Interprofessional collaboration-time for a new theory of action?
Open accessThe claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Genuine changes in behaviour and improvement in any human endeavour can only arise when there is a genuine acceptance of the truth of the situation, specifically facts and issues at hand, including any implicit biases, with a concomitant theory of action.
“genuine changes in behaviour and improvement in any human endeavour can only arise when there is a genuine acceptance of the truth of the situation, specifically facts and issues at hand, including any implicit biases, with a concomitant theory of action.119”
From Health professionals implicit bias of patients with low socioeconomic status (SES) and its effects on clinical decision-making: a scoping review (2024) · cites this paper as [119]
In “Toward a New Theory of Action” (page unavailable), the paper says meaningful change arises when people understand things as experienced and have a theory of action reflecting their reality. Its discussion concerns improving interprofessional collaboration in healthcare; it does not establish that change in any human endeavour can *only* occur through accepting facts and implicit biases. (LLM, conf=0.87)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
The challenge of complexity in health care
Plsek, P. E., & Greenhalgh, T. (2001) · BMJ · doi:10.1136/bmj.323.7313.625 · Cited by 2,578 · see citing works
Interprofessional collaboration to improve professional practice and healthcare outcomes
Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017) · Cochrane Database of Systematic Reviews · doi:10.1002/14651858.cd000072.pub3 · Cited by 1,173 · see citing works
Changing how we think about healthcare improvement
Braithwaite, J. (2018) · BMJ · doi:10.1136/bmj.k2014 · Cited by 524 · see citing works
Stein, L. (1967) · ETC: A Review of General Semantics · doi:10.1097/00000446-196801000-00033 · Cited by 409 · see citing works
The doctor-nurse game revisited.
Stein, L., Watts, D., & Howell, T. (1990) · New England Journal of Medicine · doi:10.1056/nejm199002223220810 · Cited by 380 · see citing works
Interprofessional education in team communication: working together to improve patient safety
Brock, D. M., Blakeney, E. A., Chiu, C.-R., Hammer, D. P., Wilson, S. L., Vorvick, L. J., Blondon, K., Schaad, D. C., Liner, D., & Zierler, B. K. (2013) · BMJ Quality & Safety · doi:10.1136/bmjqs-2012-000952 · Cited by 342 · see citing works
The science of human factors: separating fact from fiction
Russ, A., Fairbanks, R., Karsh, B., Militello, L., Saleem, J. J., & Wears, R. (2013) · BMJ Quality & Safety · doi:10.1136/bmjqs-2012-001450 · Cited by 262 · see citing works
The nurse-doctor relationship: a selective literature review.
Sweet, S. J., & Norman, I. J. (1995) · Journal of Advanced Nursing · doi:10.1046/j.1365-2648.1995.22010165.x · Cited by 178 · see citing works
Xie, A., & Carayon, P. (2014) · Ergonomics · doi:10.1080/00140139.2014.959070 · Cited by 142 · see citing works
Gjerberg, E., & Kjølsrød, L. (2001) · Social Science & Medicine (1967) · doi:10.1016/s0277-9536(00)00219-7 · Cited by 134
Health Systems Science in Medical Education: Unifying the Components to Catalyze Transformation
Gonzalo, J. D., Chang, A., Dekhtyar, M., Starr, S. R., Holmboe, E. S., & Wolpaw, D. R. (2020) · Academic Medicine · doi:10.1097/acm.0000000000003400 · Cited by 96 · cited 2× · see citing works
“Efforts to extend systems thinking into healthcare professional education and IPC have at times received a lukewarm reception because of uncertainty about its application, and a mistaken view that it is peripheral to clinical practice (34, 35).”
BackgroundThe doctor-nurse game in the age of interprofessional care: a view from Canada.
Reeves, S., Nelson, S., & Zwarenstein, M. (2008) · Nursing Inquiry · doi:10.1111/j.1440-1800.2008.00396.x · Cited by 93 · see citing works
Kennedy, M., & Moore, D. (1943) · doi:10.1097/00000446-194310000-00048 · Cited by 82 · cited 1×
“Meaningful change arises when things are understood as they are experienced, and people have a theory of action that reflects their reality and praxis (40).”
BackgroundWang, Z., Feng, F., Gao, S., & Yang, J. (2019) · Journal of Dental Education · doi:10.21815/jde.019.147 · Cited by 76 · see citing works
Cresswell, K., Howe, A., Steven, A., Smith, P. A., Ashcroft, D., Fairhurst, K., Bradley, F., Magnusson, C., McArthur, M., Pearson, P., et al. (2013) · BMJ Quality & Safety · doi:10.1136/bmjqs-2013-001905 · Cited by 65 · see citing works
Accounting for complexity in medical education: a model of adaptive behaviour in medicine
Woodruff, J. N. (2019) · Medical Education · doi:10.1111/medu.13905 · Cited by 65 · see citing works
Doctors and nurses: new game, same result
Radcliffe, M. (2000) · British medical journal · doi:10.1136/bmj.320.7241.1085 · Cited by 61
Braithwaite, J., Westbrook, M., Nugus, P., Greenfield, D., Travaglia, J., Runciman, W., Foxwell, A., Boyce, R., Devinney, T., & Westbrook, J. (2013) · International Journal for Quality in Health Care · doi:10.1093/intqhc/mzs071 · Cited by 60
Junior doctors' experiences with interprofessional collaboration: Wandering the landscape
van Duin, T. S., Filho, C., Pype, P. F., Borgmann, S., Olovsson, M. H., Jaarsma, D. A. D. C., & Versluis, M. (2021) · Medical Education · doi:10.1111/medu.14711 · Cited by 51 · see citing works
Colbert, C. Y., Ogden, P., Ownby, A. R., & Bowe, C. (2011) · Teaching and learning in medicine · doi:10.1080/10401334.2011.561758 · Cited by 48 · see citing works
Jeffs, L. P., Abramovich, I. A., Hayes, C., Smith, O. M., Tregunno, D., Chan, W.-H., & Reeves, S. (2013) · BMJ Quality & Safety · doi:10.1136/bmjqs-2012-001720 · Cited by 41 · see citing works
Dariel, O. P. D., & Cristofalo, P. (2018) · Journal of Health Services Research & Policy · doi:10.1177/1355819618788384 · Cited by 39 · see citing works
Problems No One Looked For: Philosophical Expeditions into Medical Education
Veen, M., & Cianciolo, A. T. (2020) · Teaching and Learning in Medicine · doi:10.1080/10401334.2020.1748634 · Cited by 34 · cited 3× · see citing works
“Veen and Canciolo (36) contend that addressing the complex problems that constitute muddy zones of practice in healthcare professional education require a slow, deliberate, and considered approach which reconsiders prevailing practice in an effort to get a better perspective of the situation in which things are seen m…”
BackgroundInfluentialCastagnoli, L. (2011) · The Classical Review · doi:10.1017/s0009840x10001915 · Cited by 33
Mertens, F., Gendt, A. D., Deveugele, M., Hecke, A. V., & Pype, P. (2019) · Journal of Clinical Nursing · doi:10.1111/jocn.14969 · Cited by 29 · see citing works
Unpacking Medical Students’ Mixed Engagement in Health Systems Science Education
Gonzalo, J. D., Davis, C., Thompson, B. M., & Haidet, P. (2019) · Teaching and learning in medicine · doi:10.1080/10401334.2019.1704765 · Cited by 27 · cited 2× · see citing works
“Efforts to extend systems thinking into healthcare professional education and IPC have at times received a lukewarm reception because of uncertainty about its application, and a mistaken view that it is peripheral to clinical practice (34, 35).”
BackgroundPatient safety investigations: the need for interprofessional learning
Wakefield, A., Carlisle, C., Hall, A., & Attree, M. (2008) · doi:10.1111/j.1473-6861.2008.00192.x · Cited by 23
Organizational Failure in an NHS Hospital Trust: A Qualitative Study
Ravaghi, H., Mannion, R., & Sajadi, H. S. (2015) · Health Care Supervisor · doi:10.1097/hcm.0000000000000087 · Cited by 21 · cited 1×
“Catastrophic failures in healthcare often arise in organizations and systems where there is a dominant culture or mind-set which overlooks alternatives that are inconsistent with the dominant group narrative (37, 38).”
BackgroundManaging the doctor-nurse game: a nursing and social science analysis.
Willis, E., & Parish, K. (1997) · Contemporary Nurse: health care across the lifespan · doi:10.5172/conu.1997.6.3-4.136 · Cited by 18
Obeso, V. T., Phillipi, C. A., Degnon, C. A., & Carter, T. (2018) · Medical Science Educator · doi:10.1007/s40670-018-0540-7 · Cited by 10 · see citing works
Universal health care ‐ A matter of design and agency?
Sturmberg, J. P., & Martin, C. M. (2020) · Journal of Evaluation in Clinical Practice · doi:10.1111/jep.13395 · Cited by 10 · see citing works
Interprofessional learning about medication safety
Young, J. P., Zolio, L., Brock, T., Harrison, J. C., Hodgkinson, M. R., Kumar, A., Morphet, J., & Kent, F. (2021) · The Clinical Teacher · doi:10.1111/tct.13430 · Cited by 6 · see citing works
Values, culture, narrative and medical education: The case for a renewed focus
Samuriwo, R. (2021) · Medical Education · doi:10.1111/medu.14569 · Cited by 3 · cited 1× · see citing works
“The culture in any facet of healthcare invariably has people that are consigned or ascribed to in groups, out groups or a subculture (39).”
BackgroundSelf-citationGender bias in medical education: stop treating it is an inevitability- Author reply.
Samuriwo, R., Patel, Y., & Bullock, A. (2020) · Medical Education · doi:10.1111/medu.14205 · Cited by 3 · cited 1× · see citing works
“Education fulfills its true emancipatory apogee, or pinnacle, when students and educators collectively develop a dialogical theory of praxis as a community (44).”
BackgroundSelf-citationCeeing compassion in care: more than 'Six C'S'?
Pattison, S., & Samuriwo, R. (2016) · Nursing Philosophy · doi:10.1111/nup.12110 · Cited by 3 · see citing works
Self-citationNurses respond to doctor-nurse game
Muir, J. (1978) · doi:10.1016/s0001-2092(07)61674-3 · Cited by 1
Flagged first, then by citations
6 of the 42 references couldn’t be matched to a known paper.
Research works printed but not linked: 7
- [12]Holyoake DD. Is the doctor-nurse game being played? Nurs Times. (2011) 107: 12– 4. 23251967
- [13]Whitehead B. Nurses should defy the deeply embedded doctor-nurse game. Nurs Times. (2011) 107: 11. 23251966
- [15]WHO. Framework for Action on Interprofessional Education & Collaborative Practice. Geneva: World Health Organisation (2010). 21174039
- [16]IOM. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: Institute of Medicine and the National Academies Press (2013). 24901189
- [28]WHO. Human factors in patient safety. Review of topics and tools. Report for methods and measures working group of WHO Patient Safety. Geneva: World Health Organisation (2009).
- [42]Jowett B. The Dialogues of Plato. Translated into English with analyses and introductions in five volumes. Vol. IV. 3rd ed. London: Oxford University Press (1892).
- [43]Campbell L. The Theaetetus of Plato. A Revised Text and English Notes. 2nd ed. London: Oxford University Press (1883).
Cited by
Sorted by citations
Job, C., Adenipekun, B., Cleves, A., Gill, P., & Samuriwo, R. (2024) · BMJ Open · doi:10.1136/bmjopen-2023-081723 · Cited by 44 · see citing works
Self-citationThe Crucial Role of Interdisciplinary Conferences in Advancing Explainable AI in Healthcare
Patel, A., Gu, Q., Esper, R. N., Maeser, D., & Maeser, N. (2024) · BioMedInformatics · doi:10.3390/biomedinformatics4020075 · Cited by 61 · see citing works
The Impact of Interprofessional Education on Health Profession Students’ Professional Identity
Ciani, G. J., Grimaldi, G., Macalintal, M., & Orner, D. (2023) · Education sciences · doi:10.3390/educsci13050494 · Cited by 17
“Today’s rapidly evolving health care systems require clinical practitioners to be capable of interprofessional collaboration (IPC) to improve the delivery of care for their patients [1–3].”
BackgroundHedqvist, A., & Herrera, M. (2025) · BMC Geriatrics · doi:10.1186/s12877-025-05975-w · Cited by 7 · see citing works
“Interprofessional collaboration among healthcare professionals with different backgrounds and perspectives is more likely to generate innovative solutions to clinical challenges [71], particularly in complex care scenarios.”
Nurses are never gone or forgotten: Breaking barriers to enhance nursing care with technology
Wahyuningtyas, E., & Abdelrazek, M. N. (2024) · Journal of holistic nursing science · doi:10.31603/nursing.v11i2.12409 · Cited by 6
“Without this collaboration, there is a risk that technology may become a hindrance rather than a help (Samuriwo, 2022).”
BackgroundMohamed, M., Altınay, F., Altınay, Z., Dağlı, G., Altınay, M., & Soykurt, M. (2023) · Sustainability · doi:10.3390/su152416577 · Cited by 5 · see citing works
Samuriwo, R. (2023) · JBI Evidence Synthesis · doi:10.11124/jbies-23-00263 · Cited by 3 · see citing works
Self-citationNdiema, D., Abuom, T., & Matthew, K. (2024) · BMJ public health · doi:10.1136/bmjph-2023-000871 · Cited by 2
“37 39 The fact that some HPs at the hospital’s medical and surgical wards may not be conversant with their contribution to OPD management could be hampering the delivery of comprehensive care to patients with this disorder.”
Weaving Diversity, Equity, Inclusion, and Belonging for Organizational Sustainability.
Mitchell, C., Parchment, J., & Taylor, A. (2024) · Journal of Nursing Administration · doi:10.1097/nna.0000000000001407 · Cited by 2
Pham, J. H., Thongprayoon, C., Suppadungsuk, S., Miao, J., Craici, I. M., & Cheungpasitporn, W. (2024) · Digital Health · doi:10.1177/20552076241277458 · Cited by 3 · see citing works
Almulhim, M., Abdulqader, A. A. A., & Badr, M. (2026) · BMC Nursing · doi:10.1186/s12912-026-04793-8 · Cited by 1
“The strategies nurses developed for effective advocacy, including timing, framing, and collective action through charge nurses, align with the concept of ‘safety-oriented advocacy’ in critical care [35] and represent important practical knowledge that deserves greater attention in nursing education.”
Donnelly, M. G., Dudley, L. L., Georgan, W. C., Ho, K. M., & Young-Hong, S. C. (2025) · Behavior and Social Issues · doi:10.1007/s42822-025-00236-2 · Cited by 1
“IPC has been described as “integral to the quality, equity, justice, and safety of health-care” (Samuriwo, 2022, p. 1) and as one of the keys to achieving inclusive education in schools (Malmberg-Heimonen et al., 2023).”
Joseph, M. E., Mathews, N., Joseph, S., Mathew, L., Joseph, J., Muñoz, E. G., Daniel, S. C., Bryant, P. H., & Lee, L. T. (2025) · Journal of Radiology Nursing · doi:10.1016/j.jradnu.2025.11.002
Agustina, E., Dradjat, R., Wardhani, V., & Putra, K. (2025) · Narra J · doi:10.52225/narra.v5i2.2213 · Cited by 1
Bridging the pharmacogenomics gap: a survey of healthcare workers in South-Western Nigeria
Orherhe, O. M., Ayodele, O. F., Omojuyigbe, J., Jegede, A., Alade, O. A., Oladimeji, K., Ogunde, O. S., Okereke, P., Agboola, O. O., Olu-Lawal, M. O., et al. (2026) · The Pharmacogenomics Journal · doi:10.1038/s41397-026-00433-1
Nursing theory, concepts and models: towards person-centred infection prevention and control.
Collins, J., Reilly, J. S., DiDomenico, D., & Ness, V. (2026) · British Journal of Nursing · doi:10.12968/bjon.2026.0005
Privitera, G. J., Gillespie, J. J., & Walton, A. (2026) · Journal of Market Access & Health Policy · doi:10.3390/jmahp14020027
Putting Practice First in Doctor of Nursing Practice: A Competency-Based Curriculum Redesign.
Majumdar, J. R., Yermal, S. J., Jolade, E., & Clark-Cutaia, M. (2026) · The Journal of Nursery Education · doi:10.3928/01484834-20260227-01
Adaranijo, E. (2025) · Hospital Practice · doi:10.1080/21548331.2025.2593812
“Evidence suggests that such collaboration leads to improved patient outcomes, reduced errors, and increased patient satisfaction [5–7].”
Adaranijo, E. T., Marshall, C. R., & Mbamba, C. R. (2025) · Hospital Practice · doi:10.1080/21548331.2025.2591023
“Organized inter-disciplinary rounds and team-based protocols can reduce delays, though additional resources may be needed for complex cases [18,58,59,72,73].”
Interprofessional Action for Oral Health Building a Dignified Life Through Education and Care
Azzah, A. A., Pratiwi, D., & Anwaristi, A. Y. (2025) · Journal of Community Capacity Empowerment · doi:10.36728/jcce.v3i2.5406
“INTRODUCTION Interprofessional Collaboration (IPC) is a partnership between individuals from different professional backgrounds who work together to solve health problems and provide health services (Samuriwo, 2022).”
Wei, H. (2025) · Advances in Nursing Science · doi:10.1097/ans.0000000000000592 · Cited by 3 · see citing works
Fusco, N. M., & Sorensen, T. D. (2025) · Journal of the American College of Clinical Pharmacy · doi:10.1002/jac5.70082
Vitente, A. C. (2025) · Philippine Journal of Physical Therapy · doi:10.46409/002.mfos7878
Kim, M. (2024) · Quality Improvement in Health Care · doi:10.14371/qih.2024.30.2.35
- Authors
- Samuriwo, R.
- Affiliations
- University of Bradford (GB)
- Corresponding author
- Samuriwo, Ray
- ORCID
- Samuriwo, Ray
- Venue
- Frontiers in Medicine
- Publisher
- Frontiers Media SA
- Published
- 2022-03-18
- Volume
- 9
- Pages
- 876715-876715
- ISSN
- 2296-858X (ISSN-L)
- PMC
- PMC8971839
- OpenAlex
- W4220820079
- Cited by
- 23
- References
- 42
- Citations by year
- 2026: 5 · 2025: 9 · 2024: 6 · 2023: 3
- FWCI
- 5.17
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Medicine (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Health Sciences › Health Professions › General Health Professions › Interprofessional Education and Collaboration
- Social Sciences › Decision Sciences › Information Systems and Management › Interdisciplinary Research and Collaboration
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- interprofessional collaboration, philosophy of action, interprofessional education, health professions education, teamwork
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
