Correction: Canadian physics counts: an exploration of the diverse identities of physics students and professionals in Canada

The lack of diversity in physics remains a worldwide problem. Despite being a quantitative discipline relying on measurements, there is a paucity of data on the demographic characteristics of underrepresented groups. We present findings from Canadian Physics Counts: the first national survey of equity, diversity, and inclusion in the Canadian physics community. Our intersectional approach provides a wealth of information on gender identity, sexual orientation, race, disability, and more. Analyses revealed key findings, including the first comprehensive Canadian data on nonbinary or gender diverse physicists, and the first data on Black (1.2%) and Indigenous (0.3%) physicists, who were least represented. Assessing representation across roles and career stages, BIPOC (Black, Indigenous, and People of Colour), representation fell precipitously (by one-half) between under/graduate to professional roles, while White women’s representation remained relatively stable, and White men’s representation steadily increased. One in four BIPOC respondents from gender diverse backgrounds identified as disabled, and the proportion of sexually diverse students with disabilities was more than three times higher than the proportion of heterosexual students with disabilities, underscoring the necessity of intersectional analyses. Students were more demographically diverse than professionals, highlighting the importance of acting today to retain the diverse physicists of tomorrow

LGBTQIA+ migrants may have experienced discrimination and victimization related to ethnicity, culture, and race over the course of their migration journey, as well as in relation to their sexual orientation, gender identity and expression. Despite the work of some nurses in education, practice, policy, and research, there is a scarcity of literature investigating the experiences of LGBTQIA+ migrants with nurses and healthcare professionals in Canada. By utilizing Gadamerian hermeneutics research methodology with intersectional analysis, this study draws on 16 semi-structured individual interviews with LGBTQIA+ migrants who received care from nurses and other healthcare professionals (NHCPs) in Canada. Two overarching areas of intersecting experiences were identified: (a) challenges and (b) supports. Four interwoven interpretations emerged from experiences of challenges: (a) unwanted visibility, (b) hearing a dead name and being misgendered, (c) cultural stigma, and (d) being asked intrusive hetero-cis-normative questions. Supportive experiences were evident when NHCPs accepted the unique needs of LGBTQIA+ migrants and acted as advocates. Nursing interactions should not be traumatic for LGBTQIA+ migrants, but rather should be encounters where care providers ask relevant nonhetero-cis-normative questions, offer inclusive safe sex education for people's diverse identities, avoid dead naming and misgendering, and provide supportive and affirming care. To support the provision of safe care and mitigate trauma, systemic changes in nursing practice must include the experiences of LGBTQIA+ migrants.

Professional integration as a process of professional resocialization: Internationally educated health professionals in Canada

The article analyses the main models and theories on the study of the concept of "professional identity" and the main factors influencing the formation of students' professional identity during their studies in higher education institutions. The article studies and compares the Erikson model of identity development, the theory of social identity, and the theory of career choice. The main provisions of professional identity in the works of world and national scientists are considered. Novelty of the work includes the study of domestic and international experience of educational work aimed at the formation of a positive professional identity of students. The authors propose forms and methods of work that will contribute to the formation of the professional identity of medical students, in particular, it is proposed to introduce comprehensive educational programmes and include certain topics, courses, etc. in the curriculum that would contribute to the formation of professional competence and identity of students of professional higher education. Relevance of the topic is due to the fact that the problem of professional adaptation and identification of students in higher education institutions after they have chosen a speciality, and the effectiveness of their work requires a detailed study. The authors investigated the content of the concept of "professional identity". The authors reviewed the influencing factors on the formation of professional identity, in particular, the role of educational work and the role of the teacher in the process of forming students' professional identity. The problems of professional identity formation at the university stage in Ukrainian higher education institutions are studied. The emphasis is placed on the modernisation of teaching and educational work in the higher education system of Ukraine. It is emphasised that practical training, which universities should provide through internships, cooperative programmes, research projects and practices, is of great importance in the formation of professional identity in students.

Introduction. Difficulties in the formation and development of educational, professional and personal identity (self-determination) of students with disabilities are one of the leading problem areas in ensuring the quality of education. A generalized model of difficulties, including attempts at an integrative typology of difficulties in the formation and development of the identity of students with disabilities, is an important, relevant scientific task of modern social psychology and educational psychology. Purpose setting. In modern science and practice, the tasks of studying the difficulties of the formation and development of educational, professional and personal identity of students with disabilities have been set and solved, however, there is no systematic study of them, no integrative model. The purpose of the study is to analyze the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Methodology and methods of the study. The methodological basis of the study is a systematic approach to understanding the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. The main research method is a theoretical analysis of the specific difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Results. Some personal, interpersonal, educational and professional competencies and identity among students with disabilities are often not fully formed and developed (it is sometimes more difficult for them to express their needs or self-disclose, evaluate their own and others’ activities, bear and assign responsibility / there are deformations of the locus of control, it is more difficult to imagine oneself, to self-present), then it is more difficult for them to self-determinate and identify. The importance of transforming the educational environment in accordance with the changing capabilities of a student with disabilities is noted, as well as the development support system for students with disabilities: assistance from family, classmates, peers, teachers, tutors and other helpers, including academic support services. Conclusion. Based on the research, the author was able to identify a number of basic, typical difficulties in the formation and development of educational, professional and personal identity of students with disabilities and measures to overcome them.

Introduction. Difficulties in the formation and development of educational, professional and personal identity (self-determination) of students with disabilities are one of the leading problem areas in ensuring the quality of education. A generalized model of difficulties, including attempts at an integrative typology of difficulties in the formation and development of the identity of students with disabilities, is an important, relevant scientific task of modern social psychology and educational psychology. Purpose setting. In modern science and practice, the tasks of studying the difficulties of the formation and development of educational, professional and personal identity of students with disabilities have been set and solved, however, there is no systematic study of them, no integrative model. The purpose of the study is to analyze the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Methodology and methods of the study. The methodological basis of the study is a systematic approach to understanding the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. The main research method is a theoretical analysis of the specific difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Results. Some personal, interpersonal, educational and professional competencies and identity among students with disabilities are often not fully formed and developed (it is sometimes more difficult for them to express their needs or self-disclose, evaluate their own and others’ activities, bear and assign responsibility / there are deformations of the locus of control, it is more difficult to imagine oneself, to self-present), then it is more difficult for them to self-determinate and identify. The importance of transforming the educational environment in accordance with the changing capabilities of a student with disabilities is noted, as well as the development support system for students with disabilities: support from family, classmates, peers, teachers, tutors and other assistants, including academic support services. Conclusions. Based on the research, the author was able to identify a number of basic, typical difficulties in the formation and development of educational, professional and personal identity of students with disabilities and measures to overcome them.

Introduction: This journal presents the outcomes of a meticulous systematic review investigating the interconnection among college students' professional values, professional identity, and learning engagement within the realm of higher education in China. The primary objective is to underscore the significance of instilling professional values and identity in students, delving into their impact on motivation, professional aspirations, and overall learning encounters. The study employs a rigorous methodology, entailing an exhaustive exploration across diverse academic databases to locate and scrutinize existing literature on the subject. To fortify the reliability and validity of the findings, the chosen studies undergo a meticulous data extraction process and quality evaluation. Theoretical Framework: The study accentuates the relevance of integrating academic pursuits with career aspirations, fostering professional values, and cultivating a robust professional identity to enhance learning engagement among college students. The findings suggest that students exhibit heightened motivation and engagement when they discern a clear correlation between their academic pursuits and prospective employment. Additionally, the study underscores the pivotal role of school administration and curriculum design in acknowledging and nurturing professional values and identities. Higher education institutions are urged to create a conducive learning environment by incorporating activities and experiences aligning with students' career objectives. Methodology: The research employs a stringent methodological approach, encompassing an extensive search across academic databases to identify and analyze pertinent literature. The selected studies undergo thorough data extraction and quality assessment procedures to uphold the credibility and validity of the findings. Results: The evaluation of the research spotlights the imperative nature of harmonizing professional values, professional identity, and learning engagement for higher education institutions. This synthesis contributes to enhanced educational quality and better prepares students for future employment. The results indicate practical implications for educational administration, emphasizing the importance of curriculum design that seamlessly integrates professional values and identity development. Conclusion: In conclusion, aligning professional values, identity, and learning engagement is crucial for enhancing educational quality and preparing students for future employment. Practical implications stress the pivotal role of curriculum design in integrating professional values and identity development, with the study advocating ongoing research into their intricate relationship and impact on student achievement.

Improving the rates of continuation and completion of nursing students is a priority to ensure there are sufficient qualified staff to deliver national healthcare services. In the literature, which is predominantly informed by research undertaken in traditional HE institutions with students studying conventional academic programmes, the development of a student identity and course commitment are identified as key components of persistence and success. This linear model assumes that student identity formation takes place during the transition into HE - and professional identities develop as graduates progress into the workplace. Qualitative research in the UK and Norway with nursing and midwifery students found that a strong desire to become a healthcare professional is often the starting point for enrolling in HE, rather than the culmination of the course. A strong future-facing professional identity and commitment sustain many students through the process of accessing and ‘enduring’ their nursing degree programmes that qualify them for practice. But these programmes do little to nurture professional commitment and identity, which could be harnessed to help these students to successfully complete their nursing studies. Recognising the differences between these professionally-oriented, future-facing students, and those studying traditional degree programmes, should inform approaches to improve the continuation and success of nurses. Their learning experience needs to be affirming and nurturing of this emerging professional identity to allow students to overcome academic and professional challenges they experience as they strive to become nurses, and allow them to fully embrace their professional identity.

Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.

Vocational training at Colleges is grounded with the integration of the theory and practice. Training of students from the general practie nursing study programmes is directed not only by the documentation of the Ministry of Education and Science of the republic of Lithuania, but by the guidelines and directives of the European Union, where is indicated that practice should const not less than 50 percent of the general study length. Researchers, who study the processes of professional identity (self)development and the factors, which infleunce this development, accentuate the imortne of the integration between theory and practice and indicate that in theoretical and practical studies students develop their professional identity. Research subject is the professional identity levels among students from General practic study nursing programmes at Lithuanian Colleges. Aim is to highlight the relationship between the professional identity levels and their forming factors among students from general practice study programmes at Lithuanian Colleges. Research questins are the following:What are the factors, which form the (self)development of professional identity? In which levels of professional identity are students from general practice study programmes at Lithuanian Colleges. In research participated 246 students, who represent the second study year students from General practic study nursing programmes at Lithuanian Colleges. Sampling was purposeful. The research had been performed on March-April 2013, when thee students completed the part of the special study subjects, and had study practices in the first study year. Results highlighted that the bigest part of the sample are in strong position of the professional identity moratorium. The most important factors, which influence positively the development of the professional (self)identity, according to research participants, are the professional readiness of teachers in nursing, their relationships with patients and the health care personnel. The strength of the professional (self)identity of students is colsely related with the nursing experience of teachers, their cooperatoin with patients and health care personnel. doi:10.5200/sm-hs.2013.099

Wide-spread introduction of IT into everyday life and education makes possible a considerable improvement of the quality of professional training. Our research uncovers dynamics of professional identity and learning motivation in medical college students by using technology of online personal presentation of quasiresearch activities. The technology is based on A.A. Verbitsky’s theory of contextual education and implies students’ simulation and recording of parts of professional activities, presenting and promoting the records online, collecting feedback, and refl ection. Objective is to study effects of online personal presentation of quasiresearch activities on shaping professional motivation and identity in college students. Design. Methods included () analysis of literature on psychology and pedagogy; () empirical method of formative psychological and pedagogical experiment; () psychodiagnostics methods: “Questionary ‘Students’ Professional Identity’” (U.S. Rodygin, adjusted), “Methods for Diagnostics of Learning Motivation” (A.A. Rean et al.); “Method for Diagnostics of Motives to Use Internet” (T.D. Dubovitskaya); “General Scale of Dysfunctional Internet Use” (A.A. Gerasimova et al.); () statistical data processing. The study enrolled  students, with  included into the test group, and  into the control one. Results. Correlation analysis showed that using Internet for professional self-actualization does not lead to dysfunctional Internet-addiction. Comparison of diagnostics and control data of the formative experiment shows improved maturation of students’ professional identity, motivation for learning and professional self-actualization in the experiment as compared to the control group. Conclusion. Online personal presentation of quasiresearch activities by college students is effective in shaping and developing active, conscious, and positive attitude towards future profession, changing direction and mode of students’ online activities. Online vocational personal presentation skills are additional benefi ts in the professional carrier. Our results support the application of the online personal presentation of quasiresearch activities in targeted formation of students’ professional identity.

A career in medicine is a journey of countless opportunities, challenges and choices. Determining the "right" decision for any given career choice ultimately must come from within; thus, a clear understanding of a physician's core professional identity is critical. Existing conceptualizations of professional identity within medicine focus primarily on medical training; however, it is clear that professional identity evolves throughout one's career. We propose the use of brand management principles as a novel means of understanding and expressing a physician's evolving professional identity throughout their career. We propose a conceptual framework for managing academic physician professional identity based upon brand management principles derived from marketing and consumer research literature. The four key framework elements include brand identity ("Who am I?"), brand delivery ("What actions do I choose to present myself to others"), brand experience ("How are my actions experienced by others?") and brand image ("How do others see me?"). Successful management of one's brand starts with understanding the core professional brand identity, then determining the best way to deliver this identity through specific actions experienced by target audiences (e.g., patients, collaborators, colleagues, employers, learners, promotion committees, etc.), and ends with the target audience having a clear and compelling brand image that reflects the underlying professional identity. Alignment of these components results in an array of benefits; misalignment can result in feelings of burnout or career stalling. We contend that physicians can and should see themselves as their own unique brand. Though often confused with naked self-promotion, developing a professional brand is an identity exploration and reflection experience that allows individuals to better control the course of their careers. A strong personal brand has numerous practical applications; three key examples presented herein include navigating promotion through the professoriate, managing one's reputation and achieving professional fulfilment.

Introduction: In medical education one of the main goal is to facilitate the development of professional identity of medical students. It is influenced by sociocultural factors whose influence has been examined by the empirical scholarship on professional identity research in a robust way. The current research studied the influence of gender, ethnicity and year of study on the professional identity of medical students using a validated instrument. Methods: The quantitative research approach using the cross sectional survey design is adopted in the present study. The instrument for the measurement of professional identity was developed using the items adapted from previous research. Stratified random sampling was used to collect the data from 318 participants. The reliability and construct validity of the instrument was evaluated using Smart PLS 3. Data was analysed, for descriptive and inferential statistics using SPSS version 26. Result: Ethnicity, gender and year of study had an impact on the professional identity of medical students. Indian ethnicity had significantly higher positive influence. The female students had higher professional identity than male medical students. As the students’ progressed to higher level of their training their professional identity progressively decreased. Conclusion: The medical students trained with similar curricular activities and the learning experiences develop different levels of professional identity. The level of professional identity developed by the medical students in deferent gender, ethnicity, and year of study differes. The sociocultural factors need to be considered when designing activities aimed at development of medical students’ professional identity.

Introduction. Identity in students configures their self-recognition with the profession and involves the personal, family, cognitive, institutional and sociocultural. Objective. Know the components of the construction of the professional identity and the main phenomena that interact in said construction, in students of human medicine of the National University of San Marcos. Methods. A quantitative and qualitative study was carried out. 136 students from the sixth year of study participated in the study and were given a professional identity questionnaire. Sixteen students underwent an open interview. The processing of the data was done with the JMP V7 Software. Results. Of the 136 students evaluated, 63.2% had a favorable opinion regarding professional identity; 34.6%, intermediate; and 2.2%, unfavorable. From the qualitative analysis it was found that the early identification with the profession, the support provided by the family, as well as the affective, social and economic support, were present components in the students interviewed. Conclusions. The professional identity in sixth-year students of human medicine was mostly favorable. The construction of the professional identity had as components to the early identification with the profession, the family, and the affective, social and economic support.

BackgroundStudies has suggested that receiving social support improves the professional identity of health professional students. According to the two-way social support theory, social support includes receiving social support and giving social support. However, the effect of the two-way social support on health professional students’ professional identity has not been clarified yet.MethodsTo explore the mechanism of how two-way social support affects health professional students’ professional identity, an observational, cross-sectional study was conducted among a convenience and cluster sample of 1449 health professional students from two medical schools in western China. Measures included a short version of the two-way social support scale, a health professional students’ professional identity questionnaire, an achievement motivation scale, and a meaning in life scale. (Data were analyzed by use of SPSS26.0 software, Amos 28.0 software, and PROCESSv4.0 plug-in.).ResultsReceiving social support, giving social support, achievement motivation, meaning in life, and professional identity were positively correlated with each other. Receiving and giving social support not only directly predicted health professional students’ professional identity, but also indirectly predicted health professional students’ professional identity through the mediating roles of achievement motivation and meaning in life, and the chain mediating roles of achievement motivation and meaning in life, respectively. The effectiveness of predicting health professional students’ professional identity varied among different types of two-way social support, which could be depicted as two-way social support > mainly giving social support > mainly receiving social support > low two-way social support.ConclusionIn the medical education, the awareness and ability of health professional students to receive and give social support should be strengthened. More attention should be drawn on the chain mediating effect of achievement motivation and meaning in life between two-way social support and professional identity. The current results shed new light on exploring effective ways of improving health professional students’ professional identity, which suggested that more attention should be paid to the positive effects of mainly giving social support and two-way social support rather than only on the effects of receiving social support.