Hart Corinne
J Contin Educ Nurs. 2015 Aug;46(8):349-55; quiz 356-7. doi: 10.3928/00220124-20150721-01.
Notions of competency development frequently underlie discussions of interprofessional education and practice. Yet, by focusing primarily on the development of competencies, the discourse remains at a surface level, thus obscuring the root of many of the tensions that commonly occur in interprofessional collaborative teamwork. This qualitative study explored how perceptions of status influenced participation on an interprofessional team. Findings indicate that underlying tensions exist, despite an overarching commitment in both interprofessional practice and client-centered care. In particular, notions of perceived power, voice, and status intersected to create a narrative about the role and status of nursing in an interprofessional team. Both nurses and non-nurses recognized the influence of this narrative on team dynamics and function. This narrative was enacted through verbal and nonverbal behaviors, with passive and active resistance often appearing as a strategy used by nurses to address perceived power imbalances. This study has implications for interprofessional education and practice as it relates to nursing.
能力发展的概念常常是跨专业教育与实践讨论的基础。然而，由于主要关注能力的发展，相关论述仍停留在表面，从而掩盖了跨专业协作团队中常见的许多紧张关系的根源。这项定性研究探讨了地位认知如何影响跨专业团队中的参与情况。研究结果表明，尽管跨专业实践和以患者为中心的护理都有总体承诺，但潜在的紧张关系依然存在。特别是，感知权力、话语权和地位的概念相互交织，形成了关于护理在跨专业团队中的角色和地位的一种说法。护士和非护士都认识到这种说法对团队动态和功能的影响。这种说法通过言语和非言语行为表现出来，消极和积极抵抗常常是护士用来应对感知到的权力不平衡的一种策略。这项研究对与护理相关的跨专业教育和实践具有启示意义。
