Facilitating interprofessional identity development in healthcare students through dedicated interprofessional placements.
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| Title: | Facilitating interprofessional identity development in healthcare students through dedicated interprofessional placements. |
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| Authors: | Tong, Ruyi, Brewer, Margo, Flavell, Helen, Roberts, L ynne D. |
| Source: | Journal of Interprofessional Care. Sep/Oct2025, Vol. 39 Issue 5, p831-839. 9p. |
| Subjects: | Interdisciplinary education, Teams in the workplace, Physical therapy, Pharmacology, Interprofessional relations, Occupational roles, Qualitative research, Internship programs, Statistical sampling, Interviewing, Professional identity, Judgment sampling, Descriptive statistics, Speech-language pathology, Allied health personnel, Students, Thematic analysis, Sound recordings, Patient-centered care, Occupational therapy, Mental health counseling, Professional employee training, Research methodology, Data analysis software, Clinical education, Cooperativeness |
| Geographic Terms: | Australia |
| Abstract: | There is a growing body of research evidencing the benefits of dedicated interprofessional placements in preparing healthcare students for interprofessional practice. However, little is known about if and how students develop their interprofessional identity during interprofessional placements. This study addresses this knowledge gap by exploring final-year students' interprofessional identity development during dedicated interprofessional placement(s). Thirty-eight students from five health professions were interviewed and data analyzed inductively to identify themes. Participants also drew images representing their perceptions of interprofessional identity and its relationship to professional identity as part of the data collection. The themes showed participants progressed from conceptualizing interprofessional identity as a requirement of the placement at the start of the placement, toward internalizing an interprofessional identity by the end of their placement. Context influences interprofessional identity salience. A commitment from healthcare professionals to model interprofessional practice, combined with explicitly facilitating interprofessional identity development, is recommended to facilitate continued interprofessional identity development in different contexts post placement. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | There is a growing body of research evidencing the benefits of dedicated interprofessional placements in preparing healthcare students for interprofessional practice. However, little is known about if and how students develop their interprofessional identity during interprofessional placements. This study addresses this knowledge gap by exploring final-year students' interprofessional identity development during dedicated interprofessional placement(s). Thirty-eight students from five health professions were interviewed and data analyzed inductively to identify themes. Participants also drew images representing their perceptions of interprofessional identity and its relationship to professional identity as part of the data collection. The themes showed participants progressed from conceptualizing interprofessional identity as a requirement of the placement at the start of the placement, toward internalizing an interprofessional identity by the end of their placement. Context influences interprofessional identity salience. A commitment from healthcare professionals to model interprofessional practice, combined with explicitly facilitating interprofessional identity development, is recommended to facilitate continued interprofessional identity development in different contexts post placement. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2021.1883564 |
