410 ■ III: ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE
In order to do any of this, we have to reconceptualize how we train entry- level stu-
dents— in this case, new bachelors of science in nursing (BSN)- to- DNPs (particularly)
and post- master’s DNPs too. It is not enough to change any single aspect of how we
develop as professions. We must examine the interplay between professional identity
development, the reciprocity of relationships with patients and other service provid-
ers, and the boundaries we create that, however well- meant serve to distance ourselves
from others. We cannot do this by simply calling for greater collaboration. We have to
be willing to challenge our professional worldview. This is no easy task giving the con-
text within which we have developed and maintained our worldview. There can be no
denying that many people will find this a risky proposition. However, if we do not do it,
then the likelihood that we effect significant change in our delivery systems and patient
outcomes is minimal.
I fully agree with Novak’s call for increased interdisciplinary and interprofessional
collaboration although I would give the later the priority. Interprofessional understand-
ing can lead to more effective interdisciplinary collaboration. This involves challeng-
ing how advanced practice nurses or doctoral advanced practice nurses become who
they become. This requires seriously question how nursing cannot only contribute to an
advancement of collaborative practice, but also how nursing also helps create the barri-
ers that hinder or block these efforts. If change could be brought about simply by agree-
ing on where we should be going, then we would already all be working in healthy and
collaborative delivery and academic settings. Change is difficult and can come about
only through the efforts of people willing not just to try to change the system but also
themselves. This is the essence of true leadership.
■ REFERENCES
Alexander, C. (2007). You are what you do. Relational Child and Youth Care Practice, 20 (3), 17–21.
Alexander, C. (2008). Accepting gifts from youth: Reciprocity makes a difference. Relational Child and
Youth Care Practice, 21 (2), 27–35.
Alexander, C., & Charles, G. (2009). Caring, mutuality and reciprocity in social worker-client relation-
ships. Journal of Social Work, 9 (1), 5–22.
Charles, G., & Alexander, C. (2014a). An introduction to interprofessional practice in social and health
care settings. Relational Child and Youth Care Practice, 27 (3), 51–55.
Charles, G., & Alexander, C. (2014b). Beyond attachment: Mattering and the development of meaning-
ful moments. Relational Child and Youth Care Practice, 27 (3), 26–30.
Charles, G., Bainbridge, L., & Gilbert, J. (2010). The University of British Columbia model of interprofes-
sional education. Journal of Interprofessional Care, 24(1), 9–18.
Charles, G., & Dharamsi, S. (2010). Service learning, interprofessional education and the social work
placement: The case for combining the best of all worlds. In E. Ralph, K. Walker, & R. Wimmer
(Eds.), The practicum in professional education: Canadian perspectives (pp. 69–88). Calgary, AL, Canada:
Detselig Press.
Charles, G., Bainbridge, L., & Gilbert, J. (2010). The University of British Columbia model of interprofes-
sional education. Journal of Interprofessional Care , 24 ( 1 ), 9 – 18.
Charles, G., Bainbridge, L., Copeman-Stewart, K., Kassam , R., & Tiffin , S. (2008). Impact of an interpro-
fessional rural health care practice education experience on students and communities. Journal of
Allied Health , 37 ( 3 ), 127 – 131.
Charles, G., Bainbridge, L., Copeman-Stewart , K., Art , S. T., & Kassam , R. (2006). The Interprofessional
Rural Program of British Columbia (IRPbc). Journal of Interprofessional Care , 20 ( 1 ), 40 – 50.
Charles, G., Dharamsi, S., & Alexander, C. (2011). Interprofessional field education: Reciprocal learning
for collaborative practice. In J. Drolet, N. Clark, & H. Allen (Eds.), Shifting sites of practice: Field ex-
perience in Canada (pp. 253–263). Toronto, ON, Canada: Pearson.
Garfat, T., & Charles, G. (2007). How am I who I am? Self in child and youth care. Relational Child and
Youth Care Practice, 20 (6), 6–16.