Hind Martin, Norman Ian, Cooper Serena, Gill Elaine, Hilton Ros, Judd Pat, Jones Sue C
Institute of Health and Community Studies, Bournemouth University, Bournemouth, BH1 3LG, UK.
J Interprof Care. 2003 Feb;17(1):21-34. doi: 10.1080/1356182021000044120.
Effective interprofessional working, which is widely considered as essential to high-quality health care, is influenced by the attitudes of health care professionals towards their own and other professional groups. Relatively little is known, however, about interprofessional attitudes, particularly of students in health care professions. This study aimed to increase our understanding of students' attitudes towards their own and other professional groups on entry to a programme of professional education. Hypothesised relationships between stereotypes, professional identity and readiness for professional learning were tested by means of a questionnaire survey of 933 undergraduate health care students drawn from five health care groups (medicine, nursing, dietetics, pharmacy and physiotherapy) within a multi-faculty UK university. Positive statistically significant correlations were found between stereotypes, professional identity and readiness for interprofessional learning. As predicted, students identified strongly with their own professional group at the start of pre-registration education. They were also willing to engage in interprofessional learning. More unexpected was the positive association found between heterostereotype and professional identity scores. There are potential benefits of introducing active interprofessional education activities at an early stage of professional preparation to capitalise on students' positive attitudes towards their own and other professional groups.
有效的跨专业合作被广泛认为是高质量医疗保健的关键，它受到医疗保健专业人员对自身及其他专业群体态度的影响。然而，对于跨专业态度，尤其是医疗保健专业学生的跨专业态度，我们所知甚少。本研究旨在增进我们对学生在进入专业教育课程时对自身及其他专业群体态度的理解。通过对英国一所多学院大学中来自五个医疗保健群体（医学、护理、营养学、药学和物理治疗）的933名本科医疗保健学生进行问卷调查，检验了刻板印象、职业认同与专业学习准备之间的假设关系。在刻板印象、职业认同与跨专业学习准备之间发现了具有统计学意义的正相关。正如预期的那样，学生在预注册教育开始时强烈认同自己的专业群体。他们也愿意参与跨专业学习。更出乎意料的是，异群体刻板印象与职业认同得分之间存在正相关。在专业准备的早期阶段引入积极的跨专业教育活动，以利用学生对自身及其他专业群体的积极态度，可能会带来好处。
