Developing professional socialisation and professional identity of physiotherapy students in a seven day model of working

Abstract

Purpose: Practice-based learning is situated and socially constructed through experiential learning. Clancey (1995) postulated that situated learning is always integrated with the individual's identity and participation in a social activity. Clancey (1995, p. 54) referred to participation as ‘grappling with ideas, practice and people over time and between a community of practice’. The formation of a professional identity of healthcare students involves learning skills, attitudes, behaviour and professional roles and it is essential that appropriate socialisation of students into the profession in the clinical arena is conducted (Moola, 2017).