Physician-nurse relationships after participation in a shadowing program

A Nurse/Intern Partnership Program Accelerates Positive Relationship Formation Between Pediatric Interns and Pediatric Nurses

BACKGROUND

The relationship between nurses and interns affects the quality of patient care; efforts to improve this relationship are necessary for optimal care. Previously, relationship formation was found to depend on mutual trust, respect, effective communication, and undergoing the process of role formation, all of which require time. This led to the hypothesis that instituting a Nurse/Intern Partnership Program (NIPP) would accelerate relationship formation.

METHODS

Using a semi-structured interview guide, prior to NIPP implementation, one nurse (n = 5) and 2 second-year resident (total n = 6) focus groups were held. After implementation, one nurse (n = 6) and one intern (n = 9) focus group were held. The focus group data were analyzed using the 5 stages of qualitative research framework.

RESULTS

Thematic data analysis with 3 independent coders supported the previously developed model of relationship formation; the NIPP accelerated relationship formation between nurses and interns through creating an early ally, improving communication, and increasing role understanding. The program may have improved the culture of the pediatric unit. The interns reported more of a positive impact of the NIPP on nurse/intern relationship than the nurses.

CONCLUSIONS

The NIPP was positively received by pediatric residents and nurses and successfully accelerated relationship formation between the 2 groups.

Academic Faculty Shadowing Their Graduate Nurses: A Case Study

AIM

The purpose of this study was to describe insights gained by academic nursing faculty after shadowing one of their new graduate nurses.

BACKGROUND

Shadowing experiences have been successfully used to orient students and new nurses to the role and reality of clinical practice. However, no studies were found on the experience of faculty shadowing a new graduate. This study addressed that gap.

METHOD

A case series design and methodology used both qualitative and quantitative data collection procedures. Qualitative data were derived from faculty during a debriefing session; quantitative data were obtained from a short survey completed by new graduates and faculty.

RESULTS

Faculty identified challenges faced by new graduates and opportunities to modify their nursing programs by addressing patient care delivery, time management, communication, and role ambiguity in more detail.

CONCLUSION

A shadowing experience for academic faculty leaders can help bridge the academic-practice gap and promote collaborative efforts to improve preparation for practice.