Student and clinician identities: how are identities constructed in interprofessional narratives?

Rees, Charlotte E.; Kent, Fiona; Crampton, Paul

doi:10.1111/medu.13886

Cited by 27 publications

(48 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, other articles 45,48,51,55‐57,66,68,71,77,83,95,99‐104 described the impact of relationships on PIF, which was occasionally evidenced in trainees’ discourses 56,75 . These articles underscore how identity construction occurs in relation to others and never in isolation 57 .…”

Section: Resultsmentioning

confidence: 97%

“…Grounded theory (n = 17) was cited as the most commonly used methodology, which is appropriate in contexts in which researchers believe divergent epistemologies exist 69 . However, quite a few studies did not mention their choice of methodology (n = 11) and reported vague terms such as ‘inductive analysis’ or ‘open coding’ to describe the analytical work 45,51,52,54,55,58,63‐65,70‐81 . Studies included various contexts previously identified in health education research 82 (eg, longitudinal clerkships, social media, patient care, dual professions, etc.)…”

Section: Methodsmentioning

confidence: 99%

“…69 However, quite a few studies did not mention their choice of methodology (n = 11) and reported vague terms such as 'inductive analysis' or 'open coding' to describe the analytical work. 45,51,52,54,55,58,[63][64][65][70][71][72][73][74][75][76][77][78][79][80][81] Studies included various contexts previously identified in health education research 82 (eg, longitudinal clerkships, social media, patient care, dual professions, etc.) and only two included the participants' cultural context as an important consideration in their analysis.…”

Section: F I G U R E 1 Study Flowchart [Colour Figure Can Be Viewed Amentioning

confidence: 99%

“…However, other articles 45,48,51,[55][56][57]66,68,71,77,83,95,[99][100][101][102][103][104] described the impact of relationships on PIF, which was occasionally evidenced in trainees' discourses. 56,75 These articles underscore how identity construction occurs in relation to others and never in isolation. 57 For example, Daly et al's work 51 emphasised the roles of physical and social context and their influence on PIF, whereas others studied how students learned from mistakes while building relationships with team members.…”

Section: Individual Versus Sociocultural Influencesmentioning

confidence: 99%

See 3 more Smart Citations

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

et al. 2020

View full text Add to dashboard Cite

Objectives: Professional identity formation (PIF) is a growing area of research in medical education. However, it is unclear whether the present research base is suitable for understanding PIF in physicians considered to be under-represented in medicine (URM). This meta-ethnography examined the qualitative PIF literature from 2012 to 2019 to assess its capacity to shine light on the experiences of minoritised physicians. Methods: Data were gathered using a search of six well-known medical education journals for the term 'professional identit*' in titles, keywords, abstracts and subheadings, delineated with the date range of 2012-2019. All non-relevant abstracts were removed and papers were then further reduced to those that focused only on learners' experiences. This left 67 articles in the final dataset, which were analysed using a collaborative approach among a team of researchers. The team members used their professional expertise as qualitative researchers and personal experiences as minoritised individuals to synthesise and interpret the PIF literature. Results: Four conceptual categories were identified as impacting PIF: Individual versus Sociocultural Influences; the Formal versus the Hidden Curriculum; Institutional versus Societal Values; and Negotiation of Identity versus Dissonance in Identity. However, a major gap was identified; only one study explored experiences of PIF in URM physicians and there was an almost complete absence of critical stances used to study PIF. Combined, these findings suggest that PIF research is building on existing theories without questioning their validity with reference to minoritised physicians. Conclusions: From a post-colonial perspective, the fact that race and ethnicity have been largely absent, invisible or considered irrelevant within PIF research is problematic. A new line of inquiry is needed, one that uses alternative frameworks, such as critical theory, to account for the ways in which power and domination influence PIF for URM physicians in order to foreground how larger sociohistorical issues influence and shape the identities of minoritised physicians. | 149 WYATT eT Al.

show abstract

Section: Resultsmentioning

confidence: 97%

Section: Methodsmentioning

confidence: 99%

Section: F I G U R E 1 Study Flowchart [Colour Figure Can Be Viewed Amentioning

confidence: 99%

Section: Individual Versus Sociocultural Influencesmentioning

confidence: 99%

See 2 more Smart Citations

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Research on clinicians’ identity formation has largely used post‐event data from interviews 18,19 and reflective diaries 10 . To understand the social dynamics of identity formation, contemporaneous naturalistic data is needed 20 .…”

Section: Introductionmentioning

confidence: 99%

Becoming a clinician: Trainee identity formation within the general practice supervisory relationship

et al. 2020

View full text Add to dashboard Cite

Objectives: Becoming a clinician is a trajectory of identity formation in the context of supervised practice. This is a social process where the supervisory relationship is key. Therefore, to know how to support identity formation of clinical trainees, it is necessary to understand how this happens within the supervisory relationship. Our aim was to develop a conceptualisation of trainee identity formation within the general practice supervisory relationship to aid its support. Methods: We took a critical realist approach using case study design and 'cultural worlds' theory as a conceptual frame. Each case comprised a general practice trainee and supervisor pair. Our data were weekly audiorecordings of interactions between trainee, supervisor and a patient over 12 weeks augmented by post-interaction reflections and sequential interviews. We undertook interpretive analysis using dialogic methods focusing on the doing of language and the cultural discourses expressed. Results: We identified three social discourses centring on: clinical responsibility; ownership of clinical knowledge, and measures of trainee competency. Versions of these discourses defined four trainee-supervisor relational arrangements within which trainee and supervisor assumed reciprocal identities. We labelled these: junior learner and expert clinician; apprentice assistant and master coach, and lead clinician and advisor. We found a trajectory across these identity arrangements. Behind this trajectory was an invitation by the supervisor to the trainee into the social space of clinician and a readiness of the trainee to accept this invitation. Congruence in supervisor and trainee positioning was important. Conclusions: In the supervisory relationship, trainee and supervisor adopted reciprocal identities. For trainees to progress to identity of 'lead clinician,' supervisors needed to invite their trainee into this space and vacate it themselves. Congruence between supervisor positioning of their trainee and trainee authorship of themselves was important and was aided by explicit dialogue and common purpose. We offer a model and language for trainees, supervisors and departments or schools to facilitate this. General practice trainees transition from nascent to fully credentialed general practitioners by being involved in clinical care under supervision. 1 It is now clear that becoming a clinician is not just the acquisition of knowledge and skills, it is a trajectory of identity formation 2,3 much of which is a tacit process. 4 To meet the call for a more purposeful approach to addressing issues of clinician identity formation 5 we need to understand how this occurs. Social theories of learning have led medical education researchers to examine the social dynamics of identity formation. 5,6 From this perspective, identity formation occurs in the context of participation in shared activities with others 7,8 where participants are positioned socially by each other. 9,10 This occurs within cultural frameworks, which also sustain structures of authori...

show abstract

Development of the nursing associate professional identity: A longitudinal qualitative study

King,

Laker,

Taylor

et al. 2024

Nursing Open

View full text Add to dashboard Cite

AimThe aim of this study was to understand the factors that contribute to the development of the nursing associate professional identity.DesignA 3‐year longitudinal qualitative study of trainee nursing associates.MethodsTrainee nursing associates in England were interviewed remotely annually in February 2020, March 2021 and March 2022. They also provided diary entries. Data were anonymised, transcribed and analysed thematically.ResultsNursing associate professional identity was developed through: increased knowledge, skills and responsibility; and self‐perceptions of identity alongside responses to the role by colleagues. Tensions arose when the scope of practice expected by organisations differed from that expected by the nursing associates. Frustrations occurred when nursing associates were perceived as substitutes for Registered Nurses in the context of nursing workforce shortages.ConclusionNursing associates in this study clearly valued their new knowledge, skills and responsibility, enabling them to provide enhanced patient care. Increased clarity of role boundaries is necessary in enhancing the professional identity of nursing associates and reducing inter‐professional tensions arising from role ambiguity within health and social care organisations.Implications for the ProfessionNational guidance and employers should provide clarity on the boundaries of the nursing associate role which will strengthen their professional identity and mitigate role ambiguity within health and social care organisations.Reporting MethodThe Consolidated Criteria for Reporting Qualitative Research has been used to guide reporting.Patient of Public ContributionA patient and public involvement group was consulted during the initial study design stage.Impact This study aimed to understand the factors which contribute to the development of a nursing associate professional identity. Nursing associate professional identity is developed through increased knowledge, skills and responsibility, and the perceptions of identity by participants themselves and their colleagues. The findings should inform the implementation of initiatives to clarify nursing associate role boundaries and the development of similar roles internationally.

show abstract

Student and clinician identities: how are identities constructed in interprofessional narratives?

Cited by 27 publications

References 52 publications

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

Becoming a clinician: Trainee identity formation within the general practice supervisory relationship

Development of the nursing associate professional identity: A longitudinal qualitative study

Contact Info

Product

Resources

About