Interprofessional education as a contributor to professional and interprofessional identities.
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| Title: | Interprofessional education as a contributor to professional and interprofessional identities. |
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| Authors: | Haugland, Mildrid, Brenna, Sissel J., Aanes, Mette M. |
| Source: | Journal of Interprofessional Care. Sep/Oct2025, Vol. 39 Issue 5, p792-798. 7p. |
| Subjects: | Interdisciplinary education, Radiologic technologists, Allied health education, Occupational therapy education, Interprofessional relations, Social workers, Health occupations students, Interviewing, Professional identity, Medical technologists, Descriptive statistics, Confidence, Social work education, Experience, Students, Thematic analysis, Occupational therapy students, Adult education workshops, Clinical competence, Professional employee training, Education of medical technologists, Student attitudes, College students, Comparative studies, Baccalaureate nursing education, Physical therapy education, Medical laboratory science, Psychosocial factors, Nursing students, Physical therapy students |
| Geographic Terms: | Norway |
| Abstract: | According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one's own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students' memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions' competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one's own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students' memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions' competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2019.1693354 |
