Defining and Understanding the Relationship between Professional Identity and Interprofessional Responsibility: Implications for Educating Health and Social Care Students

Autor/in	Joynes, Viktoria C. T.
Titel	Defining and Understanding the Relationship between Professional Identity and Interprofessional Responsibility: Implications for Educating Health and Social Care Students
Quelle	In: Advances in Health Sciences Education, 23 (2018) 1, S.133-149 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joynes, Viktoria C. T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-017-9778-x
Schlagwörter	Professional Identity; Interprofessional Relationship; Health Education; Social Services; Semi Structured Interviews; College Faculty; Professional Personnel; Concept Formation; Definitions; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Social service; Soziale Dienstleistung; Soziale Dienste; Fakultät; Personalbestand; Concept learning; Begriffsbildung; Begriffsbestimmung; Ausland; Großbritannien
Abstract	This paper is concerned with exploring the relationship between perceptions of professional identities, interprofessional education (IPE) and collaborative practice. It seeks to introduce the concept of interprofessional responsibility as both a shift in the way in which to conceptualise the professional identity of Health and Social Care (H&SC) staff and as a new set of practices that help to inform the way in which students are prepared for collaborative working. The presented research, undertaken as part of a Ph.D. study, is based upon semi-structured interviews (n = 33) with H&SC staff who were recruited from both the United Kingdom (UK) Health Service and UK universities. Drawing upon thematic analysis of the data, the results of the research identified that previous conceptualisations of professional identity aligned to a whole profession do not relate to the way in which professionals perceive their identities. Senior professionals claimed to be more comfortable with their own professional identity, and with working across professional boundaries, than junior colleagues. Academic staff also identified that much IPE currently taught in universities serves the purpose of box-ticking rather than being delivered in meaningful way. It is proposed that the findings have implications for the way in which IPE is currently taught, and that adoption of the proposed concept of "interprofessional responsibility" may help address some of the concerns these findings raise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01