Cánovas-Pallarés Juan Manuel, Nieto-Caballero Sergio, Baeza-Mirete Manuel, Párraga-Ramírez Manuel José, Rojo-Rojo Andrés
Emergency Healthcare System, SAMU, Public Valencian Health Service, SAMU-Alicante, Pintor Baeza, nº 12, 03010 Alicante, Spain.
Faculty of Nursing, Catholic University of Murcia (UCAM), Av. de los Jerónimos, nº 135, 30107 Murcia, Spain.
Healthcare (Basel). 2024 Dec 5;12(23):2449. doi: 10.3390/healthcare12232449.
BACKGROUND/OBJECTIVES: Nursing professionals are often subject to social stereotypes that can hinder effective teamwork with other healthcare professionals and limit their professional growth. Interprofessional education (IPE) enhances teamwork skills and promotes a better understanding of other professional groups. This study aimed to identify the presence of stereotypes associated with nursing among postgraduate nursing and student physicians specializing in emergency medicine and to assess the applicability of simulation as an IPE strategy.
A pilot study using high-fidelity simulation activity focusing on interdisciplinary collaboration was designed for students in the master's programs in emergency nursing and emergency medicine at the Catholic University of Murcia. The activity took place in May 2024 and involved 52 participants (24 postgraduate nursing students and 28 postgraduate student physicians). A mixed-method descriptive study was conducted using a 16-item self-administered questionnaire. Data were analyzed using the Shapiro-Wilk test for normality, Fisher's F test, and the Mann-Whitney U test to evaluate the relationship between variables ( < 0.05).
A total of 22 questionnaires were collected (16 from nurses postgraduate student and 6 from postgraduate physicians). Positive attitudes toward nursing stereotypes were found in 9 of the 13 items. No statistically significant differences were observed between the groups regarding most stereotypes, except for one. Negative stereotypes about nursing leadership, professional autonomy, and patient relations were more prominent among nursing students.
Stereotypical perceptions exist among both postgraduate nursing and postgraduate student physicians, particularly in nursing leadership and autonomy. Most participants expressed satisfaction with the simulation-based IPE activity, indicating its value in improving the understanding of other professionals' roles. IPE should be incorporated into health sciences education.
背景/目的：护理专业人员常常受到社会刻板印象的影响，这可能会阻碍他们与其他医疗保健专业人员的有效团队合作，并限制他们的职业发展。跨专业教育（IPE）可提高团队合作技能，并促进对其他专业群体的更好理解。本研究旨在确定急诊医学专业的护理学研究生和医学生中与护理相关的刻板印象的存在情况，并评估模拟作为一种IPE策略的适用性。
针对穆尔西亚天主教大学急诊护理和急诊医学硕士项目的学生，设计了一项使用高保真模拟活动聚焦跨学科协作的试点研究。该活动于2024年5月举行，有52名参与者（24名护理学研究生和28名医学生）。使用一份16项的自填式问卷进行了混合方法描述性研究。使用夏皮罗-威尔克正态性检验、费舍尔F检验和曼-惠特尼U检验对数据进行分析，以评估变量之间的关系（P<0.05）。
共收集到22份问卷（16份来自护理学研究生，6份来自医学生）。在13个项目中的9个项目中发现了对护理刻板印象的积极态度。除了一项之外，两组在大多数刻板印象方面未观察到统计学上的显著差异。护理学学生中对护理领导力、专业自主权和患者关系的负面刻板印象更为突出。
护理学研究生和医学生中都存在刻板印象认知，特别是在护理领导力和自主权方面。大多数参与者对基于模拟的IPE活动表示满意，表明其在增进对其他专业人员角色理解方面的价值。IPE应纳入健康科学教育。
