Open Access Level of RN Educational Preparation: Its Impact on Collaboration and the Relationship Between Collaboration and Professional Identity Le niveau d'éducation des infirmières autorisées: son impact sur la collaboration et le lien entre celle-ci et l'identité professionnelle

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Abstract:

This study had a dual purpose: to determine (1) whether level of education (diploma/baccalaureate, master's/doctoral) affects nurses' perceptions of their interprofessional collaboration, and (2) whether there is a relationship between collaboration and professional identity. A stratified random sample of nurses completed a mailed survey assessing 4 dimensions of collaboration (mutual safeguarding of concerns, power/control, clarity of patient-care goals, and practice spheres) and professional identity. Higher level of education was found to impact positively on the first 3 dimensions. Weak relationships between identity and collaboration suggest that higher education levels negatively affect collaboration. Based on these findings, settings relying on interprofessional cooperation would do well to include graduate-prepared nurses in their staff mix, and nurses working in such areas might consider graduate preparation in their career plans. The findings reinforce the need for interprofessional education, particularly at the graduate level.

French
Ce projet comportait deux objectifs: (1) déterminer si le niveau d'éducation (diplôme/baccalauréat, maîtrise/doctorat) exerce une influence sur l'attitude des infirmières à l'égard de la collaboration interprofessionnelle et (2) établir s'il existe un lien entre collaboration et identité professionnelle. Des infirmières sélectionnées par échantillon aléatoire stratifié ont répondu à une enquête par correspondance, dans le but d'évaluer 4 dimensions de la collaboration (respect des préoccupations collectives, pouvoir/mainmise, clarté des objectifs de prise en charge des patients et sphères de pratique) et de l'identité professionnelle. On a constaté qu'un niveau élevé d'éducation avait une influence positive sur les trois premières dimensions. Le faible rapport établi entre identité et collaboration indique que le niveau d'éducation a une influence négative sur le degré de collaboration. Les résultats suggèrent que les milieux qui dépendent de la coopération interprofessionnelle auraient avantage à intégrer des infirmières ayant un diplôme d'études supérieures au sein de leurs équipes et que les infirmières travaillant dans un contexte de ce type pourraient envisager la possibilité d'intégrer une formation aux cycles supérieurs à leur plan de carrière. Les conclusions de l'étude réaffirment en outre la nécessité d'offrir une formation relative à la collaboration interprofessionnelle, particulièrement aux cycles supérieurs.

Keywords: COLLABORATION; EDUCATION; PROFESSIONAL IDENTITY

Document Type: Research Article

Publication date: June 1, 2004

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  • CJNR is a peer-reviewed, quarterly journal published by the McGill University School of Nursing since 1969. With world-wide circulation, CJNR's primary mandate is to publish original nursing research that develops basic knowledge for the discipline and examines the application of the knowledge in practice. Research related to education and history is also welcomed, as are methodological, theoretical, and review papers that advance nursing science. Letters or commentaries about published articles are encouraged. Learn more.
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