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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.
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]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Interprofessional education as a contributor to professional and interprofessional identities.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Sep/Oct2025, Vol. 39 Issue 5, p792-798. 7p.
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  Data: 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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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13561820.2019.1693354
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 792
    Subjects:
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Radiologic technologists
        Type: general
      – SubjectFull: Allied health education
        Type: general
      – SubjectFull: Occupational therapy education
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Social workers
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Professional identity
        Type: general
      – SubjectFull: Medical technologists
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Social work education
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Occupational therapy students
        Type: general
      – SubjectFull: Adult education workshops
        Type: general
      – SubjectFull: Clinical competence
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Education of medical technologists
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Baccalaureate nursing education
        Type: general
      – SubjectFull: Physical therapy education
        Type: general
      – SubjectFull: Medical laboratory science
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Nursing students
        Type: general
      – SubjectFull: Physical therapy students
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: Interprofessional education as a contributor to professional and interprofessional identities.
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              Text: Sep/Oct2025
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