Plan

ning

the

Pilo

t • Experts with pre-existing, unpublished programs at Dartmouth Medical and University of Vermont were contacted and consulted.

• Obtained permission to use externally validated survey.2

• Medical students recruited from affiliated school.

• RNs recruited from ICU to be shadowed. Pi

lot t

he In

terv

entio

n• Eleven (n = 11) 1st or 2nd year medical students shadowed a RN in an ICU for 4-hours.

• Externally validated survey2 completed pre- and post -shadowing experience.

• Four open-ended questions were completed post-experience.

• Twelve (n = 12) additional students completed survey2 without a shadowing experience for comparison.

Eval

uate

the

Res

ults • The pre- and no-

experience groups were comparable; no significant difference found in survey results (p = 0.11).

• Statistically significant change (p<0.01) in attitude between the no- and post- experience groups.

• Statistically significant change (p = 0.04) in attitude toward positive nurse – physician collaboration pre- and post- experience.

There are many inaccurate stereotypes of nurses perpetuated by the media. Unfortunately, this negative portrayal of the profession of nursing influences nurses’ future colleagues’ perceptions, including medical students.

Medical students consider nurses to be “inferior with respect to status, competence, and academic ability.”1 This pre-conceived notion and subsequent collegial relationships are not likely to change without an opportunity for interdisciplinary learning.

Among medical students, how does partnering with a nurse, compared with no partnering, influence attitude towards nursing practice and the profession of nursing?

Three themes emerged from a comprehensive literature review. 14 articles were used in the final synthesis.1. Medical students have a predetermined

view that nurses are inferior to physicians.

2. Poor communication leads to negative patient outcomes.

3. Providing medical students with an opportunity to partner with nurses reconstructs their image of nursing and elevates the potential for improved collaboration and patient outcomes.

This pilot further supports the literature findings: • a shadowing experience positively

influences medical students’ attitudes of nurse -physician collaboration.

Highlights the need for increased inter-professional educational opportunities within academic curricula.

This intervention may help to improve patient outcomes and health care team communication.

Advancing Interdisciplinary Collaboration: Medical Students Partnering with Nurses

Megan LeClair, BSN, RN & Élise Arsenault Knudsen, MS, RN, ACNS-BCUniversity of Wisconsin Hospital and Clinics Madison, Wisconsin

“I felt I caught a glimpse of the continuity of the nurse’s experience in contrast to the seemingly random and

sporadic visits from all the doctor teams…”

Background

Clinical Question

Literature FindingsPre - Experience Post - Experience

250

300

350

400

450

500

550

600

650

700

541

614

Total Score: Pre – and Post – ExperienceIncreased score (p = 0.04)

indicates an improved attitude toward nurse-physician

collaboration.

Qualitative Results

Post-Experience

Pre-Experience

No Experience

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

27%

9%

0%

73%

82%

42%

0%

9%

50%

0%

0%

8%

Single Item Survey Response: “Doctors should be the dominant authority in

all heath care matters.”

Strongly AgreeAgreeDisagreeStrongly Disagree

(n = 12)

(n = 11)

(n = 11)

Implications for Practice

Acknowledgments

“I certainly am more aware of the times in between when I see a patient. I think before this experience I would be open to input and advice from those that are caring for the patients the majority of

the time. Now, I think I will actively seek it out!”

Special thanks to Rosa Mak, the medical students and the nurses who volunteered their time, as well as Dean Patrick McBride and Dean Katharyn May.

1. Rudland, J. R., & Mires, G. J. (2005). Characteristics of doctors and nurses as perceived by students entering medical school: implications for shared teaching. Medical Education, 39, 448-455.

2. Hojat, M., Fields, S. K., Veloski, J. J., Griffiths, M., Cohen, M. J., & Plumb, J. D. (1999). Psychometric properties of an attitude scale measuring physician-nurse collaboration. Evaluation and the Health Professions, 22(2), 208-219.

Note: This item is inversely scored.

References