Search

Once conferred by jurisdictions, hierarchies, or credentials, professional authority is now considered relational and probabilistic, drawing attention to actions that professionals can take to encourage client compliance. In this paper, we use ethnographic observations of palliative care consultations to show that professionals suggest feeling rules that correct patients' lay understandings and in doing so facilitate compliance. Palliative care professionals suggested three corrective feeling rules that validate patients' emotions and reattribute them to circumstances aligned with professionals' expert recommendations for care: that patients should fear curative treatment, that patients should hope for pain relief, and that patients and family members should feel guilty for prolonging misery. We argue that authority depends, in part, on professionals' ability to manage broader feeling rules instead of individual emotions. Given that feeling rule management involves altering meanings of what is considered appropriate, we contend that professionals' symbolic power and emotional capital underpin their authority in the professional–client encounter. [ABSTRACT FROM AUTHOR]

Pursuing AUPHA certification of undergraduate healthcare management (HCM) degrees housed in AACSB-accredited business schools can be difficult. This paper is a study of the factors involved in accomplishing this outcome based on certification initiatives in two business schools. The method involved a side-by-side comparison of AACSB accreditation standards with AUPHA certification criteria. This review demonstrates that a significant degree of complementarity exists between the two assessment approaches. Thus, the discipline-specific nature of AUPHA program certification criteria does not conflict with or challenge AACSB's business college's nine sets of accreditation standards. The discussion identifies the collective benefits of AUPHA HCM program certification housed under a business college's AACSB accreditation umbrella. The comparison identified a few AUPHA criteria not having an AACSB-equivalent standard. Tactics for traversing this limited disconnect are defined. Experience with these two sets of assessment requirements is posed as a model for pursuing other discipline-specific accreditation within AACSB-accredited business schools. [ABSTRACT FROM AUTHOR]

Research has demonstrated a status gap between members of healthcare delivery teams. However, it is unclear which factors mitigate or exacerbate the status gap between healthcare providers. This paper examines the concept of status affirmation, the belief that others affirm the individual's social standing, as one factor that can affect the status gap between healthcare professionals. The aim of this exploratory study was to investigate two factors that affect nurses' status affirmation: nurses' educational backgrounds and clinical specializations. A close-ended survey was administered to registered nurses in Indiana, a midwestern American state1 (N = 1262) to identify which nurses are likely to have their status affirmed by physicians, in general. Results of multinomial logistic regression analyses suggest that highly educated nurses are unlikely to receive status affirmation, and there are differences in status affirmation across clinical specialties. In addition, nurses with advanced degrees often do not work in specialties that receive status affirmation. These results suggest that conflict among nurses and doctors is as likely to exist across divisions in nurses' educational attainment as across work specializations. Status affirmation is posited as a theoretical antecedent to interprofessional collaboration. [ABSTRACT FROM AUTHOR]