Alfonso Sollami

Nurse-physician collaboration: a meta-analytical investigation of survey scores.

Abstract This meta-analysis investigated differences between nurses and physicians in interprofessional collaboration (IPC) ratings. Fifty-one surveys, representing a total of 18 782 professionals and students (13 132 nurses and nursing students, and 5650 physicians and medical students), were meta-analyzed, considering several moderating variables. Overall, nurses scored higher on IPC than physicians. Sensitivity analysis revealed that while physicians perceived more existing collaboration than nurses, nurses had a more positive attitude toward collaboration than physicians. Moreover, IPC ratings of nursing and medical students did not differ from those of practitioners. Finally, it appeared that interprofessional education interventions were able to reduce the difference in IPC between nurses and physicians.

Perceived legitimacy follows in‐group interests: Evidence from intermediate‐status groups

In two experiments, the effect of (in)stability of status differences on the perception of perspective legitimacy and in-group threat among intermediate-status group members (i.e., nurses students or nurses) was analysed. Both studies indicated that in downwardly unstable condition, legitimacy was lower and in-group threat was higher than in stable condition. In upwardly unstable condition, perceived legitimacy was higher and in-group threat was lower than in stable condition. The indirect effects of (in)stability via in-group threat on perceived legitimacy were significant.

The role of professional and team commitments in nurse–physician collaboration

AIM To analyse the effect of both professional and care unit commitments on attitudes towards interprofessional collaboration between nurses and physicians. BACKGROUND The effects of both professional and care unit commitment on inter-professional collaboration have not been taken into account together, and previous research has analysed only one profession at a time, neglecting the nurse-physician comparison. METHOD A cross-sectional survey of 138 physicians and 359 nurses was used. RESULTS For physicians, professional commitment decreased attitudes towards interprofessional collaboration whereas care unit commitment had a positive influence. Conversely, for nurses, the professional commitment had a significant positive effect on attitudes towards interprofessional collaboration whereas care unit commitment had no significant effect. CONCLUSION Intergroup relations affect the extent to which nurses and physicians are inclined to engage in interprofessional collaboration. Professional and care unit commitments had different effects on attitude toward the inter-professional collaboration of nurses and physicians. IMPLICATION FOR NURSING MANAGEMENT Inter-professional collaboration is affected by the relationship between physicians and nurse at the professional group level. Managers who want to change and improve inter-professional collaboration should pay close attention to the interplay between changes they are introducing and well-established identities and practices between professionals.

Misurare la cultura della sicurezza: primo adattamento italiano del Safety Attitude Questionnaire (SAQ)

L’obiettivo dello studio e fornire un primo adattamento al contesto sanitario italiano del Safety Attitude Questionnaire (SAQ), uno strumento largamente utilizzato nel contesto anglosassone per misurare la cultura della sicurezza. La versione italiana, tradotta e adattata dall’originale inglese, e stata somministrata a 660 professionisti sanitari (infermieri, ostetrici e fisioterapisti) provenienti da diverse aziende ospedaliere della Regione Emilia Romagna e impegnati in aree di lavoro diverse (Medicina, Chirurgia, Materno-Infantile e Sale Operatorie). I risultati hanno mostrato una struttura fattoriale solo in parte simile a quella originale. Tre fattori sono stati, infatti, estratti: un fattore Prossimale all’agire quotidiano (clima di sicurezza e clima di lavoro), un fattore Distale alla pratica professionale (organizzazione dell’azienda) e un fattore di Stress. Essi riaccorpano i sei riscontrati nelle ricerche condotte in altri paesi e mostrano una buona validita di contenuto, indici di adattamento accettabili e invarianza strutturale tra le tre diverse aree di provenienza delle unita operative. Seppure preliminari, i risultati evidenziano alcune specificita che richiamano ai significati che la cultura della sicurezza assume nel contesto italiano.

Does the readiness for interprofessional education reflect students' dominance orientation and professional commitment? Evidence from a sample of nursing students

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 students engagement in interprofessional education; however, this may be contrasted by an increased professional commitment.

“Could I return to my life?” Integrated Narrative Nursing Model in Education (INNE)

Background and aim: The Integrated Narrative Nursing Model (INNM) is an approach that integrates the qualitative methodology typical of the human sciences, with the quantitative methodology more often associated with the natural sciences. This complex model, which combines a focus on narrative with quantitative measures, has recently been effectively applied to the assessment of chronic patients. In this study, the model is applied to the planning phase of education (Integrated Narrative Nursing Education, INNE), and proves to be a valid instrument for the promotion of the current educational paradigm that is centered on the engagement of both the patient and the caregiver in their own path of care. The aim of this study is therefore to describe the nurse’s strategy in the planning of an educational intervention by using the INNE model. Methods: The case of a 70-year-old woman with pulmonary neoplasm is described at her first admission to Hospice. Each step conducted by the reference nurse, who uses INNE to record the nurse-patient narrative and collect subsequent questionnaires in order to create a shared educational plan, is also described. Results: The information collected was submitted, starting from a grounded methodology to the following four levels of analysis: I. Needs Assessment, II. Narrative Diagnosis, III. Quantitative Outcome, IV. Integrated Outcome. Step IV, which is derived from the integration of all levels of analysis, allows a nurse to define, even graphically, the conceptual map of a patient’s needs, resources and perspectives, in a completely tailored manner. Conclusion: The INNE model offers a valid methodological support for the professional who intends to educate the patient through an inter-subjective and engaged pathway, between the professional, their patient and the socio-relational context. It is a matter of adopting a complex vision that combines processes and methods that require a steady scientific basis and advanced methodological expertise with active listening and empathy – skills which require emotional intelligence.