Add to ORKGNurse-physician stereotypes have been proposed as a factor hindering interprofessional collaboration among practitioners and interprofessional learning among nursing and medical students. Using socio-psychological theories about ambivalent stereotypes, the present work aimed to analyse: a) the content of nurse and physician stereotypes held by nursing and medical students and b) the role of auto-stereotype on students' attitude toward interprofessional education (IPE). Methods. A cross-sectional on-line survey was adopted and a questionnaire was emailed to 205 nursing students and 151 medical students attending an Italian university
Background: Attitudes towards interprofessional education are key factors that shape students’ behav...
Background: Interprofessional education (IPE) introduced at the beginning of pre-registration traini...
Abstract Despite the increasing momentum and integration of Interprofessional Education (IPE) progra...
Health professions educators are answering the call for interprofessional education (IPE) because it...
Background: Interprofessional education (IPE) provides a platform for early professional socializati...
Effective interprofessional working is considered to be essential for optimum healthcare delivery. I...
Interprofessional education (IPE) is an evolving educational approach for preparing healthcare profe...
Background: Stereotyping is one factor theorized to facilitate or inhibit effective interprofessiona...
Abstract Background To identify facilitators and barriers that residents, medical and nursing studen...
BackgroundGroup processes in inter-professional Problem-Based Learning (iPBL) groups have not yet be...
Background Interprofessional education (IPE) requires health students to learn with, from and about ...
Abstract Background Group processes in inter-professional Problem-Based Learning (iPBL) groups have ...
This chapter is directed at evaluators using student stereotypes of health and social care (HSC) pro...
Interprofessional collaboration (IPC) among health care professionals has been identified as essenti...
Objectives: Interprofessional collaboration is becoming increasingly important in health care for va...
Background: Attitudes towards interprofessional education are key factors that shape students’ behav...
Background: Interprofessional education (IPE) introduced at the beginning of pre-registration traini...
Abstract Despite the increasing momentum and integration of Interprofessional Education (IPE) progra...
Health professions educators are answering the call for interprofessional education (IPE) because it...
Background: Interprofessional education (IPE) provides a platform for early professional socializati...
Effective interprofessional working is considered to be essential for optimum healthcare delivery. I...
Interprofessional education (IPE) is an evolving educational approach for preparing healthcare profe...
Background: Stereotyping is one factor theorized to facilitate or inhibit effective interprofessiona...
Abstract Background To identify facilitators and barriers that residents, medical and nursing studen...
BackgroundGroup processes in inter-professional Problem-Based Learning (iPBL) groups have not yet be...
Background Interprofessional education (IPE) requires health students to learn with, from and about ...
Abstract Background Group processes in inter-professional Problem-Based Learning (iPBL) groups have ...
This chapter is directed at evaluators using student stereotypes of health and social care (HSC) pro...
Interprofessional collaboration (IPC) among health care professionals has been identified as essenti...
Objectives: Interprofessional collaboration is becoming increasingly important in health care for va...
Background: Attitudes towards interprofessional education are key factors that shape students’ behav...
Background: Interprofessional education (IPE) introduced at the beginning of pre-registration traini...
Abstract Despite the increasing momentum and integration of Interprofessional Education (IPE) progra...