Relationship Between The Student And Mentor Played An Important Part Within The Hierarchical Structure Of The Multi Disciplinary Team

Relationship Between The Student And Mentor Played An Important Part Within The Hierarchical Structure Of The Multi Disciplinary Team

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The relationship between the student and mentor played an important part within the hierarchical structure of the multi-disciplinary team; evident during the events immediately following the handover, at which point the neonatologists assumed the care of the infant. It is apparent that, within the context of the critical incident, the neonatologists are the patriarchs of the hierarchy, due to the fact that they are the specialists within this field. Although the hierarchical establishment within the team was sufficient to stabilise the infant, Clavering and McLaughlin’s (2007) focus groups bring rise to the challenges presented by this system, facilitated by the analysis of retrospective case studies, further prompting discussion of multi-disciplinary divides. Newly qualified doctors (NQD), alike student midwives, are initially unfamiliar with the clinical environment, with both professions needing to quickly establish their role amongst their colleagues. Perceived hierarchy, within this setting, can provide both assistance and hindrance to this initiation (Burford et al., 2013). In the instance of a NQD, it is not unheard of for the nurses with whom they work to abuse the hierarchy by encouraging the doctors to perform tasks which are not specifically within their clinical realms. There does, however, exist several positive consequences of this system, including the encouragement of a style of informal mentoring, enabled by the nurses’ greater clinical experience; providing support to the NQD. Burford et al. (2013) suggests that nurses’ support of NQD is important as it can enable the early rectification of potential errors made by lesser experienced colleagues. The cause of the substantial quantity of clinical errors, made by N...

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... their judgement to be clouded by confirmation bias (Glendening & Carter, 2013), the student was able to assess the situation, and identify the nurses’ fundamental responsibility within the hierarchy. Although the clinical framework adheres to a hierarchical structure, the stereotypes often associated with this framework are not readily portrayed within other controlled settings (Braithwaite et al., 2016). This suggests that the stereotypes presented are psychological stereotypes which provide clear recognition of the roles within the multi-disciplinary team, however they do not extend to the personal lives of staff, reducing the level of tribal behaviours and attitudes. The hierarchical system identified, enables effective interprofessional working by establishing distinct roles within the multi-disciplinary team (Burford et al., 2013; Clavering & McLaughlin, 2007).

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