471-5953	en_US
dc.identifier.uri	http://hdl.handle.net/10453/118722
dc.description.abstract	© 2014 Elsevier Ltd. Globally it has been suggested that interprofessional education can lead to improvements in patient safety as well as increased job satisfaction and understanding of professional roles and responsibilities. In many health care facilities staff report being committed to working collaboratively, however their practice does not always reflect their voiced ideologies. The inability to work effectively together can, in some measure, be attributed to a lack of knowledge and respect for others' professional roles, status and boundaries. In this paper, we will report on the findings of an interpretative study undertaken in Australia, focussing specifically on the experiences of new graduate nurses, doctors and pharmacists in relation to 'knowing about' and 'working with' other health care professionals. Findings indicated there was little understanding of the roles of other health professionals and this impacted negatively on communication and collaboration between and within disciplines. Furthermore, most new graduates recall interprofessional education as intermittent, largely optional, non-assessable, and of little value in relation to their roles, responsibilities and practice as graduate health professionals. Interprofessional education needs to be integrated into undergraduate health programs with an underlying philosophy of reciprocity, respect and role valuing, in order to achieve the proposed benefits for staff and patients.	en_US
dc.relation.ispartof	Nurse Education in Practice	en_US
dc.relation.isbasedon	10.1016/j.nepr.2014.06.005	en_US
dc.subject.classification	Nursing	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Focus Groups	en_US
dc.subject.mesh	Cooperative Behavior	en_US
dc.subject.mesh	Professional Role	en_US
dc.subject.mesh	Interprofessional Relations	en_US
dc.subject.mesh	Medical Staff, Hospital	en_US
dc.subject.mesh	Nursing Staff, Hospital	en_US
dc.subject.mesh	Pharmacists	en_US
dc.subject.mesh	Pharmacy Service, Hospital	en_US
dc.subject.mesh	Patient Care Team	en_US
dc.subject.mesh	Australia	en_US
dc.subject.mesh	Female	en_US
dc.subject.mesh	Male	en_US
dc.subject.mesh	Patient Safety	en_US
dc.title	"They have no idea of what we do or what we know": Australian graduates' perceptions of working in a health care team	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	14	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	14	en_US

Abstract:

© 2014 Elsevier Ltd. Globally it has been suggested that interprofessional education can lead to improvements in patient safety as well as increased job satisfaction and understanding of professional roles and responsibilities. In many health care facilities staff report being committed to working collaboratively, however their practice does not always reflect their voiced ideologies. The inability to work effectively together can, in some measure, be attributed to a lack of knowledge and respect for others' professional roles, status and boundaries. In this paper, we will report on the findings of an interpretative study undertaken in Australia, focussing specifically on the experiences of new graduate nurses, doctors and pharmacists in relation to 'knowing about' and 'working with' other health care professionals. Findings indicated there was little understanding of the roles of other health professionals and this impacted negatively on communication and collaboration between and within disciplines. Furthermore, most new graduates recall interprofessional education as intermittent, largely optional, non-assessable, and of little value in relation to their roles, responsibilities and practice as graduate health professionals. Interprofessional education needs to be integrated into undergraduate health programs with an underlying philosophy of reciprocity, respect and role valuing, in order to achieve the proposed benefits for staff and patients.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/118722