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Zhu H, Li X, Zhang H, Lin X, Qu Y, Yang L, Ma Q, Zhou C. The association between proactive personality and interprofessional learning readiness in nursing students: The chain medication effects of perceived social support and professional identity. NURSE EDUCATION TODAY 2024; 140:106266. [PMID: 38833758 DOI: 10.1016/j.nedt.2024.106266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2023] [Revised: 05/05/2024] [Accepted: 05/27/2024] [Indexed: 06/06/2024]
Abstract
BACKGROUND Interprofessional education (IPE) has been advocated for all healthcare students, and readiness for interprofessional learning significantly influences its effectiveness. It is essential to explore the antecedent factors of readiness for interprofessional learning among nursing students to promote IPE. While a proactive personality might impact readiness for interprofessional learning, its specific role has remained unspecified. OBJECTIVE To examine the mediation effects of perceived social support and professional identity on the association between proactive personality and readiness for interprofessional learning among nursing students. DESIGN The study utilised a cross-sectional design. SETTINGS Research was conducted at two universities and two vocational schools in Hainan Province, China. PARTICIPANTS On-campus nursing students were invited to participate between March and May 2023. METHODS A flyer was distributed to the participants with a QR code to scan to voluntarily complete the online survey, including the Readiness for Interprofessional Learning Scale (RIPLS), Proactive Personality Scale, Perceived Social Support Scale and Professional Identity Status Questionnaire Scale 5d. Descriptive analysis, Pearson associations and mediation analysis were conducted using SPSS software version 26.0 and PROCESS version 4.2 for SPSS. RESULTS The participants' average RIPLS score was 66.93 ± 9.28. Proactive personality (r = 0.633, p < 0.01), perceived social support (r = 0.605, p < 0.01) and professional identity (r = 0.549, p < 0.01) were all positively related to readiness for interprofessional learning. Meanwhile, the relationship between proactive personality and readiness for interprofessional learning was partly mediated by perceived social support (25.15 %), professional identity (13.35 %) and the chain effects (9.48 %) of perceived social support and professional identity. CONCLUSIONS The nursing students in Hainan, China demonstrated a medium level of readiness for interprofessional learning. Compound strategies that foster proactive personality, provide social support and boost positive professional identity are warranted to improve nursing students' readiness for interprofessional learning.
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Affiliation(s)
- Hongrui Zhu
- Hainan Medical University, 3 Xueyuan Road, Chengxi District, Haikou 571199, Hainan, China; Central South University, 172 Tongzipo Road, Yuelu District, Changsha 410013, Hunan, China
| | - Xianhong Li
- Central South University, 172 Tongzipo Road, Yuelu District, Changsha 410013, Hunan, China.
| | - Hua Zhang
- Hainan Medical University, 3 Xueyuan Road, Chengxi District, Haikou 571199, Hainan, China
| | - Xiujin Lin
- Hainan Health Vocational College, 32 Xiuhua Road, Xiuying District, Haikou 570311, Hainan, China
| | - You Qu
- Hainan Medical University, 3 Xueyuan Road, Chengxi District, Haikou 571199, Hainan, China
| | - Lei Yang
- Central South University, 172 Tongzipo Road, Yuelu District, Changsha 410013, Hunan, China
| | - Qiang Ma
- Sanya College, 191 Xueyuan Road, Jiyang District, Sanya 572022, Hainan, China
| | - Chenchen Zhou
- Huazhong University of Science and Technology, 13 Hangkong Road, Xunkou District, Wuhan 430030, Hubei, China
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Schubert S, Hunt C, Monrouxe LV. A scoping review and theory-informed conceptual model of professional identity formation in medical education: Commentary from a clinical psychology perspective. MEDICAL EDUCATION 2024. [PMID: 38986491 DOI: 10.1111/medu.15471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2024] [Accepted: 06/04/2024] [Indexed: 07/12/2024]
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Stenberg K, Mills R, Kalia I, Schwartz L. Genetic counselors' professional identity in North America: A scoping review. J Genet Couns 2024. [PMID: 38860487 DOI: 10.1002/jgc4.1931] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2024] [Revised: 05/08/2024] [Accepted: 05/24/2024] [Indexed: 06/12/2024]
Abstract
Professional identity (PI) comprises attributes, beliefs, values, motives, and experiences by which people define themselves in a professional role and evolves through socialization with others in the workplace. While there have been several studies exploring the expanding roles of genetic counselors, few have specifically addressed PI. This scoping review aimed to describe the contexts in which PI has been discussed or examined in the genetic counseling literature. Articles were searched using PubMed, Scopus, and CINAHL with a priori terms including and related to PI. Articles based in the United States or Canada and of all study designs, commentaries, and speeches were included. Date of publication was not restricted. Using social identity theory (SIT) to formulate a definition of PI, multiple reviewers applied inclusion and exclusion criteria to all titles, abstracts, and full-text articles with conflicts addressed through consensus among all reviewers. A total of 5523 titles and/or abstracts were screened, and 467 full-text articles were evaluated and categorized as (1) focusing on PI specifically, (2) containing elements of PI although focused on another topic, or (3) not related to PI. Eighty-seven (87) articles were reviewed during the extraction phase. Ultimately, 41 articles were deemed to meet the agreed upon characteristics of PI. While empirical studies of PI among genetic counselors were limited, PI is being addressed in research focused on related areas, including professional development and diversity, equity, and inclusion, as well as in personal accounts, addresses, and commentaries. Sentiments regarding PI voiced by genetic counselors align with those reported among other health professionals. Given the lack of diversity in the field and rapidly expanding opportunities for genetic counselors, there is risk of some members of the profession feeling excluded, which in turn could negatively impact the collective identity of the profession and translate into impacts on patient care. Additional research regarding the PI of genetic counselors is needed.
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Affiliation(s)
- Kaye Stenberg
- Department of Biomedical Laboratory Sciences, The George Washington University, Ashburn, Virginia, USA
| | - Rachel Mills
- MS Genetic Counseling Program, University of North Carolina Greensboro, Greensboro, North Carolina, USA
| | - Isha Kalia
- The GW Faculty Medical Associates, The George Washington University, Washington, DC, USA
| | - Lisa Schwartz
- Department of Biomedical Laboratory Sciences, The George Washington University, Ashburn, Virginia, USA
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Yu SV, Åkerlind GS. Being a Doctor: From Treating Individual Patients to Maximising Community Health and Social Justice. HEALTH CARE ANALYSIS 2024:10.1007/s10728-024-00484-0. [PMID: 38780875 DOI: 10.1007/s10728-024-00484-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/30/2024] [Indexed: 05/25/2024]
Abstract
This study examined variation in medical practitioners' practice-based conceptions of what it means to be a doctor, based on interviews with 30 clinicians who were also medical educators. Participants included general practitioners, surgeons and physicians (non-surgical specialists). Participants were asked to draw a concept map of 'being a doctor', followed by semi-structured interviews using a phenomenographic research design. Three conceptions were identified, varyingly focused on (1) treating patients' medical problems; (2) maximising patients' well-being; and (3) maximising community health. Each conception was distinguished by variation in awareness of six underlying dimensions of being a doctor: (1) doctors' actions; (2) treatment success; (3) patients' actions; (4) patients' well-being; (5) community needs; and (6) social justice. Whilst all participants included dimensions 1 and 2 in their described practice, numerous participants did not include dimensions 3 and 4, i.e. did not take the patients' role and the impact of patients' psychosocial context into account in their practice. This is concerning, especially amongst medical educators, given the widely acknowledged importance of patient-centred care in medical practice. Similarly, only some of the participants considered community health needs and felt a broader social responsibility beyond their responsibility to individual patients. These findings highlight aspects of the medical profession that need to be further emphasised in medical training and continuing professional development.
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Affiliation(s)
- Suet Voon Yu
- College of Health and Medicine, Australian National University, Canberra, Australia
| | - Gerlese S Åkerlind
- Emeritus Faculty, Centre for Educational Development and Academic Methods, Australian National University, Building 1c, 24 Balmain Crescent, Acton, 2601, Australia.
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Klimkowski V, McRae S, Blick A, Beaulieu L, Handley JRS, Hopley AA, Hyde CA, Jain DM, Kolodziejczyk S, Laliberté J, Lévesque A, Masri LM, Monet AM, Nediu RS, Valihrach R, Tasca G. Models of practice and training in psychotherapy: cross-national perspectives from Italy and Canada. RESEARCH IN PSYCHOTHERAPY (MILANO) 2024; 27:732. [PMID: 38497293 PMCID: PMC11064771 DOI: 10.4081/ripppo.2024.732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Accepted: 02/22/2024] [Indexed: 03/19/2024]
Abstract
Internationally, there is ongoing concern about accessibility to mental health care and training. The goal of this study was to explore commonalities and differences within models of clinical psychology and psychotherapy in Ontario, Canada, and Lombardia, Italy, respectively, to inform improvements to the accessibility of mental health care and training. Using key informant sampling, we recruited ten students and professionals in Italy and Canada who study or work in psychology for semi-structured interviews. We analyzed the interview content using an inductive approach for thematic analysis within countries and meta-theme analysis across countries. The findings indicated three cross-national meta-themes: the need to integrate evidence with practice, the limited accessibility of training for students and treatment for patients, and the importance of the quality of training programs. Despite some differences regarding the amount of scientific training, personal therapy for trainees, and the prominence of cultural diversity training, Canadian and Italian psychology professionals and students shared experiences of psychotherapy practice and clinical psychology training. The three cross-national meta-themes indicate which issues in training and practice may be relevant worldwide and where to focus resources. The findings can inform international collaborations regarding training model structures that may increase access to psychology training and may increase consensus on professional recognition standards to improve mobility for professionals. These changes could reduce barriers to mental healthcare services for patients.
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Affiliation(s)
| | - Sofia McRae
- Faculty of Social Sciences, University of Ottawa, ON.
| | - Alexia Blick
- Faculty of Social Sciences, University of Ottawa, ON.
| | | | | | | | | | - Devika M Jain
- Faculty of Social Sciences, University of Ottawa, ON.
| | | | | | | | - Lara M Masri
- Faculty of Social Sciences, University of Ottawa, ON.
| | - Anya M Monet
- Faculty of Social Sciences, University of Ottawa, ON.
| | | | | | - Giorgio Tasca
- Faculty of Social Sciences, University of Ottawa, ON.
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Schubert S, Monrouxe LV, Buus N, Hunt C. Fragilising clients: A positioning analysis of identity construction during clinical psychology trainees' supervision. MEDICAL EDUCATION 2024; 58:338-353. [PMID: 37709343 DOI: 10.1111/medu.15200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Revised: 07/19/2023] [Accepted: 08/16/2023] [Indexed: 09/16/2023]
Abstract
CONTEXT Western mental healthcare system reforms prioritise person-centred care and require clinicians to adjust their professional positions. Realising these reforms will necessitate clinicians-including clinical psychologists-acquiring professional identities that align with them. Learners develop professional identities through socialisation activities: within interactional spaces such as supervision learners come to understand the self (clinician) and, by extension, the other (client). A clinician's understanding of who I am is intertwined with an understanding of who they are. Our study offers a moment-by-moment examination of supervision interactions of clinical psychology trainees to illuminate processes through which the identities of therapists and clients are constructed. AIM We examined how clinical psychology trainees and supervisors construct identities for themselves and clients in supervision. METHODS We used positioning analysis to explore identity construction during interactions between supervisors (n = 4) and trainees (n = 12) in a clinical psychology training clinic. Positioning analysis focuses on the linguistic choices participants make as they position themselves (and others) in certain social spaces during everyday interactions. Twelve supervision sessions were audio recorded and transcribed. We found that clients were frequently positioned as fragile and subsequently analysed these sequences (n = 12). RESULTS Clients' identities were constructed as fragile, which co-occurred with clinical psychologists' claiming positions as responsible for managing their distress. Supervisors played an active role in linguistically positioning clients and trainees in this way. Trainees rarely contested the identities made available to them by supervisors. DISCUSSION AND CONCLUSION We suggest that linguistically positioning clients as fragile perpetuates paternalistic clinical discourses that do not align with mental healthcare reform priorities. We make visible how this is achieved interactionally through language and influenced by organisational power relations. Intentional efforts are required to support the professional identity construction of clinical psychologists in ways that do not perpetuate paternalism. We offer recommendations for education and clinical practice to support these efforts.
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Affiliation(s)
- Samantha Schubert
- Clinical Psychology Unit, School of Psychology, Faculty of Science, University of Sydney, Camperdown, New South Wales, Australia
| | - Lynn V Monrouxe
- School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Camperdown, New South Wales, Australia
| | - Niels Buus
- Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Caroline Hunt
- Clinical Psychology Unit, School of Psychology, Faculty of Science, University of Sydney, Camperdown, New South Wales, Australia
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Quartiroli A, Wagstaff CRD. Practitioners in search of an identity: A Delphi study of sport psychology professional identity. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 71:102567. [PMID: 37993029 DOI: 10.1016/j.psychsport.2023.102567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 11/14/2023] [Accepted: 11/16/2023] [Indexed: 11/24/2023]
Abstract
The existence of a professional identity among sport psychology practitioners (SPPs) can increase ethical and effective practice while also leading to more satisfactory careers and advancing awareness of professional roles. There is currently no consensus regarding a sport psychology professional identity (SPPI), a definition of this construct, and the factors influencing it. As such, in the present study, we sought consensus on a definition of SPPI and aimed to identify associated factors. A multinational panel of 39 SPPs from 6 different continents participated in a 3-round Delphi study. The panelists in this study, who were recruited based on their applied and scholarly experiences, constructed a shared definition of SPPI as an individual's professional self-concept concerning their sense of belonging and fit within the sport psychology profession. Further, the panelists also constructed a list of factors supporting (n = 13; e.g., knowledge and philosophy of the profession, personal meaning) and hindering (n = 10; e.g., isolation, non-traditional roles, lack of practitioner-environment fit) the development of SPPI. Professional organizations might use these results to advance professional development and training by integrating them into curricula for qualification processes. A clear understanding of what SPPI is and the factors that foster and hinder its development can support practitioners' wellbeing and practice as well as raise public awareness of what is the sport psychology profession.
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