Development of professional identity and professional socialisation in allied health students: A scoping review

Snell, Robynne; Fyfe, Sue; Fyfe, Georgina; Blackwood, Diana; Itsiopoulos, Catherine

doi:10.11157/fohpe.v21i1.322

Cited by 14 publications

(34 citation statements)

References 78 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Reduced professional identity, as observed in this study, has the potential to impact students' perceived graduate employability and their preparation for practice (Snell et al, 2020), and thus ensuring that learning offers opportunities for the development of professional identity is imperative. Engagement in pre-professional socialisation is important in the development of professional identity (Tomlinson & Jackson, 2021).…”

Section: Discussionmentioning

confidence: 86%

“…Learning is considered a social phenomenon with the collaboration and interaction that occurs student to student and student to academic, both formally and informally, considered pivotal (Regmi & Jones, 2020). This socialisation, when undertaken by students, is believed to support their understanding of, and connection with, the ideology, culture, skills, qualities and conduct of their intended profession (Jackson, 2016;Snell et al, 2020). However pre-professional socialisation opportunities may be limited when the university experience occurs online (Barbara-i-Molinero et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…As Snell et al (2020, p.30) describe, as individual professional identity develops a student's own culture merges with the disciplinary culture, with professional identity formation both a cognitive and a cultural activity. Researchers have expressed concern that the development of professional identity in health students is often weak (Snell et al, 2020). Based on the research presented here and broader research in the health disciplines, the investigation of lived experience of occupational therapy students and academics during COVID-19 and the impact of this on professional identity and role are important areas to explore.…”

Section: Literature Reviewmentioning

confidence: 97%

See 2 more Smart Citations

Reimaging the unimaginable: Moving an on-campus health course online during COVID-19

Nicola‐Richmond

Pépin

Richards

2023

Preprint

View full text Add to dashboard Cite

In early 2020 the world experienced the one in 100-year COVID-19 pandemic, causing major disruption to higher education in Australia. In Victoria, Australia this necessitated a rapid shift of university teaching and placements to the online environment. For health programs in particular, which are typically taught with significant on-campus and face to face components, this shift online created major changes in both teaching and learning. This study sought to explore the lived experience of teaching and learning for Australian occupational therapy students and academics at one Australian university during COVID-19. More specifically, this study aimed to explore the facilitators and barriers to occupational therapy online teaching and learning and the impacts it had on student/academic roles, professional identity, motivation and wellbeing. A qualitative phenomenological approach was adopted, with semi-structed interviews conducted with students (n = 10) and academics (n = 6). Inductive, thematic analysis of data was utilised. Five key themes were identified from the analysis of data: impact on professional identity, disruption of roles, feeling pressure, mutual respect and gratitude, and the importance of social connection at university. Whilst online learning may be more flexible for students and more cost effective for universities, the findings of this study suggest that there is a need to provide continued opportunities for health students to engage with academics and each other on-campus.

show abstract

Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 97%

See 1 more Smart Citation

Reimaging the unimaginable: Moving an on-campus health course online during COVID-19

Nicola‐Richmond

Pépin

Richards

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…To support effective engagement in learning across discipline groups, it is important to consider the level and stage of progression and professional socialisation that participants will have experienced at the time of the IPE (Snell et al, 2020). Additionally, faculty designing IPE need to be cognisant of potential differences among learners, and activities need to be targeted to learners who are at a similar stage of development in knowledge or skills, not based on the number of years completed in their respective courses (Kaplan et al, 2015).…”

Section: Participantsmentioning

confidence: 99%

Recommendations for the design of interprofessional education: Findings from a narrative scoping review

Shakhovskoy

Dodd²,

Masters³

et al. 2022

FoHPE

View full text Add to dashboard Cite

Introduction: Evidence-based teaching and learning strategies should underpin any educational activity. This is particularly important for interprofessional education (IPE) activities, where there is an expectation that healthcare professions are taught using best available evidence. There is a research–practice gap that this review aims to address by using the current evidence to develop recommendations regarding optimal design components to better inform faculty who design IPE. Methods: A five-stage scoping review was conducted. Methodological characteristics and IPE design components of primary and review studies were extracted. Three important components of design—participants (level and stage of progression, discipline type and number, group size and ratios), learning constructs (theories, frameworks, learning objectives) and learning approaches (exchange, observation, action, simulation and practice)—were reviewed to develop recommendations regarding effective design. Results: A total of 41 papers were eligible for inclusion, 24 primary and 17 review studies. The primary studies were predominantly descriptive case studies with 31 disciplines involved in IPE activities across the studies. There was inconsistent reporting of learning constructs utilised in design, and the most reported learning approach was exchange. There was significant variability in the aims and design of the 17 review studies, ranging from systematic reviews to realist reviews, with the number of included studies ranging from six to 104. Conclusions: There was a lack of detailed reporting regarding design components, which limits the evidence base to inform IPE design. Reported components from the primary studies were augmented by findings from the review studies and the wider literature, which enabled the development of recommendations to assist faculty in the design of IPE programs and activities.

show abstract

“…Therefore, educators should give male nursing students with lower PI more targeted educational support, because PI is an integral aspect of being a professional and how individuals view and present themselves [ 11 ]. Professional socialisation in nursing education and clinical placements help develop PI [ 12 , 13 ]. The social learning theory, communities of practice, could be capable of providing a theoretical base for programs designed to support professional identity formation [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Professional Identity Scale for Male Nursing Students Using the Rasch Model and Latent Regression on Gender and Background Variables

Lou

2022

Healthcare

View full text Add to dashboard Cite

This study developed a professional identity (PI) scale and compared the scores of male and female nursing students. Few studies have focused on male nursing students to understand their PI vis-à-vis related background variables relative to female ones. We recruited 384 male nursing students in Taiwan to construct the PI scale based on the Rasch model with 12 items and 3 factors, namely cognitive, emotional, and behavioural identity. The PI scale showed a good model fit in confirmatory factor analysis, with factor loadings ranging from 0.56 to 0.73. Cronbach’s alpha coefficients ranged from 0.72 to 0.79 for the three subscales and 0.88 for the entire scale. The results of the multiple latent regression analyses showed that male nursing students had higher PI in the total scale and its three factors than did female ones. Having mothers with medical or nursing-related jobs may help promote the cognitive PI of male nursing students. Experiences of caring for family members can help promote PI among female nursing students but not among male ones. Future research should focus on decreasing loss in behavioural PI for both genders after graduation and on reinforcing the association between behavioural PI and interest in nursing among male nursing students.

show abstract

Development of professional identity and professional socialisation in allied health students: A scoping review

Cited by 14 publications

References 78 publications

Reimaging the unimaginable: Moving an on-campus health course online during COVID-19

Reimaging the unimaginable: Moving an on-campus health course online during COVID-19

Recommendations for the design of interprofessional education: Findings from a narrative scoping review

Professional Identity Scale for Male Nursing Students Using the Rasch Model and Latent Regression on Gender and Background Variables

Contact Info

Product

Resources

About