Show simple item record

dc.contributor.authorPrentice, Dawn
dc.contributor.authorEngel, Joyce
dc.contributor.authorTaplay, Karyn
dc.contributor.authorStobbe, Karl
dc.date.accessioned2015-02-10T20:06:43Z
dc.date.available2015-02-10T20:06:43Z
dc.date.issued2014-10-14
dc.identifier.citationInterprofessional Collaboration: The Experience of Nursing and Medical Students’ Interprofessional Education. Global Qualitative Nursing Research 1– 9en_US
dc.identifier.other10.1177/2333393614560566
dc.identifier.urihttp://hdl.handle.net/10464/6066
dc.description.abstractIn this hermeneutic phenomenological study, we examined the experience of interprofessional collaboration from the perspective of nursing and medical students. Seventeen medical and nursing students from two different universities participated in the study. We used guiding questions in face-to-face, conversational interviews to explore students’ experience and expectations of interprofessional collaboration within learning situations. Three themes emerged from the data: the great divide, learning means content, and breaking the ice. The findings suggest that the experience of interprofessional collaboration within learning events is influenced by the natural clustering of shared interests among students. Furthermore, the carry-forward of impressions about physician–nurse relationships prior to the educational programs and during clinical placements dominate the formation of new relationships and acquisition of new knowledge about roles, which might have implications for future practice.en_US
dc.language.isoenen_US
dc.publisherSageen_US
dc.subjecteducationen_US
dc.subjectphenomenologyen_US
dc.subjectnursingen_US
dc.subjectmedicineen_US
dc.subjectinterprofessional educationen_US
dc.titleInterprofessional Collaboration: The Experience of Nursing and Medical Students’ Interprofessional Educationen_US
dc.typeArticleen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record