Professional identity development: Learning and journeying together

Bridges, Stephanie

doi:10.1016/j.sapharm.2017.03.054

Cited by 26 publications

(21 citation statements)

References 18 publications

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“…The results regarding Scenario 4 (i.e., responsibility undertaking) showed that more experienced professionals seemed more risk-averse, which can be attributed to their increased exposure to teamwork that develops values that are oriented to the benefit of others, creates a sense of responsibility, and fosters an ethos of mutual support [83]. In addition, it is expected that professionals with more working experience have undertaken supervisory and managerial roles that are typically followed by a sense of accountability [84,85].…”

Section: Discussionmentioning

confidence: 99%

Differences in Risk Perception Factors and Behaviours amongst and within Professionals and Trainees in the Aviation Engineering Domain

Chionis

Karanikas

2018

Aerospace

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In the aviation sector, the variability in the appreciation of safety risk perception factors and responses to risk behaviours has not been sufficiently studied for engineers and technicians. Through a questionnaire survey, this study investigated differences amongst professionals and trainees across eleven risk perception factors and five indicative risk behaviour scenarios. The findings indicated significant differences between the two groups in four factors and three scenarios as well as within groups. Moreover, age, years of work and study and educational level were other factors accounting for such differences within each group of professionals and trainees. The results showing these significant differences are aligned with relevant research about pilots and indicate that the appreciation of risk perception factors by aviation engineers and the development of their risk behaviours deserves more attention. Our findings cannot be generalised due to the small sample and its distribution across the demographic variables. However, the results of this study suggest the need tailoring risk communication and training to address the different degrees to which influences of risk perception factors are comprehended, and risk behaviours emerge in aviation engineering trainees and professionals. Further research could focus on the development of a respective uniform framework and tool for the specific workforce group and could administer surveys to more extensive and more representative samples by including open-ended questions and broader social, organisational and systemic factors.

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Section: Discussionmentioning

confidence: 99%

Differences in Risk Perception Factors and Behaviours amongst and within Professionals and Trainees in the Aviation Engineering Domain

Chionis

Karanikas

2018

Aerospace

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“…Of particular interest to this study is the observation by Skorikov & Vondracek, that human motivation also has a role to play professional identity formation: '…a professional identity is represented by a "complex structure of meanings in which the individual links his or her motivation and competencies with acceptable career roles' 5 Research into pharmacy student professional identity development has largely focused on the collective level, as it reports on the importance of role models, interactions with practicing professionals and experiential education. [6][7][8] However, Dall'Alba 9 highlights the importance of the individual level and describes the importance of developing a sense of who the student is becoming, through an ontological, as well as an epistemological approach to teaching aspiring professionals. Such an approach should create opportunities for students to think, act and feel like a professional.…”

Section: Introductionmentioning

confidence: 99%

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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Objective. The purpose of this study was to design and evaluate a Professional Identity Program (PIP), based on Self-determination theory (SDT), for commencing pharmacy students.Methods. The PIP, featuring autonomy-supportive teaching approaches, was delivered as ten workshops, integrated into the existing pharmacy course structure over four, thirteen-week semesters (2 years). The program was evaluated using a student satisfaction survey and two previously validated tools, measuring professional identity (MCPIS-9) and motivation to study pharmacy (Pharm-S). Non-parametric statistical techniques were used to analyze group scores before and after the PIP. Baseline data were collected by surveying a cohort of commencing students, who would not receive the PIP.Results. Scores on the motivation-based tool (Pharm-S) increased between the end of the first and second year of participation in the PIP, indicating an increase in student autonomy levels. There was however no change in scores on the professional identity measure (MCPIS-9). This suggests that while student perceived professional identity remains unchanged, the underlying motivation regulators governing identity formation are transitioning to a more autonomous state, which is increasingly intrinsic in nature. Conclusion.Students responded positively to the introduction of the PIP into their program of study. They valued opportunities to engage in activities and discussions relating to professional development and identity formation. The use of SDT-based instruction in professional identity education, facilitated increased autonomy levels in pharmacy students, with the potential to impact positively on their individual professional identity development and future professional practice.

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“…Second, several programs sought to understand how particular pedagogical practices contributed to PIF, for example, reflective essays,29 coaching,58 socialization activities including placements,47 and facilitated discussions with academics 59. The contributions of these programs to the students’ formation of professional identities were examined through questionnaires,58 evaluation of reflective essays,29 or interviews (group and individual) 59. Some of these evaluations were informed by professional identity theory, for example, social identity theory47 and Baxter-Magolda’s self-authorship theory 29.…”

Section: Resultsmentioning

confidence: 99%

<p>Pharmacy student professional identity formation: a scoping review</p>

Noble¹,

McKauge²,

Clavarino³

2019

IPRP

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Purpose Transitioning from being pharmacy students to pharmacists is challenging. Students need to reconcile their professional aspirations and what they have learnt with the realities of practice. A smooth transition can be hampered when they are unable to enact the role they have envisaged or if their expectations are not met. These challenges relate to professional identity. A key challenge for pharmacy educators is how best to support the professional identity formation (PIF) of pharmacy students. To assist with this challenge, we conducted a scoping review to identify factors influencing pharmacy students’ PIF and pedagogical strategies to support PIF. Methods In September 2018, we undertook a scoping review of all contemporary research investigating pharmacy student PIF including all relevant qualitative, quantitative, theoretical, and gray literature. We searched eight databases for the review: MEDLINE, CINAHL, PsycINFO, Embase, Australian Education Index, PubMed, Scopus, and Web of Science. Literature published between January 2008 and September 2018 was reviewed and screened using inclusion/exclusion criteria. The selected articles were charted and thematically analyzed. Results We included 22 articles in the review. Studies generally concurred about the importance of attending to PIF throughout the whole pharmacy curriculum. Yet, those studies reporting on pharmacy students’ professional identities found that students experienced challenges forming their identities. While several curriculum interventions supporting PIF have been implemented, these tended to be one-offs and there was an absence of interventions engaging key stakeholders including placement preceptors, other health professionals, and patients/consumers. Conclusion Supporting the formation of pharmacy students’ professional identity, while recognized as an important goal for pharmacy education, requires further empirical inquiry. Pedagogical practices focused on identity formation including adopting an integrative curricular approach are required.

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Professional identity development: Learning and journeying together

Cited by 26 publications

References 18 publications

Differences in Risk Perception Factors and Behaviours amongst and within Professionals and Trainees in the Aviation Engineering Domain

Differences in Risk Perception Factors and Behaviours amongst and within Professionals and Trainees in the Aviation Engineering Domain

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

<p>Pharmacy student professional identity formation: a scoping review</p>

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