Investigating the Professional Technical Identity Practices in the Implementation of Laser Scanning in the Construction Industry

Osteopaths' professional views, identities and conceptions – A qualitative grounded theory study

The Nurse Leader’s Role:: A Conduit for Professional Identity Formation and Sustainability

Mental health practice can create challenging environments for occupational therapists. This study explores the dynamic processes involved in the development and maintenance of professional resilience of experienced mental health occupational therapy practitioners. It presents the PRIOrity model that summarises the dynamic relationship between professional resilience, professional identity and occupation-based practice. A narrative inquiry methodology with two phases of interviews was used to collect the data from nine experienced mental health practitioners. Narrative thematic analysis was used to interpret the data. Professional resilience was linked to: (i) professional identity which tended to be negatively influenced in contexts dominated by biomedical models and psychological theories; (ii) expectations on occupational therapists to work outside their professional domains and use generic knowledge; and (iii) lack of validation of occupation-focussed practice. Professional resilience was sustained by strategies that maintained participants' professional identity. These strategies included seeking 'good' supervision, establishing support networks and finding a job that allowed a match between valued knowledge and opportunities to use it in practice. For occupational therapists professional resilience is sustained and enhanced by a strong professional identity and valuing an occupational perspective of health. Strategies that encourage reflection on the theoretical knowledge underpinning practice can sustain resilience. These include supervision, in-service meetings and informal socialisation. Further research is required into the role discipline-specific theories play in sustaining professional values and identity. The development of strategies to enhance occupational therapists' professional resilience may assist in the retention of occupational therapists in the mental health workforce.

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.

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.

There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.

Pain empathy is influenced by a number of factors. However, few studies have examined the effects of strength of professional identity on pain empathy in pre-service teachers. This study used the event-related potential (ERP) technique, which offers a high temporal resolution, to investigate the neurocognitive mechanisms of pain empathy in pre-teachers with strong or weak professional identity. The N110 and P300 components have been shown to reflect an individual’s emotional sharing and cognitive evaluation in pain empathy, respectively. The results of the current study show that pre-teachers with strong professional identity showed a significant difference in N110 amplitudes evoked towards painful and non-painful stimuli; whereas pre-teachers with weak professional identity did not show a significant difference in the amplitudes evoked by the two stimulus types. For the P300 component, pre-teachers with weak professional identity showed a significant difference in the amplitudes evoked towards painful and non-painful stimuli; whereas pre-teachers with strong professional identity did not show a significant difference in the amplitudes evoked by the two stimulus types. Our results indicate that pre-teachers with strong professional identity show a higher level of pain empathy than those with weak professional identity.

To consider the relationship between professional nursing identity and advanced practice by exploring intra-professional relationships between advanced nurse practitioners (ANPs) and nursing colleagues. Advanced nursing practice continues to develop internationally. Previous studies suggest advanced practice may lack support within nursing, which may lead to underutilisation, retention and patient safety issues. However, the relationship between the wider nursing profession and advanced practice is poorly understood and the theory that professional identity creates cultural barriers to advanced practice has received little empirical attention. Ethnographic methodology was used. Fieldwork methods were participant observation and semi-structured interviews. Participants were ANPs (n=9) and nursing colleagues (n=5) across two primary care general practice organisations. Data were analysed thematically using framework analysis, underpinned a priori by professional identity theories. Reporting was guided by COREQ. Three themes were identified which indicated how intra-professional relationships were conducted: Conciliating Nursing, where ANPs took responsibility for developing positive relationships with other nurses; Vertical Discounting, where nursing colleagues were dismissive and undermined ANPs, who themselves behaved similarly towards other nurses; and Lateral Othering, where ANPs undermined other ANPs. Vertical Discounting and Lateral Othering destabilised advanced practice. Intra-professional relationships, and the broader nursing profession, shape advanced practice. We theorise this is underpinned by threats to professional identity, while weak professional identity amongst even established advanced practitioners exacerbates lack of support. Highlighting these issues allows space to develop alternative strategies to negotiate intra-professional relationships, informed by professional identity theories, which support rather than inhibit advanced practice. As advanced practice expands throughout primary and secondary care, and across allied health professions, the impact of professional identity and relationships on health care will likely increase and the importance of strong advanced practice identity will become increasingly relevant.

Purpose The juncture of integrated care and professional identity is an under-researched yet critical intersection. This study aims to support the development of integration by gaining further understanding about the professional identity of integrated care team members. Design/methodology/approach Qualitative case study methodology using observations, semi-structured interviews and focus groups was used to explore professional identity in three UK newly integrated, community teams. The cases were nursing (n = 17), therapy (n = 13) and mental health nursing (n = 3) professions. Findings All professions identified with their own professional group. Some new identification with the integrated teams was evident, although individual professional group identity was always salient. Key themes were professional role, perceived lack of understanding, defensiveness and security. Participants employed tactics to prove their worth, strengthen their professional identity and counteract perceived threats against their profession. Practical implications Profession specific identities should be recognised and nurtured to reduce defensiveness and counteract threat. Differences between professions should be acknowledged and space given to improve understanding between professions. When individual professional identity is supported, team members can start to form a new, additional identity within their integrated team. Originality/value Identification with professional in-groups was based on security, not discrimination against other professions. Professional groups didn’t feel understood by other professional groups but still maintained respect and recognition for their expertise. Tactics employed to counteract professional identity threat included proving how busy they were.

Professional identity formation in medical students is a multifactorial phenomenon in which clinical and nonclinical experiences merge with individual values, beliefs, and obligations. Although a strong professional identity has been associated with career success, a mismatch between personal orientations and expectations of the profession can create anxiety and feelings of inadequacy. Evidence exists of a possible association between professional identity and mental health or burnout in medical students. Nevertheless, literature on this topic is scant, and high-quality studies are lacking. Thus, the current study examined whether medical students' professional identity is associated with mental health and burnout. This cross-sectional study used data from the ETMED-L (Etudiants de Médecine-Lausanne) project collected between November 1 and December 2, 2021. All medical students at University of Lausanne across all study years were asked to complete validated questionnaires measuring professional identity, mental health (depressive symptoms, suicidal ideation, anxiety, and stress), and burnout (emotional exhaustion, cynicism, and academic efficacy). In total, 1,033 medical students were included in the study. Professional identity was significantly and inversely related to depressive symptoms ( r = -0.30), suicidal ideation ( r = -0.34), and anxiety ( r = -0.30). Professional identity was also significantly and inversely related to burnout: emotional exhaustion ( r = -0.33), cynicism ( r = -0.51), and academic efficacy ( r = 0.45 [reversed dimension of burnout]). No significant differences in professional identity scores were observed between curriculum years. Medical students displaying higher professional identity also reported significantly fewer mental health issues and less burnout. Even though the cross-sectional design precludes any causal affirmation, the results suggest that high levels of professional identity may protect medical students against mental health issues and burnout. This study further warrants a multidimensional approach of professional identity to better capture its potential changes over time in future longitudinal studies.

Professional identity (PI) is crucial for workforce capacity building, as it leads to the adoption of the professional role and commitment. And yet, there is little literature on the PI of health promotion practitioners as part of the public health workforce. Education plays a significant role in PI formation. Therefore, the aim of this study is to investigate PI formation in undergraduate health promotion students. To conceptualize PI, we draw on social psychological theories and consider potential determinants across cognitive, social, motivational, and behavioral dimensions. To gain insights into the PI formation of health promotion students, an observational longitudinal study was conducted using an online survey at three times of measurement. Undergraduate physiotherapy students served as the comparison group. The outcome variable of PI was calculated as a composite score with three subscales. In addition to sociodemographic data, potential determinants in cognitive, social, motivational, and behavioral dimensions were measured. Mixed effect models were used to analyze these determinants of PI formation. The study included 276 participants. On average, PI in health promotion students was moderate and declined over the course of the undergraduate program. In contrast, PI in physiotherapy students was high from the beginning and remained stable throughout their studies. Factors such as gender, self-esteem, insecurity about the study program, the perceived social status of the profession, and planned behavior during and after the program were found to influence health promotion students' PI formation. Undergraduate health promotion students lack a strong PI, especially compared to physiotherapy students. Given the importance of a strong PI, the following interventions are suggested to strengthen health promotion students' PI: (1) incorporating PI formation as a learning objective within curricula, and (2) enhancing the visibility and clarity of health promotion's professional profile within undergraduate studies and in society. By recognizing the factors that shape PI and implementing targeted interventions, stakeholders can empower the next generation of health promotion practitioners to navigate their professional journeys with confidence and purpose, thereby strengthening workforce capacity building in health promotion.

This quantitative descriptive study aimed to determine the correlation between self-efficacy, resilience, and professional identity among nursing students. 1116 participants were selected using stratified random sampling. The Chinese version of the General Self-Efficacy Scale (GSES), the Connor-Davidson Resilience Scale (CD-RISC-10), and the Professional Identity Questionnaire for Nursing Students (PIQNS) were used to collect data through an online survey. Data were analyzed using Pearson correlation coefficients to examine the relationships between self-efficacy, resilience, and professional identity. Results showed that nursing students had higher self-efficacy, resilience, and professional identity. The positive correlations found indicated that higher levels of self-efficacy were associated with greater resilience and a stronger professional identity. Females reported lower self-efficacy, resilience, and professional identity than males. Additionally, students in grades 2 and 3 had lower scores than those in grades 1, potentially indicating a decline in these attributes as they progress through their education. There was a positive correlation between self-efficacy and resilience, self-efficacy and professional identity, and resilience and professional identity. The output of this study resulted in the development of a Conceptual Model on Self-efficacy, Resilience, and Professional Identity of Nursing Students (SRP Model), which illustrates the relationships among these variables and provides a theoretical framework for targeted interventions. Keywords: self-efficacy, resilience, professional identity, nursing students

Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky’s social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity.

This study employs Gadamer’s fusion of horizons framework to explore the transformative role of professional development (PD) workshops in shaping the professional identity and practices of young learners’ English language teachers. Using a qualitative phenomenological design, data were collected through semi-structured interviews with seven teachers. The findings reveal four key themes: Personal Transformation, Changes in Teaching Practices, Evolving Professional Identity, and the Impact of Professional Development. These results highlight the critical importance of reflective practices in PD programs by enabling teachers to critically examine their beliefs, values, and instructional methods. By fostering greater self-awareness and role clarity, such programs not only enhance pedagogical skills but also contribute to the development of a strong professional identity. The implications highlight the need for tailored PD initiatives that support teachers in navigating the complexities of teaching young learners while encouraging their continuous growth and professional evolution.

Professional identity is a multifaceted and evolving concept that has been interpreted in various ways over time. In the context of education, teachers’ self-efficacy is seen as a key factor that can influence the development of their professional identity. The current study aimed to explore two main objectives among novice Arab teachers in Israel: (a) to examine the relationships between components of self-efficacy and factors of professional identity; and (b) to analyse the predictive power of self-efficacy components in relation to the factors that form professional identity. The study involved 279 novice teachers who participated in the research by completing three self-report questionnaires: a demographic questionnaire, a self-efficacy scale, and a professional identity questionnaire. The results revealed significant positive correlations between the components of self-efficacy and factors of professional identity. Specifically, higher levels of self-efficacy in teaching tasks, relationships, and organisation were associated with stronger professional identity. Furthermore, regression analysis showed that self-efficacy components significantly predicted professional identity factors, with general self-efficacy emerging as a strong predictor across all models. In conclusion, the study highlights the central role of self-efficacy in shaping novice teachers’ professional identity, particularly within the unique cultural context of Arab society in Israel.