Exploring group boundaries and conflicts: a social identity theory perspective
Exploring group boundaries and conflicts: a social identity theory perspective
复制标题
DOI：
10.1111/medu.13881
复制
发表时间：
2019-08-01
影响因子：
6
通讯作者：
Nendaz, Mathieu R.
中科院分区：
文献类型：
--
作者：
Bochatay, Naike;Bajwa, Nadia M.;Nendaz, Mathieu R.
背景在临床环境中，卫生保健专业人员自我归类为不同的群体，他们对他们发展积极的态度，而他们认为其他群体不太有利。社会认同理论声称，这些态度影响群体的过程，并可能促进冲突，阻碍合作的做法，虽然这种关系是知之甚少。本研究使用社会认同理论的概念，以探讨群体过程和冲突之间的相互作用，以及这些冲突的后果，确定有利于团队合作的教育策略的目标。方法半结构化访谈82名随机选择的医生和护理专业人员在瑞士学术医疗中心工作，探讨参与者的冲突的经验。数据分析是由社会认同理论，并集中在采访中的群体过程中强调的参与者。该分析试图揭示群体过程如何与冲突交织在一起，以及它们如何影响医疗保健专业人员。结果在最初的82次访谈中，共有42名参与者分享了52个涉及群体过程的冲突故事。这些故事大多由医生分享，涉及不同层次的医生群体。冲突和群体过程以两种方式联系在一起：（一）通过群体成员的过程，当个人努力加入相关群体时，以及（二）通过群体间的边界，例如当参与者认为权力差异使他们自己的群体处于不利地位时。冲突可能导致临床医生的困难经历，他们质疑自己的能力，对自己的职业理想感到失望，并对其他群体产生负面看法。结论本研究表明，涉及群体过程的冲突可能会导致更强的组间边界，挑战目前的教育工作，有利于团队合作，在医疗保健。采取措施建立更具包容性的群体，鼓励换位思考，可能有助于管理群体间冲突。
Context In the clinical environment, health care professionals self-categorise into different groups towards which they develop positive attitudes, whereas they view other groups less favourably. Social identity theory purports that these attitudes influence group processes and may foster conflicts that impede collaborative practice, although this relationship is poorly understood. This study used concepts from social identity theory to examine the interplay between group processes and conflicts, as well as the consequences of these conflicts, with the goal of identifying educational strategies to favour teamwork. Methods Semi-structured interviews with 82 randomly selected physicians and nursing professionals working at a Swiss academic medical centre explored participants' experiences of conflicts. Data analysis was informed by social identity theory and focused on interviews where group processes were highlighted by participants. The analysis sought to uncover how group processes were intertwined with conflicts and how they affected health care professionals. Results A total of 42 participants out of the initial pool of 82 interviews shared 52 stories of conflicts involving group processes. Most of these stories were shared by physicians and involved groups of physicians at different hierarchical levels. Conflicts and group processes were linked in two ways: (i) through processes of group membership when individuals struggled to join a relevant group, and (ii) through intergroup boundaries, such as when participants perceived that power differentials disadvantaged their own groups. Conflicts could lead to difficult experiences for clinicians who questioned their abilities, became disillusioned with their professional ideals and developed negative perceptions of other groups. Conclusions This study suggests that conflicts involving group processes may lead to stronger intergroup boundaries, challenging current educational efforts to favour teamwork in health care. Taking steps to create more inclusive groups and to encourage perspective taking may help manage intergroup conflict.