« Back to Search
The Decline in Attitudes Towards Physician-nurse Collaboration from Medical School to Residency
Background: Interprofessional education is often part of early
medical school curricula; however, as learners progress through their training,
there is often less instruction in this important area. Little is known
of the impact of clinical exposure on medical students’ and residents’
attitudes towards physician-nurse collaboration.
Methods: Third year medical students and residents completed
the validated Jefferson Survey of Attitudes Towards Physician Nurse
Collaboration. This instrument has 20 questions in which trainees indicate
their level of agreement with statements regarding physician-nurse
collaboration. All items were scored on a 4-point Likert scale (1=
strongly disagree to 4= strongly agree). Student and resident scores were
compared using Student’s t-tests.
Results: The survey was completed by 129 medical students and
260 residents. The response rate for medical students was 75% and for
residents was 16.5%. Resident respondents agreed more strongly with the notion
of physician as dominant authority, “the primary function of the nurse is to
carry out the physician’s orders” (students: 2.02 ± 0.72 v. residents: 2.45 ±
0.82; p=0.0001) and “doctors should be the dominant authority in all health
care matters” (students: 2.36 ± 0.84 v. residents: 2.67 ± 0.89; p=0.0011).
Discussions: Resident physicians’ perceptions of the nurse-physician
relationship are significantly less favorable than the views of third year
medical students, particularly in the area of authority. There may be
some aspects of the hidden curriculum which contribute to the development of
these interprofessional attitudes.
Skills, Healthcare Workforce, Interprofessional, Personal
CREOG & APGO Annual Meeting, 2017, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, Team-Based Learning,