Mitchell Rebecca, Boyle Brendan, O'Brien Rachael, Malik Ashish, Tian Karen, Parker Vicki, Giles Michelle, Joyce Pauline, Chiang Vico
Rebecca Mitchell, PhD, is Associate Professor, University of Newcastle, New South Wales, Australia. E-mail:
Health Care Manage Rev. 2017 Jan/Mar;42(1):42-52. doi: 10.1097/HMR.0000000000000088.
Interprofessional health care teams are increasingly utilized in health care organizations. Although there is support for their capacity to solve complex problems, there is also evidence that such teams are not always successful. In an effort to understand the capacity of interprofessional teams to innovate successfully, we investigate the role of cognitive diversity to establish whether and how knowledge differences lead to innovation.
The aim of this study was to construct and investigate a model of team innovation predicted by cognitive diversity. In addition to investigating the direct impact of cognitive diversity in interprofessional health care teams, we develop a model incorporating mediated and moderated effects. In this study, we explore the role of debate as a mediating factor capable of explaining the impact of cognitive diversity on innovation. We further propose that the link between cognitive diversity and innovation through debate is contingent upon trans-specialist knowledge, knowledge shared by health care professionals, spanning specialist divides and enabling mutual understanding.
The hypotheses were investigated using a cross-sectional, correlational design. Survey data received from 75 interprofessional teams employed in an acute care setting, representing a 36% response rate, were used to investigate our model.
Analysis supports a significant relationship between cognitive diversity and debate, which is stronger when teams rate highly for trans-specialist knowledge. Results also support a positive relationship between debate and innovation and our full moderated mediated pathway.
A range of strategies are indicated by our results to increase innovation in interprofessional teams. In particular, interventions such as interprofessional education and training, which have been shown to facilitate the development of shared language and meaning, are recommended by our findings.
跨专业医疗团队在医疗机构中的应用越来越广泛。尽管人们认可其解决复杂问题的能力，但也有证据表明这类团队并非总能取得成功。为了理解跨专业团队成功创新的能力，我们研究认知多样性的作用，以确定知识差异是否以及如何导致创新。
本研究的目的是构建并研究一个由认知多样性预测的团队创新模型。除了研究认知多样性在跨专业医疗团队中的直接影响外，我们还开发了一个包含中介效应和调节效应的模型。在本研究中，我们探讨辩论作为一个中介因素的作用，它能够解释认知多样性对创新的影响。我们进一步提出，通过辩论，认知多样性与创新之间的联系取决于跨专业知识，即医疗专业人员共享的知识，跨越专业界限并促进相互理解。
采用横断面相关设计对假设进行研究。从急症护理环境中雇佣的75个跨专业团队收集的调查数据用于研究我们的模型，回复率为36%。
分析支持认知多样性与辩论之间存在显著关系，当团队对跨专业知识的评分较高时，这种关系更强。结果还支持辩论与创新之间的正相关关系以及我们完整的调节中介路径。
我们的结果表明了一系列提高跨专业团队创新能力的策略。特别是，我们的研究结果推荐了诸如跨专业教育和培训等干预措施，这些措施已被证明有助于促进共享语言和意义的发展。
