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O’Mahony SE, Joosten AV, O’Brien J. An Exploratory Study: Undergraduates' Perspectives on how Threshold Concepts Influence Professional Identity. Can J Occup Ther 2023; 90:374-383. [PMID: 36779857 PMCID: PMC10647904 DOI: 10.1177/00084174231154747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
Background. Threshold concepts are key to professional identity development, transforming the way individuals think, act, and perceive the world. Purpose. To understand how occupational therapy students describe their professional identity, its importance, and how threshold concepts contribute to identity. Method. Mixed-method survey of final-year occupational therapy students (n = 58) at an Australian University. Findings. (i) High agreement on most identity and threshold questions; but up to 24% uncertain about confidence/competence in understanding specific concepts; (ii) occupation-focus is unique to our professional identity; (ii) identity develops over time; (iii) occupation-based, client-centered, and evidence-based practices are central to thinking like and becoming an occupational therapist; and (iv) practice education provides context for threshold concepts to be transformative. Implications. Identity is defined by a focus on occupation and its relationship to health. Traversing threshold concepts through academic and practice education is essential to developing professional identity.
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Affiliation(s)
| | - Annette V. Joosten
- Annette V. Joosten, School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Level 2 Daniel Mannix Building, 17-29 Young Street, Locked Bag 4115, Fitzroy Vic 3065, Australia.
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Kenny B, O'Connor D, Sugden E, Tang CY, Tannous C, Thyer E. Engaging Industry in Health Professions' Education: Benefits and Challenges. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6131. [PMID: 37372719 DOI: 10.3390/ijerph20126131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Revised: 05/13/2023] [Accepted: 06/09/2023] [Indexed: 06/29/2023]
Abstract
Effective partnerships between universities and industry facilitate health-profession students' learning and work readiness. However, developing sustainable industry engagement in academic curricula remains challenging. This study utilised Social Exchange Theory (SET) to explore the benefits of and barriers to industry engagement within health-profession preparation programs. A realist evaluation framework was used to consider factors that impacted experiences and outcomes for academics and clinicians who engaged in the development and delivery of curriculum for a new health professional preparation program in speech pathology. A sequential mixed-methods design was adopted to explore factors influencing clinicians' motivation to engage with the university, using an online survey (n = 18) and focus group (n = 5). Clinicians rated "personal development" and contributing to the "future workforce" as the highest personal benefits. "Sharing knowledge" was the highest team benefit, and "staff satisfaction" was the highest employer benefit. Time and workload were perceived barriers. Academics (n = 2) and clinicians (n = 3) who collaborated in learning and teaching experiences also participated in a post-engagement focus group. Three Context Mechanism Outcome configurations were shown to facilitate engagement outcomes: engagement as opportunity, partnership, and work readiness. In accordance with SET, the nature of exchange processes and professional relationships contributed to positive engagement outcomes for clinicians, academics, and enhanced health-profession education.
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Affiliation(s)
- Belinda Kenny
- School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - David O'Connor
- Community Health Care, Primary Care Community Health, Nepean Blue Mountains Local Health District, Penrith, NSW 2750, Australia
| | - Ellie Sugden
- School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Clarice Y Tang
- Physiotherapy, Victoria University, Melbourne, VIC 3000, Australia
| | - Caterina Tannous
- School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Elizabeth Thyer
- School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
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Exploring Occupational Therapists' Professional Identity: A Q-Method Study. Healthcare (Basel) 2023; 11:healthcare11040630. [PMID: 36833164 PMCID: PMC9957004 DOI: 10.3390/healthcare11040630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 02/16/2023] [Accepted: 02/17/2023] [Indexed: 02/23/2023] Open
Abstract
(1) Background: This study examines the nature of the rarely studied factors of the professional identity from an occupational therapist's perspective. (2) Methods: Q-methodology was applied to identify the different perspectives. Participants were selected through a non-probability sampling procedure in the whole Spanish territory. Different assessment tools were considered, in order to develop an ad hoc tool which had 40 statements classified into four categories. A factor analysis was performed by applying Ken-Q analysis v.1.0. (3) Results: Thirty-seven occupational therapists participated in the study. Their diverse approaches revealed different perspectives that influence the professional identity of occupational therapists: professional identity, due to referents, a grey field on professional identity, reaffirming a common professional identity, the role of education and mentors on professional identity and the outcome of ongoing training, in order to develop the abovementioned identity. (4) Conclusions: Once the different aspects of the professional identity have been understood, future educational initiatives can be designed to adapt curricula to the professional scene.
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Souto-Gómez AI, Talavera-Valverde MÁ, Márquez-Álvarez LJ, García-de-la-Torre MDP. La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance. CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL 2023. [DOI: 10.1590/2526-8910.ctoao258833813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Resumen Objetivo analizar el desarrollo histórico, la naturaleza y el volumen de la literatura científica de la Investigación sobre Educación Interprofesional en terapia ocupacional, así como los tipos de intervenciones que se desarrollan. Método Se utilizó un scoping review con un marco metodológico de cuatro etapas para capturar la evidencia que describe cómo las Investigación sobre Educación Interprofesional y la identidad profesional ha sido conceptualizada e integradas en la terapia ocupacional. Las bases de datos incluidas fueron MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane y Scielo. Como criterios de inclusión los artículos debían describir conceptos relacionados con la terapia ocupacional y otras disciplinas, identidad profesional y la educación interprofesional en estudiantes y/o profesionales. Del listado final se analizaron las variables: información demográfica, objetivo/propósito del estudio, detalles metodológicos, tipos de intervenciones realizadas y resultados/hallazgos principales. Resultados 18 artículos cumplieron los criterios y 16 se tuvieron en cuenta para la síntesis cualitativa. Predomina la investigación universitaria (92,3%). El 75% de la muestra de las investigaciones se concentra en estudiantes. La investigación mixta representa el 50% del estudio. Las intervenciones más numerosas en Investigación sobre Educación Interprofesional son prácticas en el aula (62,5%) frente a prácticas de campo (37,5%). Conclusión este estudio muestra la fortaleza de las prácticas ligadas a la educación interprofesional y su vínculo para desarrollar la identidad profesional. La formación de colaboración interprofesional en comparación con la educación clínica tradicional, aumenta la identidad profesional a través de la autoeficacia percibida de los estudiantes.
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Mak S, Hunt M, Boruff J, Zaccagnini M, Thomas A. Exploring professional identity in rehabilitation professions: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:793-815. [PMID: 35467304 DOI: 10.1007/s10459-022-10103-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 02/12/2022] [Indexed: 06/14/2023]
Abstract
Professional identity is believed to foster self-confidence and resilience in health care professionals. While literature exists describing professional identity in medicine, the relevance of this evidence to rehabilitation professionals (occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP)) is limited due to differences between professions in decision-making authority (patient care), professional autonomy and understanding of their scope of practice. The objective was to determine the extent, range and nature of the literature on professional identity/professional identity formation in rehabilitation professionals. Findings from the scoping review based on Arksey and O'Malley's methodological framework are presented. A search was conducted on MEDLINE (Ovid), Embase (Ovid), AMED, CINAHL, and ProQuest Dissertations and Theses from 1996 to October 2020 for empirical and conceptual studies on OT, PT, and S-LP clinicians or students. Of 4983 retrieved records, 53 papers were selected for data extraction. Data were organised into themes for professional identity/professional identity formation: conceptual descriptors (dynamic state, multiple identities); influences (person, professional education/environments, profession-at-large). Findings are consistent with the professional identity literature in medicine. However, they point to gaps for further empirical inquiry in the role of symbols and rituals in the professional identity/professional identity formation of rehabilitation professionals, profession-specific differences between OT, PT and S-LP, and influences related to the profession-at-large on the professional identity/professional identity formation of rehabilitation professionals. These findings may help to inform professional education programs and health care and professional systems in developing resources to support professional identity formation of rehabilitation professionals.
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Affiliation(s)
- Susanne Mak
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada
- Institute of Health Sciences Education, McGill University, 1110 Pine Avenue West, H3A 1A3, Montréal, QC, Canada
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada
| | - Matthew Hunt
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada
| | - Jill Boruff
- Schulich Library of Physical Sciences, Life Sciences, and Engineering, McGill University, 3459 McTavish Street, Montréal, QC, Canada
| | - Marco Zaccagnini
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada
| | - Aliki Thomas
- School of Physical & Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, H3G 1Y5, Montréal, QC, Canada.
- Institute of Health Sciences Education, McGill University, 1110 Pine Avenue West, H3A 1A3, Montréal, QC, Canada.
- Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain, 6363 Hudson Road, H3S 1M9, Montréal, QC, Canada.
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Bonde Nissen A, Brink Hansen S, Christensen JR, Skovdal Hansen K, Sonday A, Lee K. The shaping of professional identity and education of occupational therapist students in Denmark – a qualitative study. Scand J Occup Ther 2022; 30:415-424. [PMID: 35815681 DOI: 10.1080/11038128.2022.2096690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
BACKGROUND Few studies are available regarding occupational therapist students' experiences relating to their professional identity during their education. AIM The aim was to gain knowledge about the process that occupational therapist students undergo in the shaping of their professional identity. METHOD Semi-structured interviews were conducted with nine participants divided into two phases: a phenomenological phase, followed up by a hermeneutical phase. The data was analysed with the use of thematic analysis. RESULTS Three themes emerged: study environment, responsibility, and choice of internships. As a part of the first theme study environments, the relations among the students were important for the shaping of a professional identity. CONCLUSION The occupational therapy students undergo an increasing sense of responsibility throughout the education programme. Particularly, the clinical practice was found to have a positive impact on the shaping of professional identity. IMPORTANT FINDINGS The findings in the study can contribute to clarifying students' perspectives on the shaping of their professional identity. Based on these findings the occupational therapist education programmes could integrate these elements as a part of their curriculum.
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Affiliation(s)
- Anna Bonde Nissen
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
| | - Stine Brink Hansen
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
| | - Jeanette Reffstrup Christensen
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
- User Perspectives and Community-based Intervention, Department of Public Health, University of Southern Denmark, Odense, Denmark
- The Research Unit of General Practice, Aarhus, Denmark
| | | | - Amshuda Sonday
- Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa
| | - Kim Lee
- The Research unit of General Practice, Department of Public Health, University of Southern Denmark, Odense, Denmark
- Department of Occupational Therapy, University College South Denmark, Esbjerg, Denmark
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Bowman A, Reid D, Bobby Harreveld R, Lawson C. Evaluation of post-simulation sonographer students' professional behaviour in the workplace. Radiography (Lond) 2022; 28:889-896. [PMID: 35780628 DOI: 10.1016/j.radi.2022.06.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Revised: 06/15/2022] [Accepted: 06/17/2022] [Indexed: 11/24/2022]
Abstract
INTRODUCTION In Australia, sonographer's professional identity is traditionally 'caught' from clinical role models. A four-year undergraduate-postgraduate course introduced professional identity education, with simulated practice, to prepare novice sonographer students prior to clinical practice. Preclinical students learnt sonographer professional behaviour, and humanistic attributes, during simulation designed with volunteer peers as standardised patients, educator role-models, immediate feedback, self-reflection, and longitudinal multi-observer assessment. This paper reports on the transfer of learnt professional behaviour and humanistic attributes to clinical practice. METHODS Professional behaviour evaluations completed by 94 clinical assessors described 174 students' professional behaviour and attributes one month into their initial clinical practice (2015-6). Student performance of each behaviour, and behavioural category, was quantitatively analysed by modelling binomial proportions with logistic regression. RESULTS Students demonstrated substantial learning transfer to clinical practice, achieving an overall mean score of 'consistent' sonographer professional behaviour and humanistic attributes (mean score of equal to or >3/4), one month into clinical practice. Professional behaviours varied in transferability, with 'response to patient's questions' showing least efficacy (P < 0.05). Increased deliberate practice with educator role-models improved transfer efficacy significantly (P < 0.001). CONCLUSION Preclinical application of theory to simulated practice, using standardised patients, educator role-models, immediate feedback, and multi-observer assessment, facilitated substantial transfer of sonographer professional behaviour and attributes to clinical practice. The efficacy of transfer varied but improved with increased deliberate practice and feedback. IMPLICATIONS FOR PRACTICE The incorporation of preclinical professional behaviour education with simulated practice into the core curriculum of sonographer courses is recommended for the formation of sonographer professional identity, improved clinical outcomes and increased patient safety during the early stages of ultrasound education.
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Affiliation(s)
- A Bowman
- School of Graduate Research, Central Queensland University, Cairns, Australia.
| | - D Reid
- Department of Agriculture and Fisheries, Queensland Government, Rockhampton, Australia.
| | - R Bobby Harreveld
- School of Education and the Arts, Central Queensland University, Rockhampton, Australia.
| | - C Lawson
- School of Education and the Arts, Central Queensland University, Rockhampton, Australia.
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Evolution of professional identity in Iranian occupational therapy students and new graduates: A comparative study. Br J Occup Ther 2021. [DOI: 10.1177/03080226211017752] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Introduction The development of professional attitude evolves over time and contributes to the formation of professional identity. This study tracked formation of professional identity by comparing professional attitudes of three cohorts: new graduates, final-year, and first-year students of occupational therapy. Method The online survey, including a 5-point Likert scale 17-item questionnaire and one qualitative inquiry using an incomplete statement, revealed the perception and future career prospects of 144 novice practitioners and students of occupational therapy. Written statements were compared to each other to provide insight about the participants’ perspectives during the three time periods. Findings One-way ANOVA indicated that there were significant differences in professional attitudes among the three cohorts (F (2, 141) = 14.32, p < 0.0001), demonstrating a downward trend in professional identity formation. The comparison analysis of statements confirmed the quantitative results and highlighted an issue of negative professional identity through indicating great concerns over the future career prospects. Conclusion Despite increased awareness of occupational therapy over time, these participants seemed to have had trouble developing a sound sense of professional identity. Possible sources and solutions for this issue were discussed, to better facilitate a clear sense of professional identity in occupational therapy students and practitioners.
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O'Leary N, Cantillon P. Why shouldn't we do that on placement if we're doing it in the real world? Differences between undergraduate and graduate identities in speech and language therapy. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:781-797. [PMID: 31965354 DOI: 10.1007/s10459-020-09955-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 01/13/2020] [Indexed: 06/10/2023]
Abstract
Healthcare graduates are often characterised as ill-prepared for workplace entry. Historically, research on health professional's work preparedness has focused on the quality of graduates' clinical knowledge, skills and problem-solving. This ignores the role of professional identity formation in determining readiness for clinical practice. Yet, professional identity defines graduate self-perception, how others perceive them and informs clinical behaviour. The scholarship of identity formation at the transition from undergraduate to graduate is characterised by individual (cognitive) rather than relational (sociocultural) perspectives. Yet there is growing recognition that identity formation is not just individually mediated, but is also constructed between individuals and social context. The aim of this study was to explore professional identity formation among undergraduates and graduates from one healthcare profession (speech and language therapy-SLT) using a sociocultural theoretical standpoint. A qualitative descriptive methodology was used. Final (4th) year SLT undergraduate students and graduate SLTs with less than 2 years' clinical experience participated in individual semi-structured interviews. Thematic analysis was used to describe patterns in the data, which were subsequently subjected to interpretation informed by the constructs of Figured Worlds. Data analysis revealed that undergraduate professional identity was characterised by dependency, self-centredness (as opposed to patient-centredness), and a naïve role concept. Graduate identity on the other hand included expectations of self-sufficiency, patient-centredness and a more nuanced perception of the professional role. Undergraduates have naïve, prototypical understandings of what it is to be a graduate practitioner. The nature of undergraduate clinical placement hinders meaningful identity development. This suggests that curriculums should facilitate undergraduates to act with meaningful autonomy and to be positioned in more patient-centred roles, e.g. involvement in the decision-making process for patients. Graduates may then feel more authentic as autonomous professionals in their early graduate posts. This leads to better graduate, patient and service outcomes.
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Affiliation(s)
- Noreen O'Leary
- School of Allied Health, University of Limerick, Limerick, Ireland.
| | - Peter Cantillon
- Department of General Practice, Clinical Science Institute, National University of Ireland Galway, Galway, Ireland
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Plastow NA, Bester J. Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis. Aust Occup Ther J 2020; 67:498-511. [DOI: 10.1111/1440-1630.12689] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2018] [Revised: 06/30/2020] [Accepted: 07/02/2020] [Indexed: 11/30/2022]
Affiliation(s)
- Nicola Ann Plastow
- Division of Occupational Therapy Stellenbosch University Cape Town South Africa
| | - Juanita Bester
- Division of Occupational Therapy Stellenbosch University Cape Town South Africa
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Roberts M, Hooper B, Molineux M. Occupational therapy entry-level education scholarship in Australia from 2000 to 2019: A systematic mapping review. Aust Occup Ther J 2020; 67:373-395. [DOI: 10.1111/1440-1630.12661] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2019] [Revised: 02/17/2020] [Accepted: 03/03/2020] [Indexed: 11/26/2022]
Affiliation(s)
- Melanie Roberts
- Discipline of Occupational Therapy; School of Allied Health Sciences; Griffith University; Southport Qld Australia
| | - Barbara Hooper
- Occupational Therapy Doctorate Division; Duke University School of Medicine; Durham NC USA
| | - Matthew Molineux
- Discipline of Occupational Therapy; School of Allied Health Sciences; Griffith University; Southport Qld Australia
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Tong R, Roberts LD, Brewer M, Flavell H. Quality of contact counts: The development of interprofessional identity in first year students. NURSE EDUCATION TODAY 2020; 86:104328. [PMID: 31954294 DOI: 10.1016/j.nedt.2019.104328] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2019] [Revised: 10/17/2019] [Accepted: 12/29/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Little is known about how nursing and other healthcare students develop professional and interprofessional identities. OBJECTIVES This study a) measures changes in students' professional and interprofessional identities between the start and end of a faculty-wide interprofessional first year programme, and b) identifies factors influencing interprofessional identity strength at the end of the programme. PARTICIPANTS One hundred and eight first year nursing, medicine and allied health students. METHODS A single-group pre-post-test design was used. Students completed an online survey at the start and end of the year-long programme. The survey comprised measures of professional and interprofessional identity, stereotypes, contact and demographics. The same survey was used twice. RESULTS There was a small decline in professional identity and a large decline in interprofessional identity across the year. Nursing students, the only group involved in clinical practicums, were exempt from the large fall in interprofessional identity. Quality of contact with students from other professions and autostereotypes about own profession were predictors of interprofessional identity strength at the end of the programme, consistent with intergroup contact theory. CONCLUSIONS Introductory interprofessional education programmes should include opportunities for quality contact with students from other professions, and for students to develop a clear understanding of their own profession.
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Affiliation(s)
- Ruyi Tong
- School of Psychology, Curtin University, Perth, Australia.
| | | | - Margo Brewer
- Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Helen Flavell
- Faculty of Health Sciences, Curtin University, Perth, Australia
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