Exploring interprofessional identity development in healthcare graduates and its impact on practice

Tong, Ruyi; Brewer, Margo; Flavell, Helen; Roberts, Lynne D.

doi:10.1371/journal.pone.0268745

Cited by 4 publications

(2 citation statements)

References 49 publications

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“…A well-documented event is the academic-practice gap that graduates may struggle with when they have been insu ciently prepared for collaborative practice [36,37]. Students and early career professionals are known to be especially susceptible to identify threats and changes in their readiness if they do not yet feel secure in their nascent identity [30,38].…”

Section: Introductionmentioning

confidence: 99%

“…In the early phases of the cognitive process leading to readiness, an awareness of what needs to change and an appraisal of whether to change by outweighing the costs and bene ts is essential [41,44,46]. In this case, interprofessional awareness refers to professionals' understanding of their values and beliefs as well as the stereotypes they and others may hold, in addition to their attitudes toward the bene ts and challenges innate to IPC [7,11,37,40]. Self-e cacy is increasingly important in the later stages for students in becoming con dent collaborators whom positively self-evaluate their capabilities in dealing with change [7,[46][47][48].…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional Identity Development: Awareness as the Beginning of Change

Cantaert,

Lauwerier,

Reinders

et al. 2023

Preprint

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Background: Developing an interprofessional identity (IPI) generates an intrinsic motivation for interprofessional collaboration owing to pro-diversity beliefs that mitigate identity threat within dynamic teams. However, personal experiences and contextual changes such as the transition into practice may decrease this openness and, as such, disrupt the complementarity between an individual’s professional and IPI. This study explores the construct of readiness-to-change as a missing link in strengthening IPI by revisiting the contested Readiness for Interprofessional Learning Scale (RIPLS). Methods: A pragmatic constructionist stance combining quantitative and qualitative approaches was adopted to determine the meaning and utility of a translated Dutch version of the RIPLS in an undergraduate university context. The validity and reliability were evaluated by analyzing cross-disciplinary data obtained from a cross-sectional (n=3311) and two prepost studies (n=330/n=89). In addition, a content analysis was performed by means of a coding frame and on the basis of interviews with teachers (n=2) and trainees (n=6) in health sciences. Results: Exploratory factor analysis, informed by the content analysis, led to a hypothesized one-factor model comprising 8 items with factor loadings between .512 and .697 and explaining 35.35% of the total variance (eigenvalue=3.463), which was relabeled the Awareness of Interprofessional Learning Scale (AIPLS). Confirmatory factor analysis with posttest data (n=456) showed excellent model fit (SRMR=.018, RMSEA=.068, CFI=.969, TLI=.957) and factor loadings (.62-.77), while both the unidimensional and 4-dimensional RIPLS’ structure showed very poor (SRMS=.071/RMSEA=.083) to reasonable (SRMS=.059/RMSEA=.067) model fit. Additionally, the AIPLS has a high coefficient omega (.81), moderate stability (ICC=.725) and confirmed convergent validity. Conclusions: The comprehensive approach adopted in this study led us to reject the RIPLS as a multidimensional instrument as the subscales showed considerable overlap and did not reflect the construct of readiness. Instead, the AIPLS measures interprofessional awareness, which is vital in the first stages in developing readiness, allowing us to reinterpret past research and to revisit the scale’s applicability in a theory-driven way. Moreover, we consider interprofessional awareness to be the beginning of change because it is a precursor of self-efficacy, openness and commitment, which may prove to be missing links to leverage in the delivery of interprofessional education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interprofessional Identity Development: Awareness as the Beginning of Change

Cantaert,

Lauwerier,

Reinders

et al. 2023

Preprint

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A longitudinal, narrative case-study of interprofessional socialization among pharmacy students

Kennie-Kaulbach,

Crespo,

Price

2023

Currents in Pharmacy Teaching and Learning

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Implementation and Evaluation of an Interprofessional Education Workshop to Enhance Health Care Student Resilience and Adaptability

Martin

Handlos

Ludwig

2023

Athletic Training Education Journal

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Context While adaptability and resilience have been identified as important skills for athletic trainers and other health care professionals, few formal methods for increasing competence in these constructs have been described. Using an interprofessional education (IPE) experience to explore these topics provides participants with a greater understanding of their role in collaborative health care settings and appreciation for the importance of adaptability and resilience across health care professions. Objective To overview an IPE program designed to enhance adaptability and resilience skills in preservice health care professionals. Background Health care workers face several challenges inherent to their positions including long hours accompanied by low pay which, if not appropriately managed, can lead to a wide range of negative outcomes including decreased patient care and withdrawal from the profession. To combat these negative consequences, educators could incorporate a skill-building curriculum focused on coping within a high-stress environment. Interprofessional education has demonstrated the potential to prepare health care workers to work collaboratively to enhance patient care, making it an ideal model for approaching these topics that affect all helping professions. Description An IPE workshop designed to introduce and develop adaptability and resilience in preprofessional health care workers. Clinical Advantage(s) Use of an IPE workshop allowed participants to develop adaptability and resilience skills in a case-based program with individuals from a variety of backgrounds. Guided group discussions ensured sharing of perspectives, leading to increased understanding of the roles of other health care professionals and appreciation for the diverse perceptions of and approaches to change and challenge in collaborative settings. Conclusion(s) This IPE workshop achieved the goals of enhancing adaptability and resilience among participants and allowed for increased understanding of the roles and responsibilities of other health care professionals, the value of IPE communications, and the benefits of shared decision making.

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Exploring interprofessional identity development in healthcare graduates and its impact on practice

Cited by 4 publications

References 49 publications

Interprofessional Identity Development: Awareness as the Beginning of Change

Interprofessional Identity Development: Awareness as the Beginning of Change

A longitudinal, narrative case-study of interprofessional socialization among pharmacy students

Implementation and Evaluation of an Interprofessional Education Workshop to Enhance Health Care Student Resilience and Adaptability

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