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Glucina TT, Krägeloh CU, Spencer K, Holt K. Development and validation of the Chiropractic Professional Identity Embodiment Scale (CPIES). Complement Ther Clin Pract 2024; 55:101840. [PMID: 38367329 DOI: 10.1016/j.ctcp.2024.101840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 01/21/2024] [Accepted: 02/08/2024] [Indexed: 02/19/2024]
Abstract
BACKGROUND AND PURPOSE Chiropractic professional identity (CPI) encompasses diverse values, beliefs, experiences, and philosophies about one's work, specific to the chiropractic profession. Yet currently, there is no instrument available to measure CPI. This study aimed to develop and validate the Chiropractic Professional Identity Embodiment Scale (CPIES). MATERIALS AND METHODS A mixed-methods sequential exploratory design was employed where qualitative inquiry preceded quantitative analysis of survey items conducted in New Zealand in 2022. Expert key informants provided feedback on candidate items via one-to-one cognitive interviews. Candidate items were administered to Board-registered chiropractors or chiropractic students through an online survey. The suitability of candidate items was evaluated using a variety of psychometric analyses including conceptually guided exploratory factor analysis (EFA) and reliability testing. RESULTS Based on relevant professional identity literature and feedback from 15 expert key informants, a draft survey instrument with 92 candidate items (across six domains) was rated by 231 participants. Using EFA, the number of items was reduced to 15. The CPIES sum score exhibited significant correlations with individuals' philosophical self-categorisation and five of the six optional subscales. CONCLUSION The 15-item CPIES, either as a unidimensional score or with six separate subscale scores, has been demonstrated to provide valid and reliable measurement of CPI. Future research could utilise the CPIES to investigate how CPI influences clinical practice, patient outcomes, career satisfaction, and public perception of the chiropractic profession, further advancing professionalisation and recognition within healthcare.
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Affiliation(s)
- Tanja T Glucina
- Centre for Chiropractic Research, New Zealand College of Chiropractic, Auckland, New Zealand.
| | - Christian U Krägeloh
- Department of Psychology and Neuroscience, Auckland University of Technology, Auckland, New Zealand
| | - Kirsten Spencer
- School of Sport and Recreation, Auckland University of Technology, Auckland, New Zealand
| | - Kelly Holt
- Centre for Chiropractic Research, New Zealand College of Chiropractic, Auckland, New Zealand
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Zhu J, Xie X, Pu L, Zou L, Yuan S, Wei L, Zhang F. Relationships between professional identity, motivation, and innovative ability among nursing intern students: A cross-sectional study. Heliyon 2024; 10:e28515. [PMID: 38596131 PMCID: PMC11002581 DOI: 10.1016/j.heliyon.2024.e28515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 03/14/2024] [Accepted: 03/20/2024] [Indexed: 04/11/2024] Open
Abstract
Objective To explore the relationships among motivation, professional identity, and innovative ability of nursing intern students. Background Professional identity and innovative ability are important for nursing students' core competitiveness and care quality. During the internship, nursing students integrate theoretical knowledge and practice, and have a rapid growth. Motivation is positively associated with professional identity and innovative ability. However, there are limited studies examining the professional identity, motivation, and innovative ability of nursing intern students. Design A descriptive cross-sectional online study. Methods Students in the nursing schools in southwest and central of China were included in this study and conducted from June to July 2022. A total of 474 nursing intern students were recruited from 16 nursing schools. Research data were collected with "Participants' Demographics Form", "the Professional Identity Questionnaire for Nursing Students", "the Revised Life Goals Questionnaire", and "the Revised Multidimensional Innovative Questionnaire". Independent-sample t-tests, one-way analysis of variance, correlation coefficients, and structural equation modeling were used in data analysis. This study adhered to the STROBE guidelines. Results A significantly positive correlation was determined among the professional identity (67.55 ± 8.42), motivation (53.38 ± 5.54), and innovative ability (47.99 ± 5.46) of nursing students (r > 0.4, P < 0.001). Motivation had a mediating effect on professional identity and innovative ability (P = 0.003), accounting for 10.9% (0.075/0.689) of the total effect. Conclusions There was a positive correlation among professional identity, motivation, and innovative ability. Developing motivation and professional identity can enhance nursing intern students' ability to innovate.
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Affiliation(s)
- Jiayi Zhu
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Xiaofeng Xie
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Lihui Pu
- Erasmus MC, University Medical Centre Rotterdam, Department Internal Medicine, Section Nursing Science, 3015GD, Rotterdam, the Netherlands
- Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, 4111, Australia
- School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, 4111, Australia
| | - Ling Zou
- Academic Affairs Department, West China School of Medicine, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Shuai Yuan
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Liqin Wei
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Fengying Zhang
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
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Hu X, Lv Y, Tan M, Hao B. Influence of early childhood teachers' psychological contracts on teacher competency: Chain mediating role of job crafting and professional identity. Heliyon 2024; 10:e29130. [PMID: 38601668 PMCID: PMC11004890 DOI: 10.1016/j.heliyon.2024.e29130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2024] [Revised: 03/21/2024] [Accepted: 04/01/2024] [Indexed: 04/12/2024] Open
Abstract
In response to the epochal demand for high-quality development in early childhood education in China, it is imperative and necessary to improve the competency level of early childhood educators. The study aims to investigate the relationship between psychological contracts and teacher competency, and to verify the mediating roles of job crafting and professional identity in the relationship between psychological contracts and teacher competency. This study employed validated measurement scales regarding psychological contracts, teachers' professional identity, job crafting, and teacher competency. Each of these scales has established internal consistency coefficients. Data were collected from 318 early childhood teachers in Sichuan, China. The results highlight the significant impact of psychological contracts on the prediction of teacher competency. It is worth mentioning that the psychological contracts, together with their distinct components such as normative responsibility and development responsibility, have a direct and favorable impact on teacher competency. This implies that developing the psychological contracts might be an effective technique for improving teacher competence. The individual mediation of job crafting and professional identity in the link between psychological contracts and teacher competency has been well-established. However, the combined or chain mediating influence of these factors provides a unique and valuable perspective on the phenomenon of job crafting leading to professional identity, which in turn impacts teacher competency. The study found that psychological contracts have a positive predictive effect on teacher competency, while job crafting and professional identity both have independent and chain mediating roles in the relationship between psychological contracts and teacher competency. Therefore, this study suggests a comprehensive enhancement of the psychological contracts level from aspects such as normative responsibility, interpersonal responsibility, and development responsibility. By stimulating job crafting and professional identity levels in both internal and external environments, we can improve the competency level of early childhood educators.
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Affiliation(s)
- Xiaoshan Hu
- College of Teachers, Chengdu University, Chengdu, 610106, China
| | - Yang Lv
- College of Teachers, Chengdu University, Chengdu, 610106, China
| | - Mei Tan
- College of Teachers, Chengdu University, Chengdu, 610106, China
| | - Bingyu Hao
- College of Teachers, Chengdu University, Chengdu, 610106, China
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Paramalingam A, Ziesmann A, Pirrie M, Marzanek F, Angeles R, Agarwal G. Paramedic attitudes and experiences working as a community paramedic: a qualitative survey. BMC Emerg Med 2024; 24:50. [PMID: 38561672 PMCID: PMC10983637 DOI: 10.1186/s12873-024-00972-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 03/21/2024] [Indexed: 04/04/2024] Open
Abstract
BACKGROUND Community paramedicine (CP) is an extension of the traditional paramedic role, where paramedics provide non-acute care to patients in non-emergent conditions. Due to its success in reducing burden on hospital systems and improving patient outcomes, this type of paramedic role is being increasingly implemented within communities and health systems across Ontario. Previous literature has focused on the patient experience with CP programs, but there is lack of research on the paramedic perspective in this role. This paper aims to understand the perspectives and experiences, both positive and negative, of paramedics working in a CP program towards the community paramedic role. METHODS An online survey was distributed through multiple communication channels (e.g. professional organizations, paramedic services, social media) and convenience sampling was used. Five open-ended questions asked paramedics about their perceptions and experiences with the CP role; the survey also collected demographic data. While the full survey was open to all paramedics, only those who had experience in a CP role were included in the current study. The data was qualitatively analyzed using a comparative thematic analysis. RESULTS Data was collected from 79 respondents who had worked in a CP program. Three overarching themes, with multiple sub-themes, were identified. The first theme was that CP programs fill important gaps in the healthcare system. The second was that they provide paramedics with an opportunity for lateral career movement in a role where they can have deeper patient connections. The third was that CP has created a paradigm shift within paramedicine, extending the traditional scope of the practice. While paramedics largely reported positive experiences, there were some negative perceptions regarding the slower pace of work and the "soft skills" required in the role that vary from the traditional paramedic identity. CONCLUSIONS CP programs utilize paramedic skills to fill a gap in the healthcare system, can improve paramedic mental health, and also provide a new pathway for paramedic careers. As a new role, there are some challenges that CP program planners should take into consideration, such as additional training needs and the varying perceptions of CP.
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Affiliation(s)
- Aarani Paramalingam
- Department of Family Medicine, McMaster University, 100 Main St W, Hamilton, ON, L8P 1H6, Canada
| | - Andrea Ziesmann
- Department of Family Medicine, McMaster University, 100 Main St W, Hamilton, ON, L8P 1H6, Canada
| | - Melissa Pirrie
- Department of Family Medicine, McMaster University, 100 Main St W, Hamilton, ON, L8P 1H6, Canada
| | - Francine Marzanek
- Department of Family Medicine, McMaster University, 100 Main St W, Hamilton, ON, L8P 1H6, Canada
| | - Ricardo Angeles
- Department of Family Medicine, McMaster University, 100 Main St W, Hamilton, ON, L8P 1H6, Canada
| | - Gina Agarwal
- Department of Family Medicine, McMaster University, 100 Main St W, Hamilton, ON, L8P 1H6, Canada.
- Department of Health Research Methods, Evidence, and Impact, McMaster University, 1280 Main Street West, Hamilton, Ontario, L8S 4L8, Canada.
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Hu P, Kong LN, Chen SZ, Luo L. The mediating effect of self-directed learning ability between professional identity and burnout among nursing students. Heliyon 2024; 10:e27707. [PMID: 38496904 PMCID: PMC10944253 DOI: 10.1016/j.heliyon.2024.e27707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 03/03/2024] [Accepted: 03/05/2024] [Indexed: 03/19/2024] Open
Abstract
Objectives Burnout influences students' academic performance and mental health. This study analyzed the relationship between professional identity, self-directed learning ability, and burnout, and examined the mediating effect of self-directed learning ability between professional identity and burnout among nursing students. Methods 884 nursing students were recruited at two medical universities in China. Demographic information, Academic Burnout Scale, Professional Identity Questionnaire for Nursing Students, and Self-directed Learning Instrument were distributed to collect data. Results Both professional identity (β = -0.17) and self-directed learning ability (β = -0.43) showed negative associations with students' burnout. Meanwhile, there was a partial mediating effect of self-directed learning ability between professional identity and burnout (-0.24, 95% CI = -0.30, -0.20). Conclusions Nursing educators should emphasize on developing effective strategies to improve nursing students' professional identity and self-directed learning ability to prevent or reduce their burnout.
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Affiliation(s)
- Ping Hu
- Department of Neurology, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Ling-Na Kong
- School of Nursing, Chongqing Medical University, Chongqing, China
| | - Shuo-Zhen Chen
- Clinical Nursing Teaching and Research Section, Affiliated Hospital of Zunyi Medical University, Zunyi, China
| | - Ling Luo
- Department of Nursing, Second Affiliated Hospital of Chongqing Medical University, Chongqing, China
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O'Neill SFD, Nim C, Newell D, Leboeuf-Yde C. A new role for spinal manual therapy and for chiropractic? Part I: weaknesses and threats. Chiropr Man Therap 2024; 32:11. [PMID: 38532401 DOI: 10.1186/s12998-024-00531-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 02/06/2024] [Indexed: 03/28/2024] Open
Abstract
Spinal manual therapy is central to chiropractic history, clinical practice, and professional identity. That chiropractors have developed an expertise in this domain has provided some considerable advantages. However, we contend it is also at the crux of the ideological schism that fractures the chiropractic profession. In this article, which is the first in a series of two, we discuss chiropractors' understanding and use of spinal manual therapy and do so with particular emphasis on what we see as weaknesses it creates and threats it gives rise to. These are of particular importance, as we believe they have limited the chiropractic profession's development. As we shall argue, we believe that these threats have become existential in nature, and we are convinced that they call for a resolute and unified response by the profession. Subsequently, in part II, we discuss various strengths that the chiropractic profession possesses and the opportunities that await, provided that the profession is ready to rise to the challenge.
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Affiliation(s)
- Søren Francis Dyhrberg O'Neill
- Medical Spinal Research Unit, Lillebaelt Hospital, Spine Centre of Southern Denmark, University Hospital of Southern Denmark, Østre Hougvej 55, Middelfart, Denmark.
- Department of Regional Health Research, University of Southern Denmark, Odense, Denmark.
| | - Casper Nim
- Medical Spinal Research Unit, Lillebaelt Hospital, Spine Centre of Southern Denmark, University Hospital of Southern Denmark, Østre Hougvej 55, Middelfart, Denmark
- Department of Regional Health Research, University of Southern Denmark, Odense, Denmark
- Center for Muscle and Joint Health, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | | | - Charlotte Leboeuf-Yde
- Department of Regional Health Research, University of Southern Denmark, Odense, Denmark
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Mattila P, Hyppölä H, Heikkilä T, Heistaro S, Kaila M, Kulmala P, Sumanen M, Mäntyselkä P. Team players and helpers - describing professional identity among finnish physicians in a cross-sectional study. BMC Med Educ 2024; 24:304. [PMID: 38504233 PMCID: PMC10949613 DOI: 10.1186/s12909-024-05268-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 03/06/2024] [Indexed: 03/21/2024]
Abstract
BACKGROUND Every physician has a unique professional identity. However, little is known about the diversity of identities among physicians. This study aimed to quantitatively assess the professional identity of physicians in Finland using descriptions of professional identity. METHODS This study was part of a larger cross-sectional Finnish Physician 2018 Study. The target population consisted of all Finnish physicians under the age of 70 (N = 24,827) in 2018. The sample was drawn from physicians born on even numbered days (N = 11,336) using the Finnish Medical Association register. A total of 5,187 (46%) physicians responded. Professional identity was examined by 27 given characterisations using a five-point Likert scale. Multivariate logistic regression was used in assessing how place of work, graduation year and gender were associated with identity descriptions. RESULTS The descriptions which most physicians identified with were "member of a working group/team" (82%), "helper" (82%), and "health expert" (79%); the majority reported these as describing them very or quite well. Identity descriptions such as "prescriber of medications" (68% vs. 45%), "prioritiser" (57% vs. 35%) and "someone issuing certificates" (52% vs. 32%) were more popular among junior than senior physicians. The biggest differences between the genders were found in the descriptions "provider of comfort" (62% vs. 40%) and "someone engaged in social work" (45% vs. 25%), with which women identified more frequently than men. CONCLUSIONS Strong identification as a member of a team is an important finding in the increasingly multiprofessional world of health care. Importantly, most physicians shared several core professional identity descriptions (i.e., helper, health expert) that reflect the traditional image of an exemplary doctor.
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Affiliation(s)
- Pyry Mattila
- Institute of Public Health and Clinical Nutrition, General Practice, University of Eastern Finland, Yliopistonranta 1 C, Kuopio, FI-70211, Finland.
| | - Harri Hyppölä
- Emergency Department, Mikkeli Central Hospital, Mikkeli, Finland
| | | | | | - Minna Kaila
- Public Health Medicine, University of Helsinki, Helsinki, Finland
| | - Petri Kulmala
- Faculty of Medicine and MRC Oulu, University of Oulu, Oulu University Hospital, Oulu, Finland
| | - Markku Sumanen
- Faculty of Medicine and Health Technology, Tampere University, Tampere, Finland
| | - Pekka Mäntyselkä
- Institute of Public Health and Clinical Nutrition, General Practice, University of Eastern Finland, Yliopistonranta 1 C, Kuopio, FI-70211, Finland
- Clinical Research and Trials Centre, Wellbeing Services County of North Savo, Kuopio, Finland
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Ding Z, Weng H, Yang L, Zhang B, Luo Y, Wang Q. Transition shock, future time perspective, professional self-concept, and professional identity among nursing interns: A cross-sectional study. Heliyon 2024; 10:e26207. [PMID: 38439868 PMCID: PMC10909643 DOI: 10.1016/j.heliyon.2024.e26207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 02/07/2024] [Accepted: 02/08/2024] [Indexed: 03/06/2024] Open
Abstract
Background Transition shock is prevalent among nursing interns. Future time perspective helps nursing interns learn and work more effectively and improve their problem-solving skills. Professional self-concept and professional identity play an important central and driving role in nursing interns' career choices and career development. However, the mechanism by which future time perspective, professional self-concept and professional identity are linked to transition shock among nursing interns remains unknown. Objectives We assess the degree of transition shock experienced by nursing interns and investigate the connections among transition shock, future-focused viewpoint, professional identity, and professional self-concept. Design A descriptive, cross-sectional design was conducted. Setting Eight hospitals in Hunan Province, China were included in the study. Participants Nursing interns at the studied hospital participated in the study. Methods A total of 1090 nursing interns [929 female, 161 male] were recruited from eight hospitals. Data on transition shock, future time perspective, professional self-concept and professional identity among nursing interns were collected using questionnaires from 30 May to June 15, 2022. Results On a 4-point rating scale, the participants' felt transition shock had a mean overall score of 2.39 (SD = 0.52). The dimension with the highest score was overwhelming workload (mean = 2.74, SD = 0.58), while the dimension with the lowest score was incongruity between work and personal life (mean = 2.16, SD = 0.70).Professional identity was statistically significantly correlated with transition shock (r = -0.198, p < 0.01). The preferred level of nursing (β = 0.354, p < 00.01), professional self-concept (β = 0.226, p < 00.01), professional identity (β = -0.2576, p < 00.01) and future time perspective (β = 0.119, p < 00.01) were predictors of transition shock. Conclusions The development of nursing interns' sense of professional identity and future time perspective should be enhanced during both the education phase and clinical placement to help nursing interns overcome the experience of transition shock.
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Affiliation(s)
- Ziwei Ding
- Xiangya Nursing School of Central South University, Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:Xiangya School of Nursing, Central South University, 172, Tongzroad, Changsha, 410013, China
| | - Huiting Weng
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
| | - Li Yang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
| | - Bo Zhang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
| | - Yuanyuan Luo
- Xiangya Nursing School of Central South University, Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:Xiangya School of Nursing, Central South University, 172, Tongzroad, Changsha, 410013, China
| | - Qin Wang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
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Vilagra S, Vilagra M, Giaxa R, Miguel A, Vilagra LW, Kehl M, Martins MA, Tempski P. Professional values at the beginning of medical school: a quasi-experimental study. BMC Med Educ 2024; 24:259. [PMID: 38459537 PMCID: PMC10924418 DOI: 10.1186/s12909-024-05186-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Accepted: 02/15/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND Teaching professionalism in medical schools is central to medical education and society. We evaluated how medical students view the values of the medical profession on their first day of medical school and the influence of a conference about the competences of this profession on these students' levels of reflection. METHODS We studied two groups of medical students who wrote narratives about the values of the medical profession and the influence of the COVID-19 pandemic on these values. The first group wrote the narratives after a conference about the competences of the medical profession (intervention group), and the second group wrote the same narratives after a biochemistry conference (control group). We also compared the levels of reflection of these two groups of students. RESULTS Among the 175 medical students entering in the 2022 academic year, 159 agreed to participate in the study (response rate = 90.8%). There were more references to positive than negative models of doctor‒patient relationships experienced by the students (58.5% and 41.5% of responses, respectively). The intervention group referred to a more significant number of values than the control group did. The most cited values were empathy, humility, and ethics; the main competences were technical competence, communication/active listening, and resilience. The students' perspectives of the values of their future profession were strongly and positively influenced by the pandemic experience. The students realized the need for constant updating, basing medical practice on scientific evidence, and employing skills/attitudes such as resilience, flexibility, and collaboration for teamwork. Analysis of the levels of reflection in the narratives showed a predominance of reflections with a higher level in the intervention group and of those with a lower level in the control group. CONCLUSIONS Our study showed that medical students, upon entering medical school, already have a view of medical professionalism, although they still need to present a deeper level of self-reflection. A single, planned intervention in medical professionalism can promote self-reflection. The vision of medical professional identity was strongly influenced by the COVID-19 pandemic, positively impacting the formation of a professional identity among the students who decided to enter medical school.
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Affiliation(s)
| | | | - Renata Giaxa
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil
| | - Alice Miguel
- Universidade Federal de São Carlos, São Carlos, Brazil
| | | | - Mariana Kehl
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil
| | - Milton A Martins
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil.
| | - Patricia Tempski
- Centro de Desenvolvimento de Educação Médica, Faculdade de Medicina da Universidade de São Paulo, São Paulo, Brazil
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Soerensen J, Holen M, Jakobsen IS, Larsen P, Nielsen DS. "Safety Means Everything": An ethnographic methodology to explore the formation of professional identity in nursing students. Nurse Educ Pract 2024; 76:103914. [PMID: 38364530 DOI: 10.1016/j.nepr.2024.103914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 01/29/2024] [Accepted: 01/31/2024] [Indexed: 02/18/2024]
Abstract
AIM The aim of this qualitative study is to explore how various conditions within educational contexts impact nursing students' experiences of becoming professional nurses and how these conditions affect their agency and the formation of their professional identities. BACKGROUND Nursing education is essential to becoming professional and competent in caring for patients. A strong professional identity in nursing contributes to better patient outcomes and improves the well-being, retention, and recruitment of practitioners in the health care system. At the same time, research indicates that development of a professional identity during education is challenging and needs further investigation. DESIGN The qualitative research design draws on the theoretical and methodological framework of critical psychology practice research. The practice research design and close collaboration with users ensure the continuous development and implementation of theory and practice. METHODS The data used in this study originated from ethnographic fieldwork, which involved following two nursing students through their final clinical placement training at the Geriatric Department of a university hospital in Denmark. Additionally, nursing students in two classes were observed as part of their nursing education practice at a university college from April to July 2022. The participant observational design, combined with in-situ interviewing, facilitated a comprehensive understanding of the students' engagement in social practices and interactions within the context of nursing education. RESULTS Our results show how the conditions of nursing students' everyday lives have a critical impact on their self-understanding and journey to becoming competent and professional nurses. Three main themes emerged from the analysis: (1) Perception of safety, (2) Motivation for learning in different communities of practice, and (3) The meaning of learning culture and role models. CONCLUSION The development of nursing students into professionals is profoundly influenced by factors affecting their ontological safety that are deeply embedded in socio-cultural and educational contexts. The results underscore the need to foster ontological safety in nursing education. Creating safe, participatory, and supportive learning environments is essential to the holistic development of students into caring, competent nurses. Educators and stakeholders must remember their crucial role in this context and focus on establishing these environments to facilitate students' sense of belonging in the nursing profession. TWEETABLE ABSTRACT The development of professional identity in nursing starts with safety. Ontological Safety in learning environments ensures competent and professional nurses. #NursingEducation#Safety#ProfessionalIdentity.
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Affiliation(s)
- Jette Soerensen
- UCL University College, Niels Bohrs Allé 1, Odense M 5230, Denmark; Department of Clinical Research, University of Southern Denmark, Campusvej 55, Odense M 5230, Denmark; Department of Geriatric Medicine, Odense University Hospital, Kløvervænget 10, Odense C 5000, Denmark.
| | - Mari Holen
- Department of People and Technology, Roskilde University, Universitetsvej 1, Roskilde 4000, Denmark
| | - Ida Skytte Jakobsen
- UCL University College, Niels Bohrs Allé 1, Odense M 5230, Denmark; Department of Clinical Research, University of Southern Denmark, Campusvej 55, Odense M 5230, Denmark
| | - Palle Larsen
- UCL University College, Niels Bohrs Allé 1, Odense M 5230, Denmark; Department of Public Health, Aarhus University, Bartholins Allé 2, Aarhus 8000, Denmark
| | - Dorthe Susanne Nielsen
- Department of Clinical Research, University of Southern Denmark, Campusvej 55, Odense M 5230, Denmark; Department of Geriatric Medicine, Odense University Hospital, Kløvervænget 10, Odense C 5000, Denmark
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Lin S, Chen S, Tu Q, Xu X, Xie S, Yang B, Zhang Q, Chen L. Barriers and facilitators to the formation of professional identity among nursing students: A four-year longitudinal qualitative study. Nurse Educ Today 2024; 134:106087. [PMID: 38232627 DOI: 10.1016/j.nedt.2023.106087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 12/02/2023] [Accepted: 12/19/2023] [Indexed: 01/19/2024]
Abstract
BACKGROUND Nursing professional identity (NPI) is essential for nurses to develop their nursing profession. It reflects the competencies consistent with the professional practices of nurses and contributes to them providing better healthcare and public health. The formation process of NPI started with undergraduate nursing education and continued throughout the nursing career. OBJECTIVE To explore nursing students' perceptions of facilitators and barriers to the formation of NPI during their study. METHODS A 4-year longitudinal, qualitative research design with yearly semi-structured interviews undertaken from 2019 to 2022. The reflexive thematic analysis methodology was applied for the data analysis. RESULTS Ninety-three nursing students were recruited, joining a group or individual interview. The four-year nursing baccalaureate program revealed a dynamic formation process of NPI: "Outsider of nursing", "Entering the nursing courses", "Building nursing competence", and "Thinking and acting like a nurse". A total of 12 themes were identified to present the barriers and facilitators to the NPI formation at different stages. Specifically, the six barriers include conflict between their ideals and reality, sociocultural stereotypes about nursing, the negative impact of COVID-19, the pre-internship concerns, struggling to meet expectations, and potential danger and discrimination in the healthcare settings. The enablers were: self-motivation and inner belief towards the nursing profession, the power of role models, the improvement of nursing capacity, well integration into the healthcare professional teams, understanding of the clinical environment, and recognition and encouragement from others. CONCLUSIONS The formation of nursing students' NPI is an ever-changing process, with various intrinsic and extrinsic influences during their four-year study. Nursing educators are suggested to prepare and develop students' professional comportment in their theoretical and clinical practice to develop their professional identity as a nurse.
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Affiliation(s)
- Shuanglan Lin
- Nursing College of Chongqing Medical University, Chongqing, China
| | - Shucheng Chen
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
| | - Qiang Tu
- Faculty of Medicine and Health, The University of Sydney, Australia.
| | - Xinyu Xu
- Nursing College of Chongqing Medical University, Chongqing, China
| | - Shiqi Xie
- Nursing College of Chongqing Medical University, Chongqing, China.
| | - Bing Yang
- Department of Nursing, Stomatological Hospital of Chongqing Medical University, Chongqing, China.
| | - Quanzhi Zhang
- School of Nursing, Harbin Medical University, Heilongjiang Province, China
| | - Liping Chen
- Nursing College of Chongqing Medical University, Chongqing, China.
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Nagy DK, Hall JJ, Charrois TL. Professional Fulfillment and Burnout in Fourth-Year Pharmacy Students and Risk Factors for the Future: A Mixed Methods Study. Am J Pharm Educ 2024; 88:100667. [PMID: 38331198 DOI: 10.1016/j.ajpe.2024.100667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Revised: 01/30/2024] [Accepted: 02/02/2024] [Indexed: 02/10/2024]
Abstract
OBJECTIVE Many factors shape the professional identity of pharmacy students; however, little is known about the influence of well-being. Two aspects of well-being explored in this study include professional fulfillment and burnout. We describe the current levels of each among fourth-year pharmacy students, identify possible predictors, and uncover themes. METHODS The Stanford Professional Fulfillment Index was used to measure professional fulfillment and burnout among students in the prior 2 weeks. Multivariable linear regressions were conducted to identify individual characteristics and activities as predictors of professional fulfillment and burnout. Upon completion of activities to foster personal wellness, student self-reflections were analyzed using thematic analysis to describe student-perceived barriers and facilitators of professional fulfillment and burnout. RESULTS In total 54 students completed the Professional Fulfillment Index, wellness activities, and self-reflection. Having already completed the jurisprudence examination required for licensure and having a job upon graduation were statistically significantly associated with higher professional fulfillment scores. We identified that working in a non-pharmacy-related job, while completing practicums, was statistically significantly associated with higher work exhaustion scores. Themes uncovered from student self-reflections included a definition of wellness, how doing what you are supposed to be doing and working in a psychologically and physically safe environment contributes to professional fulfillment, and system-level factors leading to burnout. CONCLUSION This study provides evidence of the importance of supporting pharmacy students in the completion of the steps to licensure, the value of exposure to a variety of pharmacist-related activities through experiential education, and well-being as foundational to professional identity.
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Affiliation(s)
- Danielle K Nagy
- University of Alberta, Faculty of Pharmacy and Pharmaceutical Sciences, Edmonton, Alberta, Canada
| | - Jill J Hall
- University of Alberta, Faculty of Pharmacy and Pharmaceutical Sciences, Edmonton, Alberta, Canada.
| | - Theresa L Charrois
- University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, British Columbia, Canada
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Mbalinda SN, Najjuma JN, Gonzaga AM, Livingstone K, Musoke D. Understanding and barriers of professional identity formation among current students and recent graduates in nursing and midwifery in low resource settings in two universities: a qualitative study. BMC Nurs 2024; 23:146. [PMID: 38429682 PMCID: PMC10908141 DOI: 10.1186/s12912-024-01795-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Accepted: 02/11/2024] [Indexed: 03/03/2024] Open
Abstract
INTRODUCTION In the changing healthcare landscape, a strong professional identity serves as a cornerstone for nurses. Therefore, transformative educational approaches that include professional judgement, reasoning, critical self-evaluation and a sense of accountability are required to foster professional identity. We explored the understanding and barriers to professional identity formation among recent graduates and students of midwifery and nursing in Uganda. METHODS A descriptive qualitative research design employing focus groups was used to collect data from student nurses and midwives from Makerere University, Mbarara University, and recent graduates in nursing and midwifery programs attending their internship training at Mulago National and Mbarara Regional Referral hospitals. Thematic analysis was used to analyse the data. RESULTS A total of 33 students and 26 recent graduates participated in the study. The participants who reported understanding Professional identity in nursing and midwifery mentioned that these are principles, characteristics and values, competencies, ethics and code of conduct, sense of belonging and professionalism that define the nursing profession and practice. Barriers to the formation of professional identity were provided under two themes: education and health service delivery. The education theme included subthemes like nursing educators not working in clinical settings and inadequate clinical mentoring. Under the health service delivery theme, subthemes emerged included high workload, lack of interprofessional collaboration, many levels of nursing and midwifery practice, no clear scope of practice for different levels of nursing and midwifery practice, Low esteem among nurses and midwives, media and lack of policy implementation. CONCLUSION AND RECOMMENDATION Participants were knowledgeable about professional identity in nursing/midwifery. They faced several challenges and barriers in professional identity formation during their training and internship. We recommend a need to streamline the scope of practice and enhance clinical mentorship and engagement of leadership in nursing in developing professional identity among students.
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Affiliation(s)
- Scovia Nalugo Mbalinda
- Department of Nursing, School of Medicine, College of Health Sciences, Makerere University, Kampala, PO Box 7072, Uganda.
| | - Josephine Nambi Najjuma
- Department of Nursing, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Aloysius Mubuuke Gonzaga
- Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
| | - Kamoga Livingstone
- Department of Nursing, School of Medicine, College of Health Sciences, Makerere University, Kampala, PO Box 7072, Uganda
| | - David Musoke
- Department of Disease Control and Environmental Health, School of Public Health, College of Health Sciences, Makerere University, Kampala, Uganda
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Clark K, Rödlach A, Ballesteros M, Davis R, Holmes L, Miller J, Minnich M, Schultz A. The role of Doctor of Nursing Practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study. Nurse Educ Today 2024; 134:106096. [PMID: 38262186 DOI: 10.1016/j.nedt.2024.106096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 12/15/2023] [Accepted: 01/15/2024] [Indexed: 01/25/2024]
Abstract
OBJECTIVES The effectiveness of university and program mission, vision, and values statements in shaping Doctor in Nursing Practice (DNP) programs' curricula and their students' professional identity is insufficiently understood. DESIGN This qualitative research project explored how these statements inform DNP program curricula and contribute to the development of the professional identity of students SETTING: Three DNP programs in the U.S. American Midwest participated in this research. PARTICIPANTS Participants included students, alumni, and faculty from these three programs. METHODS 33 semi-structured interviews were conducted. The transcriptions were analyzed, using the Grounded Theory approach, and the results were interpreted in light of the statements of participating programs. RESULTS While a wide range of themes related to interviewees' professional identity was identified, it became apparent that students' professional identity is centered on (1) being citizens engaged in social, democratic, and political processes, (2) building caring relationships and communities, and (3) addressing health inequities. Such priorities are explicitly aligned with the statements of participating programs. CONCLUSIONS The results (1) highlight the potential of statements to foster students' development of a professional identity as DNPs and (2) underscore that this identity is aligned with nursing programs' specific mission and values.
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Affiliation(s)
- Kathleen Clark
- Health Commons, Department of Nursing, Augsburg University, 2211 Riverside Avenue, Minneapolis, MN 55454, USA.
| | - Alexander Rödlach
- Department of Cultural and Social Studies, Creighton University, 2500 California Plaza, Omaha, NE 68178, USA
| | - Mariana Ballesteros
- Department of Cultural and Social Studies, Creighton University, 2500 California Plaza, Omaha, NE 68178, USA
| | - Rebecca Davis
- College of Nursing, Creighton University, 2500 California Plaza, Omaha, NE 68178, USA
| | - LeAnn Holmes
- Morehead Center for Nursing Practice, College of Nursing, University of Nebraska Medical Center, 550 N 19th Street, Lincoln, NE 68588, USA
| | - Joyce Miller
- Health Commons, Department of Nursing, Augsburg University, 2211 Riverside Avenue, Minneapolis, MN 55454, USA
| | - Margo Minnich
- College of Nursing, Creighton University, 2500 California Plaza, Omaha, NE 68178, USA
| | - Alexandra Schultz
- Department of Cultural and Social Studies, Creighton University, 2500 California Plaza, Omaha, NE 68178, USA
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Farrell LM, Cuncic C, MacDonald S, Wright BJ, Eva KW, Goldszmidt MA. Thresholds of becoming: an exploration of threshold concepts as a means to support professional identity formation in competency-based curricula. Adv Health Sci Educ Theory Pract 2024; 29:349-359. [PMID: 37258942 DOI: 10.1007/s10459-023-10245-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 05/21/2023] [Indexed: 06/02/2023]
Abstract
Inherent in every clinical preceptor's role is the ability to understand the learning needs of individual trainees, enabling them to meet their potential. Competency-based medical education frameworks have been developed to this end, but efforts to identify behaviours and activities that define competence are based on mapping knowledge, skills and ability, which can be difficult to integrate into a comprehensive picture of who the trainee is becoming. Professional identity formation, in contrast, prioritizes attention to who trainees are becoming, but provision of detailed guidance to preceptors on how to best support this form of development is challenging. The tension that results limits our ability to optimally support learners as strengths in competency development may mask professional identity development gaps and vice versa. To address this tension, this paper examines how the theory of threshold concepts - troublesome ideas that, once appreciated, fundamentally change how you understand and approach a particular activity - can shine light on professional identity formation and its relationship with developing competence. The recognition and identification of threshold concepts is offered as a means to improve our ability to identify, discuss and support behaviours and actions that impact the learner's capacity to act competently as they develop their identity at various stages of training.
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Affiliation(s)
- Laura M Farrell
- Department of Medicine, Division of Community Internal Medicine, University of British Columbia, Medical Sciences Building, 3800 Finnerty Road, Victoria, BC, V8P5C2, Canada.
| | - Cary Cuncic
- Department of Medicine, University of British Columbia, Vancouver, Canada
| | - Shavaun MacDonald
- Department of Medicine, University of British Columbia, Victoria, Canada
| | - Bruce J Wright
- Island Medical Program, Faculty of Medicine, University of British Columbia, Victoria, Canada
- Division of Medical Sciences, University of Victoria, Victoria, Canada
| | - Kevin W Eva
- Centre for Health Education Scholarship and Professor Department of Medicine, University of British Columbia, Vancouver, Canada
| | - Mark A Goldszmidt
- Department of Medicine, Division of General Internal Medicine and Research Scientist, Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, University of Western Ontario, London, Canada
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McClunie-Trust P, Jarden R, Marriott P, Winnington R, Dewar J, Shannon K, Jones S, Jones V, Turner R, Cochrane L, Macdiarmid R. Graduate entry nursing students' development of professional nursing self: A scoping review. Int J Nurs Stud 2024; 151:104670. [PMID: 38215688 DOI: 10.1016/j.ijnurstu.2023.104670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 11/26/2023] [Accepted: 12/03/2023] [Indexed: 01/14/2024]
Abstract
BACKGROUND Accelerated graduate entry nursing programmes require students to rapidly socialise to the profession. Professional identity is an important element of becoming a nurse. OBJECTIVE This scoping review aimed to synthesise published literature reporting the development of professional identity, belongingness and self-concept as a nurse in students enrolled in a pre-registration graduate entry nursing programme. DESIGN Scoping review. SETTING Graduate entry nursing programmes. PARTICIPANTS Graduate entry nursing students. METHOD Following a pre-registered protocol, we searched electronic databases for publications investigating graduate entry nursing students' development of professional identity, belongingness and self-concept. Screening, data extraction and analysis were initially in duplicate and independent, and then by consensus. RESULTS Of the 871 records identified, twenty met the inclusion criteria. Publications were from the USA, Australia, New Zealand, Canada, and the UK. We identified one overarching theme of 'professional nursing self', with four sub-themes: 1) professional socialisation, 2) professional self-concept, 3) developing nursing agency, and 4) identity formation. Socialisation into nursing and belongingness to the profession occurred concurrently as students moved through their programme of learning. Due to the accelerated nature of the programmes, rapid professional socialisation was required, supported by positive relationships in the clinical setting. Strategies that enhanced belongingness and wellbeing enabled students to feel connected to the profession. CONCLUSIONS The development of professional identity in graduate entry nursing students is impacted by their rapid professional transition through an accelerated programme. Students' growing sense of nursing agency is embodied in their experiences of thinking and acting as a nurse. Their previous professional identity is then reconstituted in their new graduate selves; educational programmes support this transition. TWEETABLE ABSTRACT Scoping review finds professional identity development in graduate entry nursing students is rapid in accelerated preregistration degrees #belonging #connection.
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Affiliation(s)
| | - Rebecca Jarden
- Department of Nursing, University of Melbourne, Parkville, Victoria 3010, Australia; Austin Health, 145 Studley Road, Melbourne, Victoria, Australia.
| | | | - Rhona Winnington
- Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand.
| | - Jan Dewar
- Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand.
| | - Kay Shannon
- Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand.
| | - Sophie Jones
- The University of Melbourne, Parkville, Victoria 3010, Australia; Department of Clinical Haematology, The Royal Children's Hospital, Haematology Research Group, Murdoch Children's Research Institute, Melbourne, Victoria, Australia.
| | | | - Rosemary Turner
- The University of Melbourne, Parkville, Victoria 3010, Australia.
| | - Lindy Cochrane
- The University of Melbourne, Parkville, Victoria 3010, Australia.
| | - Rachel Macdiarmid
- Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand.
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Ackerhans S, Huynh T, Kaiser C, Schultz C. Exploring the role of professional identity in the implementation of clinical decision support systems-a narrative review. Implement Sci 2024; 19:11. [PMID: 38347525 PMCID: PMC10860285 DOI: 10.1186/s13012-024-01339-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 01/09/2024] [Indexed: 02/15/2024] Open
Abstract
BACKGROUND Clinical decision support systems (CDSSs) have the potential to improve quality of care, patient safety, and efficiency because of their ability to perform medical tasks in a more data-driven, evidence-based, and semi-autonomous way. However, CDSSs may also affect the professional identity of health professionals. Some professionals might experience these systems as a threat to their professional identity, as CDSSs could partially substitute clinical competencies, autonomy, or control over the care process. Other professionals may experience an empowerment of the role in the medical system. The purpose of this study is to uncover the role of professional identity in CDSS implementation and to identify core human, technological, and organizational factors that may determine the effect of CDSSs on professional identity. METHODS We conducted a systematic literature review and included peer-reviewed empirical studies from two electronic databases (PubMed, Web of Science) that reported on key factors to CDSS implementation and were published between 2010 and 2023. Our explorative, inductive thematic analysis assessed the antecedents of professional identity-related mechanisms from the perspective of different health care professionals (i.e., physicians, residents, nurse practitioners, pharmacists). RESULTS One hundred thirty-one qualitative, quantitative, or mixed-method studies from over 60 journals were included in this review. The thematic analysis found three dimensions of professional identity-related mechanisms that influence CDSS implementation success: perceived threat or enhancement of professional control and autonomy, perceived threat or enhancement of professional skills and expertise, and perceived loss or gain of control over patient relationships. At the technological level, the most common issues were the system's ability to fit into existing clinical workflows and organizational structures, and its ability to meet user needs. At the organizational level, time pressure and tension, as well as internal communication and involvement of end users were most frequently reported. At the human level, individual attitudes and emotional responses, as well as familiarity with the system, most often influenced the CDSS implementation. Our results show that professional identity-related mechanisms are driven by these factors and influence CDSS implementation success. The perception of the change of professional identity is influenced by the user's professional status and expertise and is improved over the course of implementation. CONCLUSION This review highlights the need for health care managers to evaluate perceived professional identity threats to health care professionals across all implementation phases when introducing a CDSS and to consider their varying manifestations among different health care professionals. Moreover, it highlights the importance of innovation and change management approaches, such as involving health professionals in the design and implementation process to mitigate threat perceptions. We provide future areas of research for the evaluation of the professional identity construct within health care.
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Affiliation(s)
- Sophia Ackerhans
- Kiel Institute for Responsible Innovation, University of Kiel, Westring 425, 24118, Kiel, Germany.
| | - Thomas Huynh
- Kiel Institute for Responsible Innovation, University of Kiel, Westring 425, 24118, Kiel, Germany
| | - Carsten Kaiser
- Kiel Institute for Responsible Innovation, University of Kiel, Westring 425, 24118, Kiel, Germany
| | - Carsten Schultz
- Kiel Institute for Responsible Innovation, University of Kiel, Westring 425, 24118, Kiel, Germany
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Sun Y, Li X, Liu H, Li Y, Gui J, Zhang X, Li X, Sun L, Zhang L, Wang C, Li J, Liu M, Zhang D, Gao J, Kang X, Lei Y, Yuan T. The effectiveness of using situational awareness and case-based seminars in a comprehensive nursing skill practice course for undergraduate nursing students: a quasi-experimental study. BMC Med Educ 2024; 24:118. [PMID: 38321409 PMCID: PMC10848502 DOI: 10.1186/s12909-024-05104-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 01/28/2024] [Indexed: 02/08/2024]
Abstract
BACKGROUND Nurses play an important role in healthcare development. The increasing demands for nurses mean that nursing schools at the undergraduate level have the responsibility to ensure patient safety and quality care through a well-designed curriculum. This research aimed to evaluate the effect of the teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course on the level of self-directed learning, professional identity, academic self-efficacy, theoretical scores, practical scores, teaching satisfaction, and student competence among nursing students. METHODS The research population comprised was of the grades of 2019 and 2020 at Wannan Medical College in Anhui Province, China (n = 169, response rate 77.88%). The observation group from grade 2020 used the teaching method combined with situational awareness and case-based seminars, whereas the control group from grade 2019 used the traditional teaching mode. General information, self-directed learning, a professional identity, and academic self-efficacy were compared between the two groups. This research used means and standard deviations, chi-square, the Shapiro-Wilk test, and an independent sample t-test for statistical analyses. RESULTS Compared with the control group, the total scores for self-directed learning, professional identity, and academic self-efficacy were higher in the observation group (78.80 ± 7.89 vs 60.21 ± 7.44, 63.39 ± 7.87 vs 52.35 ± 7.68, and 22.31 ± 3.30 vs 21.28 ± 2.31, respectively, with P < 0.05 for all scores). More significant improvements were made in the observation group on the level of theoretical scores (81.39 ± 3.32 vs 76.28 ± 5.90) and practical scores (93.32 ± 4.70 vs 90.67 ± 5.09) (P < 0.05). Meanwhile, teaching satisfaction, which includes teaching method (66/18 vs 32/53) and teacher-student interaction (72/12 vs 34/51), and student competence, which includes team cooperation (67/17 vs 39/46), critical thinking (60/24 vs 31/54), and communication skills (67/17 vs 38/47) after the intervention (P < 0.05). There was no significant difference in social persuasion (P > 0.05). CONCLUSION The teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course has the potential to improve the level of self-directed learning, professional identity, and academic self-efficacy, and it increases theoretical scores, practical scores, teaching satisfaction, and student competence.
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Affiliation(s)
- Yuanhao Sun
- Department of Graduate School, Wannan Medical College, Wuhu, An Hui, China
| | - Xiangdong Li
- Department of Gerontology, Yijishan Hospital, the First Affiliated Hospital of Wannan Medical College, Zheshan West Road, Yijishan District, Wuhu City, Anhui Province, People's Republic of China
| | - Haiyang Liu
- Student Health Center, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Yuqing Li
- Department of Graduate School, Wannan Medical College, Wuhu, An Hui, China
| | - Jiaofeng Gui
- Department of Graduate School, Wannan Medical College, Wuhu, An Hui, China
| | - Xiaoyun Zhang
- Department of Graduate School, Wannan Medical College, Wuhu, An Hui, China
| | - Xiaoping Li
- Department of Emergency and Critical Care Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Lu Sun
- Department of Emergency and Critical Care Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Lin Zhang
- Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Congzhi Wang
- Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Jing Li
- Department of Surgery Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Mingming Liu
- Department of Surgery Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Dongmei Zhang
- Department of Pediatric Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Jingyi Gao
- Department of Nursing School, Wannan Medical College, Wuhu, An Hui, China
| | - Xuefeng Kang
- Department of Nursing School, Wannan Medical College, Wuhu, An Hui, China
| | - Yunxiao Lei
- Department of Gynecology and Obstetrics Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China
| | - Ting Yuan
- Department of Gynecology and Obstetrics Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, People's Republic of China.
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Al-Noumani H, Al Zaabi O, Arulappan J, George HR. Professional identity and preparedness for hospital practice among undergraduate nursing students: A cross-sectional study. Nurse Educ Today 2024; 133:106044. [PMID: 38011753 DOI: 10.1016/j.nedt.2023.106044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 10/29/2023] [Accepted: 11/12/2023] [Indexed: 11/29/2023]
Abstract
BACKGROUND Professional identity is a crucial characteristic that undergraduate nursing students must possess to ensure effective and safe clinical practice. It has been identified as a factor influencing nursing student retention and their intention to remain in the nursing profession. However, the influential factors that impact the development of professional identity among nursing students currently are not well known. OBJECTIVES To identify factors determining professional identity among undergraduate nursing students and to confirm the relationship between nursing students' professional identity and their preparedness for hospital practice. DESIGN A cross-sectional study. SETTINGS The largest public nursing college in Oman. PARTICIPANTS 180 full-time undergraduate nursing students in their third and fourth years who had completed at least one clinical course. METHODS Students completed validated, self-administered paper questionnaires through convenience sampling, including professional identity and preparedness for hospital practice scales. RESULTS The mean total score for professional identity was 63.3 (SD = 10.5), indicating a moderate level of professional identity. The findings showed a low level of preparedness for hospital practice among nursing students, with, a mean total score of 165.8 out of 246 (SD = 30.4). We found a significant positive association between professional identity and preparedness for hospital practice (r = 0.43, p < 0.001), the number of clinical courses taken (r = 0.15, p = 0.041), enrolment in fourth-year clinical courses (H (4) = 19.9, p = 0.001), grade (H (3) = 7.8, p = 0.049) and the selection of nursing profession as the first choice (H (3) = 28.0, p = 0.05). CONCLUSIONS The study has implications for identifying students with lower readiness for hospital practice and providing them with the necessary training. Nursing educators should prioritize reinforcing professional identity among students who have chosen nursing as a secondary option or have a lower grade. This can be achieved by promoting a positive nursing image and fostering a supportive clinical learning environment.
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Affiliation(s)
- Huda Al-Noumani
- Adult Health and Critical Care Department, College of Nursing, Sultan Qaboos University, 66, Al Khoud, Muscat, Oman.
| | - Omar Al Zaabi
- Adult Health and Critical Care Department, College of Nursing, Sultan Qaboos University, 66, Al Khoud, Muscat, Oman.
| | - Judie Arulappan
- Department of Maternal and Child Health, College of Nursing, Sultan Qaboos University, 66, Al Khoud, 123 Muscat, Oman.
| | - Hema Roslin George
- Adult Health and Critical Care Department, College of Nursing, Sultan Qaboos University, 66, Al Khoud, Muscat, Oman.
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Pan JD, Ho KY, Liu HL, Huang JY, Zhang XL, Zeng QM, Lam KKW, Liu Q, Lin KL, Xu WT, Mao T, Wang Y, Ling DL. Implementation and effectiveness of a nurse navigation programme based on noddings' care theory in first-year undergraduate nursing students for professional identity and career planning: A quasi-experimental study. Nurse Educ Pract 2024; 75:103900. [PMID: 38277802 DOI: 10.1016/j.nepr.2024.103900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 01/08/2024] [Accepted: 01/12/2024] [Indexed: 01/28/2024]
Abstract
AIMS Development and evaluation of the effectiveness of a Nurse Navigation programme based on Noddings' Care theory on two dependent variables which were professional identity and career planning among first-year undergraduate nursing students. BACKGROUND First-year undergraduate nursing students generally have a low sense of professional identity and career planning, resulting in a loss of nursing power after graduation. Implemention of a Nurse Navigation program based on Noddings' Care theory may be potentially useful in cultivating their professional identity and career planning. DESIGN A quasi-experimental study. METHODS A convenience sample of 122 first-year undergraduate nursing students from two medical universities was recruited between September 2021 and June 2022. Students in the experimental group (n = 63) participated in the Nurse Navigation programme based on Noddings' Care theory, which contained four core components, spreading over 50 lessons. Those in the control group (n = 59) underwent a traditional training programme with five components across 44 lessons. The two groups were compared in terms of their level of professional identity by Professional identity questionnaire for nurse students (PIQNS) and career planning by Career planning questionnaire (CPQ) after the training using the t-test. RESULTS The mean score of professional identity in the experimental group increased significantly from 51.02 ± 8.46 at baseline to 58.02 ± 8.81 after the intervention (p < 0.001), with a large effect size (Cohen's d=0.810). Also, this post-intervention score was statistically significantly higher than that (52.86 ± 9.27) in the control group (p = 0.002), with a medium effect size (Cohen's d=0.571). The mean score of career planning in the experimental group increased significantly from 81.76 ± 9.86 at baseline to 94.52 ± 10.81 after the intervention (p < 0.001), with a large effect size (Cohen's d = 1.233). Also, this post-intervention score was statistically significantly higher than that (88.25 ± 9.30) in the control group (p < 0.001), with a medium effect size (Cohen's d=0.623). CONCLUSIONS The Nurse Navigation programme based on Noddings' Care theory showed effectiveness in enhancing professional identity and career planning among first-year undergraduate nursing students in China. Further rigorous studies are needed to examine its effectiveness and long-term impacts on these students.
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Affiliation(s)
- Jing-Da Pan
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Ka Yan Ho
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Hong-Li Liu
- Pulmonary and Critical Care Medicine Department, the Second Affiliated Hospital of Guangzhou Medical University, Guangzhou,Guangdong Province, China
| | - Jing-Yi Huang
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Xue-Ling Zhang
- Obstetrics department, the Third Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Qiao-Miao Zeng
- Department of Nursing Education and Research, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | | | - Qi Liu
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Ke-Lan Lin
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Wen-Ting Xu
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Ting Mao
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Yuan Wang
- School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China.
| | - Dong-Lan Ling
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China.
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Watson AL. The evolution of professional identity in intensive care nurses during COVID-19 - An interpretive phenomenological study. Intensive Crit Care Nurs 2024; 80:103538. [PMID: 37783180 DOI: 10.1016/j.iccn.2023.103538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Revised: 08/18/2023] [Accepted: 08/28/2023] [Indexed: 10/04/2023]
Abstract
OBJECTIVES This study explored the meaning behind professional identity in intensive care nurses who cared for patients with COVID-19. RESEARCH METHODOLOGY/DESIGN The exploration was conducted using a qualitative interpretive phenomenological approach with guidance from hermeneutics. SETTING Semi-structured audiovisual interviews were conducted with intensive care unit nurses (n = 20) throughout the United States of America, spanning nurse experiences of caring for patients with COVID-19 between 2019 and 2022. OUTCOME MEASURE Outcome measures were codes and themes which emerged from data using Benner's interpretive phenomenology method for nursing and Heidegger's hermeneutic circle. FINDINGS Four critical findings of this study were the themes a) Keep Them Alive, b) We Are Survivors, c) I Am An Intensive Care Unit Nurse, and d) I Was Meant For This. CONCLUSION Findings suggest that professional identity is evolving for nurses as they care for patients in the intensive care and that evolution affects nursing professionals' quality of life. IMPLICATIONS FOR CLINICAL PRACTICE The findings of this study have important implications for nursing practice. These themes highlight intensive care nurses' deep commitment and strong professional identity, which can positively impact nurse retention and foster a sense of purpose and fulfillment. Understanding the meaning attached to nurses' experiences can allow nurse leaders and mentors to enhance their roles and aid in the preparation of future intensive care nurses, helping future nurses find focus and satisfaction in their professional identities. Recognizing and nurturing nurses' strong professional identity may positively impact nurse retention and fulfillment. To achieve this, nurse leaders must comprehend and support nurses' experiences, cultivating an environment that empowers these caregivers to thrive and make a lasting impact on patient care.
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Zhao S, Liang Q, Tao H, Fan S, Xia Y, Zeng L, Wang G, Liu H, Huang H, Xiao J. Transition shock among nursing interns and its relationship with patient safety attitudes, professional identity and climate of caring: a cross-sectional study. BMC Nurs 2024; 23:64. [PMID: 38267964 PMCID: PMC10807204 DOI: 10.1186/s12912-024-01722-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 01/07/2024] [Indexed: 01/26/2024] Open
Abstract
BACKGROUND Nursing interns often experience lots of challenges during their clinical nursing internships, which can adversely affect career decisions and result in a squandering of nursing education resources. Patient safety attitudes, professional identity and climate of caring may affect nursing interns' clinical experience. However, more evidence is requested to validate these relationships for nursing educators to develop effective education programs and facilitate interns' successful transition. METHODS This was a cross-sectional study, which used a convenience sampling method to recruit 387 nursing interns during December 2022 to April 2023 in university affiliated hospital in Hunan province, China. Data were collected using standardized scales. Spearman correlation and multiple regression analysis were employed to examine the relationship between transition shock, patient safety attitudes, professional identity, and climate of caring. RESULTS Nursing interns experienced transition shock at a moderate level and the highest levels of transition shock in response to overwhelming practicum workloads, with the second being related to the conflict between theory and practice. Transition shock was negatively correlated with patient safety attitudes, professional identity and climate of caring among nursing interns. CONCLUSIONS Nursing managers and educators need to value the transition shock experienced by nursing interns. Our study suggests that developing a strong sense of professional identity and a positive attitude toward patient safety can be effective in reducing the level of transition shock among nursing interns. In addition, a caring climate within the nursing unit can significantly enhance the overall experience of nursing interns. This can be achieved by enhancing the support of clinical mentors, providing patient safety-focused education, and facilitating team communication among nurses.
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Affiliation(s)
- Sha Zhao
- The Third Xiangya Hospital of Central South University, Changsha, China
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Qinglong Liang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Hong Tao
- The Third Xiangya Hospital of Central South University, Changsha, China
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Sisi Fan
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Lihong Zeng
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | | | - Huan Liu
- The Third Xiangya Hospital of Central South University, Changsha, China
| | - Hui Huang
- The Third Xiangya Hospital of Central South University, Changsha, China.
| | - Jinnan Xiao
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China.
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Namaziandost E, Heydarnejad T, Rezai A, Javanmard K. A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape. BMC Psychol 2024; 12:43. [PMID: 38254243 PMCID: PMC10801986 DOI: 10.1186/s40359-024-01544-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 01/18/2024] [Indexed: 01/24/2024] Open
Abstract
The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to investigate the association between TI and TER with TPI, TA, and TWM of EFL teachers. A sample of 433 EFL teachers completed the Language Teacher Immunity Instrument, the Language Teacher Emotion Regulation Inventory, the Teacher Professional Identity Scale, the Teacher Autonomy Questionnaire, and the Multidimensional Work Motivation Scale. The Confirmatory Factor Analysis and Structural Equation Modeling were conducted to analyze the data. Findings disclosed that TI and TER were strong predictor of TPI, TA, and TWM among the EFL teachers. The study concludes by offering some pedagogical implications for different stakeholders and discussing potential areas of research that can be developed based on the findings.
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Affiliation(s)
- Ehsan Namaziandost
- Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
- Department of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
| | - Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran.
| | - Afsheen Rezai
- Department of Teaching English and Linguistics, Faculty of Literature and Humanities, University of Ayatollah Ozma Borujerdi, Borujerd, Iran.
| | - Karamollah Javanmard
- Department of Social Science, Ayatollah Ozma Borujerdi University, Borujerd, Iran.
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Mangione S. The Naming: Tell Me How You Say It, and I'll Tell You What You Think. J Gen Intern Med 2024:10.1007/s11606-023-08602-9. [PMID: 38191975 DOI: 10.1007/s11606-023-08602-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Accepted: 12/28/2023] [Indexed: 01/10/2024]
Affiliation(s)
- Salvatore Mangione
- Sidney Kimmel Medical College of Thomas Jefferson University, Philadelphia, PA, USA.
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Xu X, Li Z, Mackay L, Li N, Zhang Y, Wu Y, Zhang Y. The state of health professions students' self-directed learning ability during online study and the factors that influence it. BMC Med Educ 2024; 24:25. [PMID: 38178042 PMCID: PMC10768216 DOI: 10.1186/s12909-023-04876-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 11/14/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND Universities have widely switched from traditional face-to-face classes to online instruction as a result of the epidemic. Self-directed learning is becoming the new norm for university students' learning styles. The ability of health professions students to learn independently during online study directly impacts the effectiveness of online medical education. The ability to learn on their own initiative may be affected by health professions students' professional identities, defined as their positive perceptions, evaluations, emotional experiences, and identity as professionals related to medicine. This study aimed to look into the current status and the factors that influence health professions students' self-directed learning ability (SDLA) during online study and its relationship with professional identity. METHODS This study was conducted from September to November 2022 at a medical school in East China. An online questionnaire was used to collect participants' status of online learning, self-directed learning ability (SDLA), and professional identity. RESULTS One thousand two hundred ninety-eight health professions students demonstrated intermediate self-directed learning ability during online study. In terms of teacher-student interaction (F = 14.778, P < 0.001), student-student interaction (F = 15.713, P < 0.001), and learning concentration (F = 13.424, P < 0.001), there were significant differences in health professions students' self-directed learning ability. Professional identity and self-directed learning ability positively correlated (r = 0.589-0.802, P < 0.01). Academic atmosphere and professional identity were significant predictors. CONCLUSIONS The self-directed learning ability of health professions students while receiving instruction online is at an intermediate level and is influenced by several factors. Developing health professions students' professional identities can enhance their ability for self-directed learning.
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Affiliation(s)
- Xiaoyue Xu
- School of Anesthesiology, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Ziyi Li
- School of Anesthesiology, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Louisa Mackay
- School of International Education, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Na Li
- School of Nursing, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Yaheng Zhang
- School of Nursing, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Yujie Wu
- School of Nursing, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Yang Zhang
- School of Anesthesiology, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China.
- School of International Education, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China.
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Mouchabac S, Adrien V, Diot T, Renaud MC, Carrié A, Bourla A, Ferreri F. Insights into medical students' perceptions of work culture during the COVID-19 pandemic: a mixed method study. BMC Med Educ 2024; 24:21. [PMID: 38172850 PMCID: PMC10765811 DOI: 10.1186/s12909-023-04936-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 12/05/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND The COVID-19 pandemic brought about profound social changes that affected students worldwide. These changes had both psychological and economic consequences, and also led to the adoption of new teaching methods. It can also have an impact on work culture, which is the collective set of values, norms, and practices within a specific profession, shaping how individuals in that field behave, communicate, and identify with their work. The aim of the study was to examine medical students' perception of professional culture during the COVID-19 crisis when they voluntarily participated in the healthcare network established, outside of university placements, for the management of COVID patients. METHODS A questionnaire study based on the vignette methodology was conducted among third-year medical students. Drawing from three scenarios in which students were variably engaged in crisis management, it included questions about their perceptions of the medical profession, their motivation, and their sense of belonging to the profession. RESULTS 352 students responded to the survey. The pandemic had both a positive and a negative impact on students' perceptions of the medical profession. Cluster analysis using a k-means algorithm and principal component analysis revealed three clusters of students with different perceptions of the medical profession. The first cluster, which represented the majority of students, corresponded to a relatively positive perception of the profession that was reinforced during the pandemic. In the second cluster, students' perceptions were reinforced still further, and particular importance was attached to field experience. Students in the third cluster had the most negative perceptions, having been shaken the most by the pandemic, and they attached little importance to field experience. CONCLUSIONS The analysis highlighted the importance of students being able to adapt and draw on a range of resources during the COVID-19 pandemic. This underscores the need for work cultures that support adaptability and coping. Further research is needed to understand its long-term effects on students' perceptions of the medical profession and to identify interventions that could support students in the aftermath of this difficult period.
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Affiliation(s)
- Stephane Mouchabac
- Department of Psychiatry, Saint-Antoine Hospital, Sorbonne University, AP-HP, Paris, F-75012, France.
- Infrastructure for Clinical Research in Neurosciences (iCRIN), Paris Brain Institute, Paris, France.
| | - Vladimir Adrien
- Department of Psychiatry, Saint-Antoine Hospital, Sorbonne University, AP-HP, Paris, F-75012, France
- Infrastructure for Clinical Research in Neurosciences (iCRIN), Paris Brain Institute, Paris, France
| | - Thomas Diot
- Department of Psychiatry, Saint-Antoine Hospital, Sorbonne University, AP-HP, Paris, F-75012, France
| | | | - Alain Carrié
- Faculty of Medicine, Sorbonne University, Paris, France
| | - Alexis Bourla
- Department of Psychiatry, Saint-Antoine Hospital, Sorbonne University, AP-HP, Paris, F-75012, France
- Infrastructure for Clinical Research in Neurosciences (iCRIN), Paris Brain Institute, Paris, France
| | - Florian Ferreri
- Department of Psychiatry, Saint-Antoine Hospital, Sorbonne University, AP-HP, Paris, F-75012, France
- Infrastructure for Clinical Research in Neurosciences (iCRIN), Paris Brain Institute, Paris, France
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Landis T, Barbosa-Leiker C, Clark C, Godfrey N. Professional Identity in Nursing Scale 2.0: A national study of nurses' professional identity and psychometric properties. J Prof Nurs 2024; 50:61-65. [PMID: 38369373 DOI: 10.1016/j.profnurs.2023.11.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Revised: 11/15/2023] [Accepted: 11/22/2023] [Indexed: 02/20/2024]
Abstract
BACKGROUND Professional identity is a relatively new concept in the nursing and health care literature. Using the definition of Professional Identity in Nursing (PIN) as its main construct, the authors developed and tested the second iteration of the Professional Identity in Nursing Scale (PINS 2.0) used to measure PIN from two perspectives, self and environment. PURPOSE The purpose of this study was to evaluate the psychometric properties of the PINS 2.0. METHODS To assess psychometric validity and reliability, a split-sample analysis was conducted. An exploratory factor analysis (EFA) was conducted on one half of the sample (n = 322) and a confirmatory factor analysis (CFA) was conducted on the other half of the sample (n = 312). Descriptive statistics were also performed and analyzed. RESULTS According to the EFA pattern of parameter coefficients and CFA fit statistics (PINS-self: χ2(399) =1059.495, p < .001, CFI = 0.934, RMSEA = 0.072, SRMR = 0.032; PINS-environment: χ2(399) =929.019, p < .001, CFI = 0.946, RMSEA = 0.065, SRMR = 0.029), the PINS 2.0 shows adequate psychometric properties for measuring the concept of PIN with the following 4 constructs: 1) values and ethics, 2) knowledge, 3) leadership, and 4) professional comportment. Cronbach's alpha coefficients were: PINS 2.0-self = 0.97 and PINS 2.0-environment =0.98. CONCLUSION We further advance the assessment of the psychometric properties of the PINS 2.0 to measure PIN from the perspective of self and environment.
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Affiliation(s)
- Tullamora Landis
- Washington State University, College of Nursing, Spokane, WA, USA.
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Mcluckie C, Kuipers Y. Discursive constructions of student midwives' professional identities: A discourse analysis. Nurse Educ Pract 2024; 74:103847. [PMID: 38007848 DOI: 10.1016/j.nepr.2023.103847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 11/10/2023] [Accepted: 11/14/2023] [Indexed: 11/28/2023]
Abstract
BACKGROUND The construction and performance of professional identity is significant to broader socio-cultural understandings of who 'professionals' are and what they do. Importantly, it is also implicated in the development and enactment of policy, regulation, education, and professional practice. Professional identity is linked to self-esteem, self-efficacy, professional value, confidence and success. The salience of this in relation to midwifery practice is highly significant; aspects of autonomy, confidence, competence, responsibility, and accountability are all implicated in the provision of safe and effective care. AIM To explore how student midwives are constructed in the discourses of policy, professionalism, and learning, to provide new perspectives to inform, policy, education, and practice. METHODS An adapted critical discourse analysis of the United Kingdom (UK) Nursing and Midwifery Council's 2009 Standards for pre-registration midwifery education, using a three-step process: exploring discourse at the level of (1) discursive practice (2) linguistic features of the text, and (3) social practice. FINDINGS/ DISCUSSION The discourses that relate to midwifery education and practice emerge within socio-political and historical contexts. Constructions of identity are articulated through a rule-bound framework which includes competence, confidence and 'good health and good character'. There is a requirement for midwives to 'be' responsible, accountable, autonomous, professional, competent, and confident. Regulatory power is reinforced through medico-legal discourses, with the status of midwifery discursively presented as inferior to medicine. CONCLUSION According to the Standards, midwives must be a lot of things in their role and function. The Standards' discourses are authoritative, legislative and controlling, creating an ideology about professional status and agency which constructs an 'imaginary autonomy'; becoming a midwife is more automatic (with the perception of control), than agentic. All of which has significance for the social practice of midwifery. TWEETABLE ABSTRACT 'How are midwives made? Discursive constructions of student midwives' professional identities: a discourse analysis.
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Affiliation(s)
- Connie Mcluckie
- School of Health and Social Care, Edinburgh Napier University, Edinburgh EH11 4BN, United Kingdom.
| | - Yvonne Kuipers
- School of Health and Social Care, Edinburgh Napier University, Edinburgh EH11 4BN, United Kingdom
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Bailey DS, Harding D. Professional identity and role perception of Radiographers and Clinical Technologists in Nuclear Medicine - An exploratory qualitative study. Radiography (Lond) 2024; 30:73-79. [PMID: 37871368 DOI: 10.1016/j.radi.2023.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 09/13/2023] [Accepted: 10/02/2023] [Indexed: 10/25/2023]
Abstract
INTRODUCTION An awareness of Professional Identity (PI), an individual's identity in relation to their professional group, and Role Perception (RP), an individual's view of their specific role, may enable safe and effective practice by providing an understanding of professional boundaries, behaviours and activities. This research aimed to explore and gain an understanding of the PI and RP of Radiographers and Clinical Technologists working as Nuclear Medicine Technologists (NMT's). METHODS 10 NMT's were recruited from a large National Health Service (NHS) Trust. Utilising the established methodology of Qualitative Description, data was obtained using semi-structured interviews and analysed using inductive thematic analysis. RESULTS Four themes were identified: "Becoming the Unexpected" which detailed various training pathways; "Caring with Science" which described the NMT's role and defined their PI; "Same View, Different Lens" which portrayed how Radiographers and Clinical Technologists practise as team of NMT's; and "Confirmation of Professional Self" which presented how individuals view their professional status. CONCLUSION The study showed that the NMT role is highly specialised, multi-faceted and patient-centred. Their professional status is based on the nature of their role and their university level education and training. They work together under the umbrella title of NMT with a dual professional identity of "provider of care" and "user of science and technology". However, they may have an individual identity of Radiographer or Clinical Technologist that is determined by their training pathway. IMPLICATIONS FOR PRACTICE This research has provided valuable understanding of the PI and RP of NMT's. By highlighting the differences in the regulatory status of this workforce, an insight into the future implications in the context of national healthcare planning has been provided, highlighting potentially significant issues that may impact on the manner in which NMT's can practice.
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Affiliation(s)
- D S Bailey
- Workforce, Education & Professional Development Lead, Department of Nuclear Medicine, Guy's and St Thomas' NHS Foundation Trust, Great Maze Pond, London SE1 9RT, UK.
| | - D Harding
- Centre for Allied Health, St George's University of London, Cranmer Terrace, London SW17 0RE, UK.
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Araújo-Neto FDC, Santos LGD, Tavares TMA, Fonseca FLD, Prado FO, Silva RDOS, Mesquita AR, Lyra DPD. Teaching Strategies for Professional Identity Education in Pharmacy: A Scoping Review. Am J Pharm Educ 2024; 88:100597. [PMID: 37805042 DOI: 10.1016/j.ajpe.2023.100597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 08/08/2023] [Accepted: 09/29/2023] [Indexed: 10/09/2023]
Abstract
OBJECTIVES To characterize which strategies of professional identity formation and professionalism are being used in Pharmacy. FINDINGS We gathered 5004 articles from 5 databases with the descriptors "pharmacy" "professionalism," "professional identity" and their synonyms. The professional identity is a set of values and behaviors common among professionals. Professionalism is the moral compass of these values, used as a strategy to own social authenticity. After excluding duplicate texts, analyzing titles, abstracts, and full articles, 17 studies met the inclusion criteria and presented strategies for the formation of professional identity and professionalism in pharmacy students. We did not find studies with pharmacists. The quality of reports was assessed using 2 instruments recommended by the literature. All studies were conducted from 2007 onwards, and the United States is the country with the most publications. The identified strategies consisted of extracurricular activities, thematic courses, lectures, and counseling sessions and did not follow standards of theoretical reference, method, execution, duration, and effectiveness of evaluation. SUMMARY The interest of Pharmacy about professional identity and professionalism has grown substantially in recent years. Teaching strategies are essential alternatives to improve professionalism, reinforce its importance, and acknowledge its heterogeneity and differences. For that, they must be in line with the aims of the profession in society. This review highlights the need to develop standardized and reproducible teaching strategies to guarantee the effectiveness of students' professional socialization during graduation, as well as to instruct professionals to deal with the changes in the profession, increasing the influence of Pharmacy in society.
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Affiliation(s)
- Fernando de Castro Araújo-Neto
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil; Hospital Universitary of Sergipe - Federal University of Sergipe - Campus Aracaju, Health Science Postgraduate Program, Aracaju, Brazil
| | - Lívia Gois Dos Santos
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Thaís Maria Araújo Tavares
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Francielly Lima da Fonseca
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil; Federal University of Sergipe - Campus São Cristóvão, Pharmacy Science Postgraduate Program, São Cristóvão, Brazil
| | - Fernanda Oliveira Prado
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil; Hospital Universitary of Sergipe - Federal University of Sergipe - Campus Aracaju, Health Science Postgraduate Program, Aracaju, Brazil
| | - Rafaella de Oliveira Santos Silva
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Alessandra Rezende Mesquita
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Divaldo Pereira de Lyra
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil.
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Qiu L, Miao Q, Zhao Y, Zhu L, Wang Y. A study on the impact of life meaning on occupational identity of nursing students in China:a cross-sectional study. BMC Nurs 2023; 22:480. [PMID: 38110873 PMCID: PMC10726611 DOI: 10.1186/s12912-023-01667-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 12/14/2023] [Indexed: 12/20/2023] Open
Abstract
BACKGROUND With the alterations of the Chinese epidemic prevention policy, China experienced a nationwide wave of the Coronavirus disease 2019 (COVID-19) pandemic from December 2022 to January 2023.The impact of the COVID-19 pandemic extends beyond individual perceptions of the meaning of life and attitudes toward life and death; it also affects the professional identity of nursing students.This study explored nursing students' professional identity and life meaning of affected by the pandemic. METHODS An online survey was conducted using the Chinese version of the Nursing Student Career Identity Scale and the Chinese version of the Meaning in Life Questionnaire to assess the current status of nursing students' professional identity and sense of life meaning. Data were also collected on participant gender, education, clinical practice experience, and COVID-19 infection. RESULTS The scores for nursing students' sense of professional identity (61.58 ± 16.16) and sense of life meaning (45.29 ± 12.65) were both at an intermediate level. Compared to the scores before the COVID-19 pandemic, Chinese nursing students' professional identity scores increased, while their sense of life meaning scores decreased. Moreover, we found a positive correlation between professional identity and sense of life meaning (p < 0.001); nursing students exhibited a stronger professional identity when they had a relatively higher sense of life meaning than those with a relatively lower sense of life meaning. CONCLUSION Enhancing nursing students' sense of meaning in life is crucial for maintaining their professional identity. Attention should be given to life education for nursing students and the development of relevant educational curricula.
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Affiliation(s)
- Lingjing Qiu
- School of Nursing, Hangzhou Normal University, Hangzhou City, Zhejiang Province, China
| | - Qunfang Miao
- Department of Clinical Psychology, Affiliated Hospital of Hangzhou Normal University, Hangzhou, 311121, China.
| | - Yueyan Zhao
- School of Nursing, Hangzhou Normal University, Hangzhou City, Zhejiang Province, China
| | - Li Zhu
- School of Nursing, Hangzhou Normal University, Hangzhou City, Zhejiang Province, China
| | - Yanling Wang
- Tongxiang Health School, Tongxiang City, Zhejiang Province, China
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Zhang Y, Peng Q, Dong W, Hou C, Chen C. Professional identity and sense of coherence affect the between compassion fatigue and work engagement among Chinese hospital nurses. BMC Nurs 2023; 22:472. [PMID: 38093239 PMCID: PMC10717496 DOI: 10.1186/s12912-023-01596-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Accepted: 11/06/2023] [Indexed: 12/17/2023] Open
Abstract
BACKGROUND With the continuous improvement of people's health needs, the public's requirements for medical care are also getting higher and higher. Work engagement is a positive psychological state related to the work. It is very important to maintain nurses' work engagement, however, due to many factors, the level of nurses' work engagement is not high and nursing managers should identify the influencing factors of work engagement, and take positive measures to fully improve nurses' work engagement. OBJECTIVES To explore the influence of compassion fatigue, professional identity and sense of coherence on nurses' work engagement. METHODS From January 2022 to June 2022, convenience sampling was used to select clinical nurses from 9 tertiary hospitals in Henan Province of China as the research objects for a questionnaire survey. Statistical methods included descriptive statistical analysis, Pearson correlation analysis and the PROCESS Macro Model 4 and 7 in regression analysis. RESULTS The results showed that compassion fatigue was significantly negatively correlated with sense of coherence, professional identity and work engagement (P<0.01), professional identity was significantly positively correlated with sense of coherence and work engagement (P<0.01), and there was a significant positive correlation between sense of coherence and work engagement (P<0.01). Professional identity played a partial mediating role between compassion fatigue and work engagement, accounting for 46.40% of the total effect; meanwhile, sense of coherence moderated the effect of compassion fatigue on professional identity and formed a moderated mediation model. CONCLUSIONS Compassion fatigue has a negative predictive effect on nurses' work engagement. Professional identity and sense of coherence further explained the relationship of compassion fatigue on compassion fatigue and work engagement through mediating and moderating effects.
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Affiliation(s)
- Yiming Zhang
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, People's Republic of China
- Department of Health and Wellness, Nanyang Vocational College of Science and Technology, Nanyang, People's Republic of China
| | - Qianwen Peng
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, People's Republic of China
| | - Wanglin Dong
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, People's Republic of China
| | - Cui Hou
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, People's Republic of China.
| | - Chaoran Chen
- Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, People's Republic of China.
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Gu M, Zheng L, Gu J, Wang S, Shi Y, Jiang F, Liu H, Tang YL. Would you choose to be a psychiatrist again? A large-sample nationwide survey of psychiatrists and psychiatry residents in China. Int J Ment Health Syst 2023; 17:43. [PMID: 38053204 DOI: 10.1186/s13033-023-00614-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 11/22/2023] [Indexed: 12/07/2023] Open
Abstract
BACKGROUND The mental health workforce sustainability in China suffers high rates of attrition and the intention to leave. Among current professionals, the intention to choose the same career is an interesting way to gauge their job satisfaction and other factors, and it may affect the career choices of younger generations. We aimed to survey the intention of psychiatrists and psychiatry residents to choose the same career if they could start over and to identify associated factors. METHODS We conducted an anonymous survey of psychiatrists in 41 tertiary psychiatric hospitals in China. We collected demographic data, work-related information, the sense of professional identity, job satisfaction, and burnout (Maslach Burnout Inventory), and we specifically asked each participant whether they would choose to be a psychiatrist again if they could. RESULTS Among 3,783 psychiatrists we surveyed, one-quarter responded that they would not choose to be a psychiatrist again if they had a choice, with less than half (47.2%) saying they would. Those who would not choose psychiatry again were more likely to have a negative (relative to positive) professional identity (OR = 7.47, P<0.001, 95%CI: 4.587-12.164); experience job burnout (OR = 2.945, P<0.001, 95%CI: 2.356-3.681); be dissatisfied with their job (OR = 2.739, P<0.001, 95%CI: 2.102-3.569) and excessive regulation (OR = 1.819, P<0.001, 95%CI: 1.487-2.226); have a heavy workload (OR = 1.749, P<0.001, 95%CI: 1.423-2.149) or a lower income (OR = 1.748, P<0.001, 95%CI: 1.415-2.161); be married (relative to single) (OR = 1.604, P = 0.004, 95%CI: 1.165-2.208); be dissatisfied with strained doctor-patient relationship (OR = 1.333, P = 0.005, 95%CI: 1.089-1.632); have more night shifts per month (OR = 1.055, P = 0.021, 95%CI: 1.008-1.104) or work longer hours per week (OR = 1.016, P = 0.001, 95%CI: 1.006-1.025). CONCLUSION Among psychiatrists in tertiary hospitals in China, those with a heavier workload, poor sense of professional identity, job dissatisfaction, and burnout were less likely to choose psychiatry again. Policymakers and hospital administrators need to take effective measures to improve psychiatrists' sense of professional identity and increase their intention to stay.
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Affiliation(s)
- Mengyue Gu
- Department of Psychiatry, Chaohu Hospital of Anhui Medical University, Hefei, China
- Department of Psychiatry, School of Mental Health and Psychological Sciences, Anhui Medical University, Hefei, China
| | - Liucheng Zheng
- Department of Psychiatry, Chaohu Hospital of Anhui Medical University, Hefei, China
- Department of Psychiatry, School of Mental Health and Psychological Sciences, Anhui Medical University, Hefei, China
| | - Jingyang Gu
- Department of Psychiatry, Chaohu Hospital of Anhui Medical University, Hefei, China
- Department of Psychiatry, School of Mental Health and Psychological Sciences, Anhui Medical University, Hefei, China
| | - Song Wang
- Department of Psychiatry, Chaohu Hospital of Anhui Medical University, Hefei, China
- Department of Psychiatry, School of Mental Health and Psychological Sciences, Anhui Medical University, Hefei, China
| | - Yudong Shi
- Department of Psychiatry, Chaohu Hospital of Anhui Medical University, Hefei, China
- Department of Psychiatry, School of Mental Health and Psychological Sciences, Anhui Medical University, Hefei, China
| | - Feng Jiang
- Institute of Healthy Yangtze River Delta, Shanghai Jiao Tong University, Shanghai, China.
- School of International and Public Affairs, Shanghai Jiao Tong University, Shanghai, China.
| | - Huanzhong Liu
- Department of Psychiatry, Chaohu Hospital of Anhui Medical University, Hefei, China.
- Department of Psychiatry, School of Mental Health and Psychological Sciences, Anhui Medical University, Hefei, China.
| | - Yi-Lang Tang
- Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, Georgia, USA
- Atlanta VA Medical Center, Decatur, Georgia, USA
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O’Mahony SE, Joosten AV, O’Brien J. An Exploratory Study: Undergraduates' Perspectives on how Threshold Concepts Influence Professional Identity. Can J Occup Ther 2023; 90:374-383. [PMID: 36779857 PMCID: PMC10647904 DOI: 10.1177/00084174231154747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
Background. Threshold concepts are key to professional identity development, transforming the way individuals think, act, and perceive the world. Purpose. To understand how occupational therapy students describe their professional identity, its importance, and how threshold concepts contribute to identity. Method. Mixed-method survey of final-year occupational therapy students (n = 58) at an Australian University. Findings. (i) High agreement on most identity and threshold questions; but up to 24% uncertain about confidence/competence in understanding specific concepts; (ii) occupation-focus is unique to our professional identity; (ii) identity develops over time; (iii) occupation-based, client-centered, and evidence-based practices are central to thinking like and becoming an occupational therapist; and (iv) practice education provides context for threshold concepts to be transformative. Implications. Identity is defined by a focus on occupation and its relationship to health. Traversing threshold concepts through academic and practice education is essential to developing professional identity.
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Affiliation(s)
| | - Annette V. Joosten
- Annette V. Joosten, School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Level 2 Daniel Mannix Building, 17-29 Young Street, Locked Bag 4115, Fitzroy Vic 3065, Australia.
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Cupler ZA, Gliedt JA, Perle SM, Puhl AA, Schneider MJ. Associations between demographics and clinical ideology, beliefs, and practice patterns: a secondary analysis of a survey of randomly sampled United States chiropractors. BMC Complement Med Ther 2023; 23:404. [PMID: 37946159 PMCID: PMC10634061 DOI: 10.1186/s12906-023-04225-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 10/17/2023] [Indexed: 11/12/2023] Open
Abstract
BACKGROUND The chiropractic profession in the United States (US) has a long history of intra-professional discourse surrounding ideology and beliefs. Large-scale efforts have evaluated 3 distinctive subgroups of US chiropractors focused on these areas of practice: spine/neuromusculoskeletal, primary care, and vertebral subluxation. To our knowledge, there have not been any prior studies exploring the factors associated with these ideology and belief characteristics of these subgroups. The purpose of this study was to explore, describe, and characterize the association of US chiropractors' ideology, beliefs, and practice patterns with: 1) chiropractic degree program of graduation, 2) years since completion of chiropractic degree, and 3) US geographic region of primary practice. METHODS This was a secondary analysis of a cross-sectional survey of a random sample of US licensed chiropractors (n = 8975). A 10% random sample was extracted from each of the 50 states and District of Columbia chiropractic regulatory board lists. The survey was conducted between March 2018-January 2020. The survey instrument consisted of 7 items that were developed to elicit these differentiating ideologies, beliefs, and practice patterns: 1) clinical examination/assessment, 2) health conditions treated, 3) role of chiropractors in the healthcare system, 4) the impact of chiropractic adjustments [spinal manipulation] in treating patients with cancer, 5) vaccination attitudes, 6) detection of subluxation on x-ray, and 7) x-ray utilization rates. Multinomial regression was used to analyze associations between these 7 ideology and practice characteristic items from the survey (dependent variables) and the 3 demographic items listed above (independent variables). RESULTS Data from 3538 respondents (74.6% male) were collected with an overall response rate of 39.4%. Patterns of responses to the 7 survey items for ideologies, beliefs, and practice characteristics were significantly different based on chiropractic degree program of graduation, years since completion of chiropractic degree, and geographic region of primary practice. CONCLUSIONS Among US chiropractors, chiropractic program of graduation, years since completion of chiropractic degree, and geographic region of primary practice are associated with variations in clinical ideology, beliefs, and practice patterns. The wide variation and inconsistent beliefs of US chiropractors could result in public confusion and impede interprofessional integration.
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Affiliation(s)
- Zachary A Cupler
- Butler VA Health Care System, Butler, PA, USA.
- Institute for Clinical Research Education, University of Pittsburgh, Pittsburgh, PA, USA.
| | - Jordan A Gliedt
- Department of Neurosurgery, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Stephen M Perle
- Big Data Interrogation Group, AECC University College, Bournemouth, Dorset, UK
- Discipline of Chiropractic, College of Science, Health, Engineering and Education, Murdoch University, Murdoch, WA, Australia
| | - Aaron A Puhl
- Private Practice, Able Body Health Clinic, Lethbridge, AB, Canada
| | - Michael J Schneider
- Department of Physical Therapy, University of Pittsburgh, Pittsburgh, PA, USA
- Clinical and Translational Science Institute, University of Pittsburgh, Pittsburgh, PA, USA
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Tao H, Fan S, Zhao S, Liang Q, Xia Y, Zeng L, Huang H. Mediating effects of transition shock and professional identity on the perception of a caring climate in hospitals and patient safety attitudes of nursing interns: A cross-sectional study. Nurse Educ Pract 2023; 73:103836. [PMID: 37984162 DOI: 10.1016/j.nepr.2023.103836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 10/26/2023] [Accepted: 11/03/2023] [Indexed: 11/22/2023]
Abstract
AIM To determine the association between the perception of a caring climate in hospitals and patient safety attitudes of nursing interns, and the multiple mediating effects of professional identity and transition shock on this relationship. BACKGROUND Limited research has been conducted on the involvement of nursing interns in patient safety management and the direct relationship between the perception of a caring climate in hospitals and patient safety attitudes of nursing interns. Furthermore, it remains unclear whether professional identity and transition shock play significant roles as mediating factors in this relationship. DESIGN A cross-sectional study. METHODS This study employed a convenience sampling to recruit 356 nursing interns from 30 nursing schools in a comprehensive hospital in Hunan Province, China, between December 2022 and April 2023. Data on general information, the perception of a caring climate in hospitals, professional identity, transition shock, and patient safety attitudes was collected from nursing interns using a general information questionnaire and reliable scales. This study utilized a structural equation model with AMOS 24.0 to examine the relationship between variables. RESULTS The perception of a caring climate in hospitals directly impacted patient safety attitudes of nursing interns (Effect = 0.253, 95% confidence interval: 0.218-0.542). Meanwhile, the perception of a caring climate in hospitals indirectly influenced patient safety attitudes of nursing interns through multiple mediating factors, including professional identity and transition shock (Effect = 0.037, 95% confidence interval: 0.017-0.073). CONCLUSION To ensure patient safety, it is crucial to enhance patient safety attitudes of nursing interns. Our findings suggest that nursing educators and managers can enhance patient safety attitudes of nursing interns by establishing a caring climate. Professional identity and transition shock are important mediators of the patient safety attitudes. Additionally, nursing educators can implement measures to foster a positive work environment, including providing care and support to nursing interns and reducing their workload, to increase professional identity, alleviate transition shock, and ultimately enhance patient safety attitudes of nursing interns. TWEETABLE ABSTRACT The relationship between the perception of caring climate in hospitals and patient safety attitudes of nursing interns. Professional identity and transition shock play multiple mediating roles in the relationship. #PatientSafetyAttitudes #NursingInterns #CaringClimate.
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Affiliation(s)
- Hong Tao
- The Third Xiangya Hospital of Central South University, Changsha, China; Xiangya School of Nursing, Central South University, Changsha, Hunan, China.
| | - Sisi Fan
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China.
| | - Sha Zhao
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Qinglong Liang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Lihong Zeng
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Hui Huang
- The Third Xiangya Hospital of Central South University, Changsha, China.
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Li F, Ning L, Li S, Fu Y, Wang Y, Deng Q, Lin T, Li J. Latent profiles of nursing students' professional identity and their relationship with stress and coping styles during clinical practicum. Nurse Educ Pract 2023; 73:103840. [PMID: 37972464 DOI: 10.1016/j.nepr.2023.103840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 10/26/2023] [Accepted: 11/08/2023] [Indexed: 11/19/2023]
Abstract
AIM This study aimed to identify the latent profiles of professional identity among nursing students and explore the factors associated with different profiles. BACKGROUND Nursing students' professional identity is easily influenced by various factors. However, current studies mainly focused on the overall level of professional identity and its related factors, ignoring the population heterogeneity of nursing students' professional identity. DESIGN A cross-sectional study. METHODS A convenient sampling was used to collect data from 384 nursing students who were undergoing their clinical practicum in the affiliated hospitals of a medical university in China between January and April 2021. Data were collected using the demographic questionnaire, the nursing student internship stress scale, the simplified coping style questionnaire, and the professional identity scale for nursing students. A latent profile analysis was used to identify the latent profiles of professional identity. Kruskal-Wallis H test, analysis of variance and ordinal logistic regression were used to determine factors that were associated with different profiles of professional identity. RESULT Nursing students' professional identity could be classified into four profiles: low professional identity, relatively low professional identity, relatively high professional identity and high professional identity. These four profiles showed unique relationships with choosing nursing voluntarily, willing to be a clinical nursing staff, stress in conflict between study and work, and positive coping styles. CONCLUSION The majority of the nursing students were classified into profile 1 (low professional identity) and 2 ( relatively low professional identity). Nursing students' lower professional identity need to be further enhanced by improving social recognition of nurses to increase the willingness of high school graduates to choose nursing voluntarily, allocating nursing workforce rationally to increase the willingness of nursing student to be a clinical nursing staff, reducing nursing students' stress in conflict between study and work and encouraging them to adopt positive coping styles.
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Affiliation(s)
- Fengzhen Li
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
| | - Liuqiao Ning
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
| | - Shihen Li
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
| | - Yingjie Fu
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
| | - Yuenv Wang
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
| | - Qianying Deng
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
| | - Tingting Lin
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
| | - Jufang Li
- School of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China.
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Qu G, Feng J, Lei Z, Li X, Sun Y, Ferrier A, Jiang H, Gan Y. Analysis on the relationship between professional identity and turnover intention among general practitioners: The mediating role of job burnout. J Affect Disord 2023; 339:725-731. [PMID: 37442445 DOI: 10.1016/j.jad.2023.07.031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 06/12/2023] [Accepted: 07/08/2023] [Indexed: 07/15/2023]
Abstract
OBJECTIVE We aimed to understand the current situation and contributory factors associated with professional identity, turnover intention and job burnout among general practitioners (GPs) in eastern, central and western China. METHODS A total of 3244 GPs from community health service institutions in 12 provinces of China were recruited, from October 2017 to February 2018. Demographic information such as sex, region and mode of employment was sought, and issues regarding job burnout, professional identity and turnover intention of GPs were measured with the corresponding scale, and softwares such as SPSS and AMOS were used. T-test, analysis of variance, and covariance matrix were used for analysis. RESULTS The average total scores of job burnout, turnover intention and professional identity of GPs in China were 44.12, 15.07 and 51.23, respectively. The results of intermediary effect analysis showed that in the GPs group, there were differences in the distribution of the three indicators. Professional identity had a significant negative effect on job burnout (β = -0.373), while job burnout had a significant positive effect on turnover intention (β = 0.528), and job burnout had an indirect effect in the relationship between professional identity and turnover intention. Job burnout played an intermediary role in professional identity and turnover intention. CONCLUSIONS The turnover intention of GPs in China has improved, but it is still at a high level. Job burnout plays an intermediary role between professional identity and turnover intention.
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Affiliation(s)
- Ge Qu
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Jing Feng
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Zihui Lei
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Xinyan Li
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Yuchao Sun
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Adamm Ferrier
- Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Heng Jiang
- Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia; Melbourne School of Population and Global Health, University of Melbourne, Melbourne, Victoria, Australia
| | - Yong Gan
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, China.
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Etenaille M, Lecocq D, Herpelinck P, Parent F, Foucart J. Evaluation of inter-professional seminar involving patient-partners and caregivers. Patient Educ Couns 2023; 115:107902. [PMID: 37499448 DOI: 10.1016/j.pec.2023.107902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 07/11/2023] [Accepted: 07/14/2023] [Indexed: 07/29/2023]
Abstract
OBJECTIVE To assess the contribution of interprofessional education (IPE) for pre-graduate students from eight study branches. These seminars had patient-partners and caregivers as co-facilitators for reflexive conversations, with educational goals of learning interprofessional communication and involving patients in decision-making. METHODS A pre/post seminar comparison with 2 questionnaires about the students' professional identity, multidisciplinary collaboration and patients' involvement, and the richness of stakeholders' definitions. RESULTS 1142 students participated in the course (n = 740 after removing missing data). The results indicate that this type of education helps students feel more confident in their ability to communicate and collaborate (z = -10,204; p < 0,001), involves patients in their care plan (z = -7,996; p < 0,001) and fosters the competence and autonomy of the post-graduate students in their own professional field (z = -10,627; p < 0,001). It also enriches the definition of patients' roles (n = 399; z = -17,276; p < 0,001). CONCLUSION Including patients-partners and caregivers in IPE enriches the professional identity and increases the self-efficacy of futures caregivers. PRACTICE IMPLICATIONS This program exposed students to collaborative care practices, can reduce their resistance to this type of practice after graduation by making them more confident in using a structured team approach and recognising its benefits for both patients and caregivers.
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Affiliation(s)
- Maxime Etenaille
- Research Unit in Sciences of Osteopathy, Faculty of Motor Sciences, Université libre de Bruxelles, Brussels, Belgium; Research Unit in Motor Psychophysiology, Faculty of Motor Sciences, Université libre de Bruxelles, Brussels, Belgium
| | - Dan Lecocq
- Center for Research in Health Economics, Management of Health Care Institutions and Nursing, School of Public Health, Université libre de Bruxelles, Brussels, Belgium; Nursing Section, Health Department, Haute École Libre de Bruxelles Ilya Prigogine, Brussels, Belgium; Education Department, School of Public Health, Université libre de Bruxelles, Bruxelles, Belgium
| | - Pascaline Herpelinck
- Nursing Section, Health Department, Haute École Libre de Bruxelles Ilya Prigogine, Brussels, Belgium; Education Department, School of Public Health, Université libre de Bruxelles, Bruxelles, Belgium
| | - Françoise Parent
- Healthcare Division, Université libre de Bruxelles, Brussels, Belgium
| | - Jennifer Foucart
- Research Unit in Motor Psychophysiology, Faculty of Motor Sciences, Université libre de Bruxelles, Brussels, Belgium.
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Gortney JS, Agnihotri SK, Stepho M, Yousef A, Tong S. Helping fourth year student pharmacists develop their professional brand. Curr Pharm Teach Learn 2023; 15:903-910. [PMID: 37567831 DOI: 10.1016/j.cptl.2023.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Revised: 07/27/2023] [Accepted: 08/01/2023] [Indexed: 08/13/2023]
Abstract
BACKGROUND AND PURPOSE Building a professional brand is an important skill for student pharmacists, as this could provide them with a competitive edge given the current market environment and employment opportunities. One way to do this is through developing a personal digital brand. A pilot program was created to introduce fourth year pharmacy students to the basics of personal branding and positive uses of social media for professional development and networking. EDUCATIONAL ACTIVITY AND SETTING A two-part workshop series was developed to introduce student pharmacists to the concept of personal digital branding and to help them optimize their professional documents (i.e. curricula vitae, resumes, and letters of intent). The workshops were offered in a virtual format and involved subject matter experts as well as alumni stakeholders. Students were asked to participate in pre- and post-surveys relating to their perceptions of professional branding and the usefulness of the workshop series. FINDINGS Prior to the workshops, students expressed a moderate interest in using social media for professional purposes, yet few felt confident in how to do so. Following the workshops, students indicated the information provided had been beneficial, and they all had action plans for developing their social media profiles and revising their professional documents. SUMMARY Initial findings suggested students are interested in and would benefit from training on professional branding. While this first attempt at such programming had limitations, such as being delivered to a small sample, the results provide insights for expanding and improving these offerings in the future.
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Affiliation(s)
- Justine S Gortney
- Wayne State University, Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Avenue, Detroit, MI 48201, United States.
| | - Sarah K Agnihotri
- Wayne State University, Division of Pharmacy, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Avenue, Detroit, MI 48201, United States.
| | - Marielle Stepho
- Wayne State University, Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Avenue, Detroit, MI 48201, United States.
| | - Anita Yousef
- Wayne State University, Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, 259 Mack Avenue, Detroit, MI 48201, United States.
| | - Stephanie Tong
- Wayne State University, Department of Communication, 569 Manoogian Hall, Detroit, MI 48201, United States.
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Btaiche IF, Mansour H. Emotional intelligence and professional identity formation in pharmacy education. Curr Pharm Teach Learn 2023; 15:775-778. [PMID: 37541946 DOI: 10.1016/j.cptl.2023.07.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2022] [Revised: 07/10/2023] [Accepted: 07/27/2023] [Indexed: 08/06/2023]
Abstract
INTRODUCTION Considering the various professional roles of pharmacists, pharmacy students and pharmacists have had difficulty identifying with a clear professional identity. Thereby there is a need for a professional identity formation (PIF) that conveys a consistent message about the role and value of pharmacists. Having a clear professional identity may also be a driver to advance the pharmacy profession. While achieving PIF is a challenging path, one element that conceivably contributes to PIF is emotional intelligence (EI). EI is acquired through life experiences and relates to personal and social awareness and the management of emotions and relationships. EI is critical for personal and professional success. PERSPECTIVE Pharmacy students are exposed to different pharmacists' professional identities. This faces them with challenges as they try to incorporate their roles and expectations into practice. Integrating the core elements of EI into pharmacy education through a variety of teaching and learning methods is essential in the PIF of pharmacy students. PIF will enable pharmacy students to better associate with the profession by "thinking, acting, and feeling like a pharmacist." IMPLICATIONS Both EI and PIF need to be integrated in pharmacy curricula. However, there is paucity of literature on how to best develop, integrate and assess EI and PIF. Therefore, a collaborative comprehensive approach by the pharmacy profession is necessary to that end.
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Affiliation(s)
- Imad F Btaiche
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Lebanon, Byblos campus, P.O. Box 36, Lebanon.
| | - Hanine Mansour
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Lebanon, Byblos campus, P.O. Box 36, Lebanon.
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O'Connor E, Doyle E. The lecturer-tutor in undergraduate medical education; navigating complexity as "a recruiter, a timetabler, an administrator, a counsellor". BMC Med Educ 2023; 23:575. [PMID: 37582727 PMCID: PMC10428569 DOI: 10.1186/s12909-023-04560-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 07/31/2023] [Indexed: 08/17/2023]
Abstract
BACKGROUND Tutors play an important role in the delivery of effective undergraduate medical education (UGME). These roles commonly involve competing clinical, educational and research commitments. We sought to obtain a rich description of these posts from doctors working in them. METHODS We used a pragmatist, sequential explanatory mixed-methods design with a sampling frame of clinical lecturer/tutors in 5 Irish medical schools. Purposive sampling was used for recruitment. Quantitative data collected from a validated online questionnaire were used to inform a semi-structured interview question guide. Thematic analysis was conducted independently by each of the study researchers, using a coding frame derived in part from the findings of the online questionnaire. Quantitative and qualitative mixing occurred during data collection, analysis and reporting. RESULTS 34 tutors completed the online survey with 7 volunteers for interview. Most respondents took the job to gain experience in either educational practice (79.4%) or in research (61.8%). Major themes to emerge were the diverse interactions with students, balancing multiple professional commitments, a high degree of role-autonomy, mis-perception of role by non-tutor colleagues, challenges around work-life balance and unpredictable work demands. Using a complexity theory lens, the tutor role was defined by its relational interactions with numerous stakeholders, all in the context of an environment that changed regularly and in an unpredictable manner. CONCLUSIONS The undergraduate tutor works in a demanding role balancing educational and non-educational commitments with suboptimal senior guidance and feedback. The role is notable for its position within a complex adaptive system. An understanding of the system's interactions recognises the non-linearity of the role. Using a complex systems lens, we propose improvements to undergraduate education centred around the tutor.
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Affiliation(s)
- Enda O'Connor
- Trinity College Dublin, Dublin, Ireland.
- Department of Anaesthesia and Intensive Care St.James's Hospital, Trinity College Dublin, Dublin, Ireland.
| | - Evin Doyle
- Trinity College Dublin, Dublin, Ireland
- Department of Anaesthesia and Intensive Care St.James's Hospital, Trinity College Dublin, Dublin, Ireland
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Kim M, Oh Y, Lee JY, Lee E. Job satisfaction and moral distress of nurses working as physician assistants: focusing on moderating role of moral distress in effects of professional identity and work environment on job satisfaction. BMC Nurs 2023; 22:267. [PMID: 37580762 PMCID: PMC10424341 DOI: 10.1186/s12912-023-01427-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 07/31/2023] [Indexed: 08/16/2023] Open
Abstract
BACKGROUND Physician assistant was created in response to a shortage of physicians. However, this profession is not officially recognized in Korea. Many nurses are working as physician assistants. Their job satisfaction was low due to role conflict. Job satisfaction plays a major role in providing high quality nursing. This study aimed to investigate effects of work environment and professional identity on job satisfaction and identify the mediating role of moral distress in such effects. METHODS Participants were 112 nurses working as physician assistants. They were recruited from three General Hospitals. A questionnaire scale was used to collect data. Data were analyzed using frequency, descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and Macro Model 4 with SPSS Statistics. RESULTS Job satisfaction of nurses working as physician assistants had a score of 3.08 out of 5. It showed significant associations with work environment and professional identity. Moral distress had a partial mediating role in relationships of job satisfaction with work environment and professional identity. CONCLUSION Many nurses are working as physician assistants, although physician assistant as a profession is not officially recognized in Korea. Nurses working as physician assistants experience confusion about their professional identity and moral distress. For better nursing outcomes, physician assistant policy should be improved, and various strategies should be provided to improve their job satisfaction.
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Affiliation(s)
- Minsub Kim
- School of Nursing, Research Institute of Nursing Science, Hallym University, 1 Hallymdaehak-gil, Chuncheon, 24252, Gangwon-do, Republic of Korea
| | - Younjae Oh
- School of Nursing, Research Institute of Nursing Science, Hallym University, 1 Hallymdaehak-gil, Chuncheon, 24252, Gangwon-do, Republic of Korea
| | - Joo Yun Lee
- College of Nursing, Gachon University, Incheon, Korea
| | - Eunhee Lee
- School of Nursing, Research Institute of Nursing Science, Hallym University, 1 Hallymdaehak-gil, Chuncheon, 24252, Gangwon-do, Republic of Korea.
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Consorti F, Consorti G. Elements and Determinants of Professional Identity During the Pandemic: A Hermeneutic Qualitative Study. Teach Learn Med 2023; 35:422-435. [PMID: 35711162 DOI: 10.1080/10401334.2022.2080068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2021] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
Phenomenon: The construct of professionalism in undergraduate medical education is a core outcome that is included in the wider concept of professional identity formation. The former is grounded in the more general concept of identity, intended as an internalized set of role expectations. Some have proposed frameworks based on psychological or sociological approaches, but empirical research is still scarce and often limited to the exploration of the role of specific learning activities. The pandemic imposed adaptations that produced an artificial setting for a social experiment, suitable to observe how the deprivation of the social component of a student's life, such as in presence teaching and practical training, unveiled the elements and determinants of the developing identity of medical students. Approach: This research was the extension of a previous phenomenological study about medical students' lived experience of distance learning during the lockdown phase in Italy. We adopted a hermeneutic approach to furtherly deepen the analysis of the phenomenon at stake, in dialogue with the relevant literature. Eight 6th year medical students underwent an in-depth interview, themes were inductively generated and used to identify elements and determinants of the developing identities. Findings: Four themes developed, synthetized in the overarching theme "From crawling to standing on your feet and walking toward an uncertain future". The themes were: "social places and practices that make me feel like a student and a medical student", "toward self-regulation", "an emotional journey", "threats to the identity". The elements of the perceived identity as a medical student were autonomy and learning self-regulation, professional knowledge, competence, and sense of belonging to a community. The determinant factors which influenced the identity as a medical student were living environment, learning spaces and architectures, the social networks, the attendance of the healthcare facilities, the relationship with teachers, the social acknowledgement as a medical student, and as a doctor. Insights: It was possible to identify the generation of both constitutive elements of identity and determinants influencing identity development and this distinction is an added value of the research. According Gilles Deleuze's concept of "empty square" (the sudden lack of an object one used to have at hand: sociality in this case), this research highlighted the ambivalent nature of identity. Individualization and socialization are the "uneven sides" of that same paradoxical object which is identity.
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Affiliation(s)
- Fabrizio Consorti
- Department of Surgical Sciences, University Sapienza of Rome, Rome, Italy
| | - Giacomo Consorti
- Clinical-Based Human Research Department, Centre for Osteopathic Medicine Collaboration, Pescara, Italy, Educational Department of Osteopathy, Istituto Superiore Osteopatia, Milan, Italy
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Shi Y, Zhou JX, Shi JL, Pan JF, Dai JY, Gao Q. Association between proactive personality and professional identity of nursing undergraduates: The mediating role of resilience and irrational belief. Nurse Educ Pract 2023; 71:103729. [PMID: 37506426 DOI: 10.1016/j.nepr.2023.103729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 07/10/2023] [Accepted: 07/16/2023] [Indexed: 07/30/2023]
Abstract
AIM To examine the relationship between proactive personality and professional identity of undergraduate nursing students, including the role of psychological resilience and irrational belief as mediators. BACKGROUND Personality has been shown to play a crucial role in determining professional identity. However, the influence of proactive personality on professional identity in the nursing field is poorly understood and requires further investigation. DESIGN We conducted a cross-sectional study in China. Between July and December of 2021, 860 nursing undergraduates participated in an online questionnaire survey. METHODS Four main variables (proactive personality, psychological resilience, irrational belief and professional identity) and two covariates (willingness to choose nursing profession and family attitude towards nursing) were assessed. The assessment tools chosen are both valid and reliable. To test the proposed multi-mediation model, linear regression analysis by Hayes's SPSS macro-PROCESS was used. RESULTS The results revealed that PP, PR and PI were positively connected with one another, but negatively with IB. PP positively predicted PI through direct and indirect paths, after controlling for two covariates. The percentage of indirect path (78.72%) outweighed the direct path (21.28%). The indirect effect of PR (72.51%) was higher than that of PR and IB (6.21%). PI was also positively predicted by students' "Yes" willingness and families' "supportive" attitude towards nursing. CONCLUSION This study stated that nursing educators should take nursing students' PP seriously, which would allow for activities to be taken to improve their PR and decrease their IB, hence continuously enhancing their PI. In addition, respecting students' professional aspirations and improving family support may also be valuable ways to boost their PI.
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Affiliation(s)
- Ya Shi
- School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK; School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Jing-Xin Zhou
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Jiang-Lin Shi
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Jo-Fan Pan
- School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK.
| | - Jia-Yang Dai
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Qiang Gao
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
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Belle MJ, Cook PS. 'I've got no idea': an ethnography of Critical Care Nurses' nuanced and ambiguous professional identities in regional Australia. Health Sociol Rev 2023; 32:129-144. [PMID: 35877988 DOI: 10.1080/14461242.2022.2091947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 06/15/2022] [Indexed: 05/18/2023]
Abstract
Historical sociological perspectives posit professional identity to emerge from socialisation and attainment of 'traits' considered unique to and distinguishing of a profession. Such essentialist understandings, however, cannot account for group heterogeneity, nurses' lived experiences, nor the fluidity of professional and personal identity. This article conceptualises professional identity as being both individual and collective, influenced by context, involving subjective meaning-making, and membership to a specific professional group. Drawing on ethnographic data gathered through participant observation and semi-structured interviews with Critical Care Nurses in an Intensive Care Unit in regional Australia, we identify four themes that reveal different aspects of professional identity: conceptualising professional identity; professional identity as a title and legislative requirement; professional identity as qualifications and training; and professional identity as a social performance. The findings demonstrate that Critical Care Nurses hold multifaceted perceptions of professional identity. While they collectively distinguish their nursing training, knowledge, and practice from other nurses, they struggle to articulate what professional identity is, while creating boundaries between different forms of nursing education and qualifications to construct their professional identity. These uncertain and diverse meanings of professional identity contribute to nurse identity ambiguity, while also reflecting the necessity of flexible individual and collective nursing identities.
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Affiliation(s)
- Melissa-Jane Belle
- School of Social Sciences, University of Tasmania, Launceston, Australia
| | - Peta S Cook
- Wicking Dementia Research and Education Centre, Hobart, Australia
- School of Social Sciences, University of Tasmania, Hobart, Australia
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Baskwill A, Hay P, Calleri F, Fiddes L, Barnett R, Fogarty S. The paradox of the impact of the COVID-19 pandemic on massage therapists in Australia and Canada: The reporting of a qualitative strand of a mixed methods study. J Bodyw Mov Ther 2023; 35:371-377. [PMID: 37330795 PMCID: PMC10148715 DOI: 10.1016/j.jbmt.2023.04.086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Revised: 03/12/2023] [Accepted: 04/22/2023] [Indexed: 06/19/2023]
Abstract
INTRODUCTION In both Australia and Canada, healthcare providers considered essential were allowed to operate during the COVID-19 pandemic. The impact of the global pandemic on professional identity included opportunities for role expansion, a focus on ethical principles and social accountability, and professional pride. These results were found only for those considered to be essential and do not likely resonate with those classified as non-essential, such as massage therapists, leaving a gap in understanding. MATERIALS AND METHODS This qualitative strand of a sequential explanatory mixed methods study used qualitative description. Individuals who expressed interest were purposefully selected, based on age, gender, type of practice, and experience with the four key phenomena of interest. Data collected through semi-structured interviews was analyzed using qualitative content analysis. Member checking enhanced the trustworthiness of the results. RESULTS Thirty-one (16 Australian and 15 Canadian) participants were interviewed. The main theme described was the pandemic paradox. At some point during the pandemic, most participants were labelled by government agencies as a non-essential service. However, participants reported feeling both essential and non-essential. Two subthemes were also described: factors contributing to creating the paradox and consequences of the paradox. CONCLUSION A number of pre-existing factors around professional identity, such as patient relationships combined with the conditions instituted to manage the COVID-19 pandemic included designating health care services as essential or non-essential, created the paradox experienced by respondents and the subsequent experience of moral distress. Further research into moral distress experienced by massage therapists is needed.
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Affiliation(s)
- Amanda Baskwill
- Faculty of Health Sciences and Wellness, Humber College, Canada; School of Health, Human and Justice Studies, Loyalist College, Canada.
| | - Phillipa Hay
- Translational Health Research Institute, School of Medicine, Western Sydney University, Australia; Camden and Campbelltown Hospitals, South Western Sydney Local Health District, Campbelltown, NSW, Australia
| | - Felicia Calleri
- Faculty of Health Sciences and Wellness, Humber College, Canada
| | | | | | - Sarah Fogarty
- School of Medicine, Western Sydney University, Australia
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Glucina TT, Krägeloh CU, Spencer K, Holt K. Defining chiropractic professional identity: A concept analysis. J Bodyw Mov Ther 2023; 35:75-83. [PMID: 37330807 DOI: 10.1016/j.jbmt.2023.04.047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2021] [Revised: 01/12/2023] [Accepted: 04/12/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND The concept of professional identity within chiropractic is often discussed and debated, however in the field to date, there is no formal definition of chiropractic professional identity (CPI). This article aims to create a coherent definition of CPI and to formalise the conceptual domains that may encompass it. METHODS Using the Walker and Avant (2005) process, a concept analysis methodology was employed to clarify the diffuse concept of CPI. This method initially involved selecting the concept (CPI), determining the aims and purpose of the analysis, identifying concept uses, and defining attributes. This was achieved from a critical literature review of professional identity across health disciplines. Chiropractic-related model, borderline and contrary cases were used to exemplify characteristics of CPI. The antecedents required to inform CPI, consequences of having, and ways to measure the concept of CPI were evaluated. RESULTS From the concept analysis data, CPI was found to encompass six broad attributes or domains: knowledge and understanding of professional ethics and standards of practice, chiropractic history, practice philosophy and motivations, the roles and expertise of a chiropractor, professional pride and attitude, and professional engagement and interaction behaviours. These domains were not mutually exclusive and may overlap. CONCLUSION A conceptual definition of CPI may bring together members and groups within the profession and promote intra-professional understanding across other disciplines. The CPI definition derived from this concept analysis is: 'A chiropractor's self-perception and ownership of their practice philosophies, roles and functions, and their pride, engagement, and knowledge of their profession'.
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Affiliation(s)
- Tanja T Glucina
- Centre for Chiropractic Research, New Zealand College of Chiropractic, Auckland, New Zealand.
| | - Christian U Krägeloh
- School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Kirsten Spencer
- School of Sport and Recreation, Auckland University of Technology, Auckland, New Zealand
| | - Kelly Holt
- Centre for Chiropractic Research, New Zealand College of Chiropractic, Auckland, New Zealand
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Medlin CG, Wilby KJ. The Impact of Moving Beyond Intersection to Integration of LGBTQIA+ Identities on Professional Identity Affirmation. Am J Pharm Educ 2023; 87:100024. [PMID: 37380264 DOI: 10.1016/j.ajpe.2022.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Revised: 08/29/2022] [Accepted: 10/26/2022] [Indexed: 06/30/2023]
Abstract
There have been active calls within pharmacy education literature for the profession to work toward dismantling systemic oppression by elevating the voices of commonly underrepresented and marginalized communities, including the lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual(LGBTQIA+) community. There has also been a simultaneously growing interest in understanding how the intersection of one's personal identity with one's professional identity may help to foster greater affirmation within the profession. However, what has not been explored is how intersecting personal and professional identities may enhance the strength of one's LGBTQIA+ identity and therefore result in creating cultures of affirmation in addition to meaningful participation in professional advocacy. We link our lived experiences to a theoretical perspective through the minority stress model to demonstrate how distal and proximal stresses may affect pharmacy professionals' ability to fully integrate their professional and personal identities. Additionally, we call on the academy to strategically address gaps in LGBTQIA+ knowledge, equity, and professional development through research, shifts in culture, and education.
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Affiliation(s)
| | - Kyle John Wilby
- College of Pharmacy, Faculty of Health, Dalhousie University, Halifax, Canada
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Wong LY. Enigmatic Medicine: a proposed rebranding of emergency medicine. CAN J EMERG MED 2023; 25:547-549. [PMID: 37171704 PMCID: PMC10333352 DOI: 10.1007/s43678-023-00519-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 04/21/2023] [Indexed: 05/13/2023]
Affiliation(s)
- Lee Yung Wong
- Emergency Department, Austin Hospital, Heidelberg, VIC, Australia.
- School of Business, Law and Entrepreneurship, Swinburne University of Technology, Hawthorn, VIC, Australia.
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