Unitelma 'Sapienza' University, Health Professions Courses, Rome, Italy.
Unitelma 'Sapienza' University, Department of Law and Economy, Rome, Italy.
Nurse Educ Today. 2021 Apr;99:104779. doi: 10.1016/j.nedt.2021.104779. Epub 2021 Jan 23.
Interprofessional education in healthcare academic and professional training is renowned to improve collaborative culture. International studies showed the existence of obstacles to establishing interprofessional collaboration and the relevance of Nurses' role in the implementation process.
This study was conducted to explore interprofessional collaboration practice and education perceptions, opinions and awareness of healthcare professionals, such as academics, professional bodies representatives and multidisciplinary team managers.
A multi-method two-stage approach using: 1) explorative survey and 2) Delphi group technique. A survey questionnaire focusing on interprofessionality in practice and education was administered to a convenience group of students and academics from health degree courses of three universities. Delphi group panellists were selected from a list of experts from three areas (n = 169). The iterative Delphi technique implied three-rounds to reach panel consensus (or not) about the main research topics, starting from expert panel opinions about survey results.
The study witnessed nurses' overall large participation (60-75%). Survey results (n = 198) showed participants' willingness to implement interprofessional education programs but controversial visions of how to implement interprofessional culture in healthcare settings. The Delphi survey showed experts' (n = 25) convergent opinions about introducing elements of communication skills and interprofessional culture into academic curricula and improving the presence of non-medical professions among the academic body. Nurses showed ambiguous positions towards concepts of autonomy and shared responsibility.
Our study highlighted interprofessional education implementation obstacles and possible enablers. Nurses' controversial positions may reflect the struggle of the nursing profession to reach permanent academic positions and to support the shift from a medical-centric to a person-centred model of care.
医疗学术和专业培训中的跨专业教育以改善协作文化而闻名。国际研究表明，在建立跨专业协作方面存在障碍，并且护士在实施过程中的作用具有相关性。
本研究旨在探索医疗保健专业人员（如学者、专业机构代表和多学科团队经理）对跨专业合作实践和教育的看法、意见和认识。
采用多方法两阶段方法：1）探索性调查和 2）德尔菲小组技术。一项侧重于实践和教育中的跨专业性的调查问卷针对三所大学的健康学位课程的学生和学者进行了便利抽样调查。德尔菲小组的小组成员是从三个领域的专家名单中选出的（n=169）。迭代德尔菲技术意味着要进行三轮，以达成小组对主要研究课题的共识（或未达成共识），从专家小组对调查结果的意见开始。
研究见证了护士的广泛参与（60-75%）。调查结果（n=198）显示，参与者愿意实施跨专业教育计划，但对如何在医疗环境中实施跨专业文化存在有争议的看法。德尔菲调查显示，专家（n=25）对将沟通技巧和跨专业文化元素引入学术课程以及增加非医疗专业人员在学术队伍中的比例的意见趋于一致。护士对自主权和共同责任的概念持模棱两可的态度。
我们的研究强调了跨专业教育实施的障碍和可能的推动因素。护士有争议的立场可能反映了护理专业争取获得永久学术地位的斗争，以及支持从以医疗为中心的模式向以人为中心的护理模式转变。
