Positive Professional Identity Research Articles

Reliability and validity of the Persian version of readiness for inter-professional learning scale.

ObjectivesTo assess the validity and reliability of the Persian version of the Readiness for Inter-Professional Learning Scale (RIPLS). MethodsA cross-sectional study was performed among final-year medical students in Iran. A total of 200 students completed the Persian versions of the RIPLS questionnaire using convenience sampling. To evaluate the construct validity of the RIPLS questionnaire, data were subjected to confirmatory factor analysis (CFA). Some goodness-of-fit indicators were used to assess the hypothesized model. The hypothesised models were tested with LISREL 7.8. ResultsCronbach’s alphas for 9 teamwork and collaboration (TAC), 3 negative professional identity (NPI), 4 positive professional identity (PPI) and 3 Roles and responsibilities (RAR) items were 0.89, 0.60, 0.86 and 0.28 respectively. The whole RIPLS was found to be highly reliable (19 items; α= 0.94). The set of fit statistics show that the hypothesised four-factor model fits the sample data. ConclusionsThe results of the study show that the Persian version of the RIPLS may be a valid and reliable scale. In addition, the results of CFA show that the hypothesised four-factor model appears to be a good fit to the data. However, the Persian version of the subscales of NPI and RAR needs to be developed. The implications and limitations of the study are discussed.

COMMUNICATIVE AND EMOTIONAL INDICATORS OF PROFESSIONAL IDENTITY IN FUTURE DOCTORS

Aim. Professional identity in modern psychological and pedagogical studies is connected withthe issues of professional self-determination, personality development, and self-actualization andreflected in the maturity of professional self-identification. Identifying oneself with other people inintercultural communication is a dynamic characteristic of professional identity. A positive professionalidentity is provided by the confidence in the choice made and respect for profession in society.The purpose of this article is to reveal the communicative and emotional indicators of professionalidentity in future doctors, which are formed during their study in medical universities. Materialsand methods. Communicative and emotional indicators reflect the professional qualities of adoctor directly connected with communication and the ability to control emotions in a dialog betweena patient and doctor. Such indicators include objective, standardized, and constructive communicationprocedure, the ability to control one’s emotions and the emotions of other people. Thearticle provides the data of the empirical study of communicative and emotional indicators obtainedwith the following methods: “The assessment of the correlation between ‘I am an ideal doctor’ and‘I am a real doctor’”, “Hall’s EQ emotional intelligence test”. Fifty students from the medical universityaged from 19 to 22 years participated in the study. Statistical processing of the data obtainedwas performed by means of cluster and correlation analysis (Spearman correlation analysis) withthe SPSS Statistics 17.0 software. Results. The analysis of empirical data about the correlationsbetween the indicators was performed, the main stages of their formation during the study inmedical universities were described. Conclusion. The communicative and emotional indicatorsof professional identity in future doctors are formed during their study in medical universities.The correlations between a standardized communication procedure, the control of one’s emotionsand the emotions of other people are genetically primary. These conclusions allow us to describethe main stages of psychological and pedagogical provision of professional identity in future doctors:the first stage is connected with acquiring the rules of professional etiquette, speech cultureand techniques, the methods of nonverbal communication and listening to patients; the secondstage deals with the ability to control one’s emotions and to be objective; the third stage contributesto problem-solving skills in a form of role and business games aimed at the development ofemotional and communicative qualities.

The Readiness For Interprofessional Education (IPE) In The School Setting Among The Internship Students Of Applied Medical Sciences At Taibah University.

ObjectiveThe study aims to assess the readiness of Interprofessional Education (IPE) in the school setting among the Internship Students of Applied Medical Sciences at Taibah University.MethodsThis study utilized a survey targeting internship students of Applied Medical Sciences; departments Diagnostic Radiologic Technology, Medical Laboratory Technology, and Clinical Nutrition, at Taibah University. We used a modified Readiness for Inter-professional Learning Scale (RIPLS) survey to collect the data of this study. Data were analyzed using SPSS software version 21.ResultsA 100 surveys distributed, 40 were returned. Most of the internship students (88.7%) agreed that IPE could make them more collaborated and can enhance teamwork skill to them. A total of 36.25% of the internship student agreed, and 50.01% disagree about the negative professional identity of the IPE. 86.66% of the internship student agreed, and 50.01% disagree about the positive professional identity of the IPE. They responded that sharing learning with other health care professionals will help them to communicate better with patients and other professionals and to improve practice. 65.84% of the internship student agreed, and 23.75% disagreed about the impact of IPE on their role and responsibility. The difference between the internship student at the end level of the internship and internship student at the beginning level of the internship, towards the positive thinking about other healthcare professionals was 0.015.ConclusionThe study concluded that there was a readiness of IPE in the school setting among the Internship Students Students of Applied Medical Sciences at Taibah University. The majority of the internship student agreed that IPE could make them more collaborated and can enhance teamwork skill to them. There was a significant difference between the internship student at the end level of the internship and internship student at the beginning level of the internship, towards the positive thinking about other healthcare professionals.

Constructing Professional Identities: Native English-Speaking Teachers in South Korea

Responding to globalisation, a ubiquitous obsession with English has pervaded South Korea and led to the employment of tens of thousands of expatriate English teachers. However, native-speaking English as a Foreign Language (EFL) teachers may be subject to marginalisation and acculturation difficulties as they navigate overseas employment contexts. Moreover, scholars question the legitimacy of their careers and challenge the bias for their native-speaker expertise. Against this contentious backdrop, this study explores how the experiences and beliefs of native-speaking EFL teachers both promote and hinder their professional identity constructions. Adopting a qualitative, interpretivist approach, interviews are mobilised to document the participants’ lived realities. Resultant to a thematic analysis, an original typology of five conceptualisations of professional identity is presented, contributing to contemporary identity discourse by revealing that expatriate teachers find their sojourns characterised by much ambivalence, and whilst limited positive professional identity is attainable, there are salient barriers to its development.

Формирование профессиональной идентичности у субъектов труда

The purpose of the work was to study the processes of formation and development of professional identity. The object of this article is professional identity. The subject of the research is the formation and formation of the professional identity of a specialist. The socio-psychological vision of the I-concept of a specialist has been determined. The main components of the development model of the professional identity of an expert in an organization are presented, their content is described. Special attention is paid to the psychological mechanisms of the formation of professional identity: social categorization, identification, alienation. The authors note that the development of professional identity for professionals is better understood as one of the aspects of their socialization in the field of professional activity. In the article, on the basis of a comprehensive theoretical analysis of approaches to the problem of the development of the professional identity of a specialist in an organization that exists in domestic and foreign psychology, a theoretical model of this phenomenon has been built. It can be argued that the formation and development of a positive professional identity is considered the result of the activities of certain psychological mechanisms that are triggered by the basic needs of the individual. The starting point here is the appropriate level of growth of the professional self-consciousness and the “I-concept” of the individual. Professional identity is represented in the “I-image”. Based on a theoretical analysis of the problem of identity formation, the authors identified several factors that influence the development of identity. The main factors are: society and its structure, information environment, elements of collective activity, psycho-physiological characteristics of a person.

Evaluating the formation of professional identity in Iranian nursing students after implementation of a new curriculum

Context: The nursing education program in Iran has been reformed over the past years with the aim of enhancing the moral capabilities and formation of positive professional identity in graduated nurses. Aims: The purpose of this study was to investigate the degree of formation of professional identity in nursing students in Iran. Setting and Design: This was a descriptive cross-sectional study. Two hundred and twenty-one students studying in the last three semesters were selected using convenience sampling. Materials and Methods: The Professional Identity Scale for nursing students was used for data gathering. The questionnaire was translated into Persian by the forward-backward translation method. The study was conducted in 2017 in three of Iran's capital's nursing and midwifery school. Statistical Analysis Used: The data were analyzed using independent t-test, one-way ANOVA, Pearson's correlation, and linear regression. Results: The mean age of the subjects was 23. 15 ± 2.71 years and 50.7% of them were female. The average score for professional identity was 55.61 ± 12.75, and the score for professional self-image was 20.68 ± 4.82; the benefit of retention and risk of turnover was 11.94 ± 3.70; social comparison and self-reflection was 10.06 ± 2.50; independence of career choice 6.80 ± 1.82; and social modeling 6.42 ± 2.30. Conclusion: The average score of professional identity was higher than half of the expected score, but it was lower than the maximum score. The nursing education program in Iran failed to advantageously shape the professional identity of nursing students.

Reflecting on what? The difficulty of noticing formative experiences in the moment.

IntroductionIn the spirit of enacting an educational model of guided, collective reflection to support positive professional identity construction in healthcare learners, we implemented a reflection-based course for medical students transitioning to clerkship with three goals: to sensitize learners to the hidden curriculum; to provide a safe and confidential forum to discuss their experiences; and to co-construct strategies to deal with the pressures in the clinical environmentMethodsWe used a design-based research protocol. Twelve students participated in ten sessions starting during their transition to clerkship. Faculty debriefed after each session, adjusting the format of the subsequent sessions. Data included student logs, transcripts of the course sessions, faculty debriefings, and the course evaluation. Data were analyzed via an iterative process of independent coding and discussion.ResultsThe main adjustments to the course were to eliminate didactic content in favour of using prompts prior to course sessions and de-emphasizing written reflection. Participants felt the course achieved its three goals and students reported enhanced resiliency during transition to clerkship, although, despite prompting, students offered no examples of their joining in with the negative behaviours around them.ConclusionsThe course was successful in its key objectives. However, a key aspect of reflection, students noticing their own behaviour in the moment as something that needs to be reflected on, was challenging. Future research exploring the value of reflection as an intervention to redress the unwanted aspects of the hidden curriculum might focus on efforts to move the students to explicitly explore the enculturation process in themselves.

Impediments to the formation of intensive care nurses' professional identify.

Nurses face challenges regarding professional identify. Being unaware of these challenges and not owning positive professional identify leads to a lack of self-confidence. Thus, nurses face problems in interpersonal communication and lose their attachment to their profession. Few studies have engaged with impediments to forming positive professional identity in relation to intensive care nurses. The purpose of this study is to investigate the impediments to forming positive professional identity in nurses working in intensive care unit. In this study, the conventional content analysis method was used in order to obtain the impediments to forming positive professional identities in nurses. Data were collected through 15 semi-structured interviews and 2 focus group interviews from March 2015 to June 2016. Purposive sampling was used and participants were recruited until data saturation was reached; they were then analyzed using the conventional content analysis method. In total, 24 intensive care unit nurses from one hospital in Northern Iran were selected through purposive sampling. This study was approved by the Ethics Committee of Shiraz University of Medical Sciences. Four main themes of professional identity challenges were extracted from the analysis of the data: neglect of professional status of nursing; distrust of nursing knowledge; unprofessional performance; and low professional attraction. Nurses stated that the neglect of the professional status of nursing and distrust of nursing knowledge have always been a hindrance in forming a positive professional identity. They also mentioned that unprofessional performance and low professional attraction are the other influencing factors in this regard. Thus, detecting these factors can guide nurses and their managers towards creating positive professional identity, and as a result, will improve their job satisfaction, professional advancement, and durability.

Effectiveness of an interprofessional patient safety team-based learning simulation experience on healthcare professional trainees

BackgroundAlthough the American Council of Graduate Medical Education (ACGME) mandates formal education in patient safety, there is a lack of standardized educational practice on how to conduct patient safety training. Traditionally, patient safety is taught utilizing instructional strategies that promote passive learning such as self-directed online learning modules or didactic lectures that result in suboptimal learning and satisfaction.MethodsDuring the summer of 2015, 76 trainees consisting of internal medicine interns and senior-level nursing students participated in an interactive patient safety workshop that used a flipped classroom approach integrating team based learning (TBL) and interprofessional simulated application exercises.ResultsWorkshop trainees demonstrated an increase in knowledge specifically related to patient safety core concepts on the Team Readiness Assurance Test (TRAT) compared to the Individual Readiness Assurance Test (IRAT) (p = 0.001). Completion rates on the simulation application exercises checklists were high except for a few critical action items such as hand-washing, identifying barriers to care, and making efforts to clarify code status with patient. The Readiness for Interprofessional Learning Scale (RIPLS) subscale scores for Teamwork and Collaboration and Professional Identity were higher on the post-workshop survey compared to the pre-workshop survey, however only the difference in the Positive Professional Identity subscale was statistically significant (p = 0.03). A majority (90%) of the trainees either agreed that the safety concepts they learned would likely improve the quality of care they provide to future patients.ConclusionsThis novel approach to safety training expanded teaching outside of the classroom and integrated simulation and engagement in error reduction strategies. Next steps include direct observation of trainees in the clinical setting for team-based competency when it comes to patient safety and recognition of system errors.

Professional identity of school teachers in the context of socio-historical dynamics of Russian society

PurposeThe purpose of this paper is to describe the specific nature of school teacher’s professional identity in the context of its stability maintenance in the Soviet and modern periods of Russian society development.Design/methodology/approachA total of 618 teachers of state comprehensive secondary schools were interviewed with a standardized questionnaire. The survey was divided into four semantic blocks: analyzing how teachers percept their own socio-economic situation; studying the structure of teacher’s social identity and determining the significance of professional identity; determining the nature of teacher’s motivation and professional values; and assessing the degree of labor precariatization.FindingsThis paper shows that a school teacher job had public prestige, social-labor and material guarantees, as well as ideological support from the state in the Soviet Russia. The excessive administrative burden, high social demands for teacher’s performance in the context of deteriorating economic situation in the country create risks for positive professional identity of teachers and, as a consequence, for societal integrity.Originality/valueThis study is relevant as it provides empirical measurements and substantiates macro-social effects of teacher’s professional identity. The excessive administrative load and high social demands for teacher’s performance in the context of deteriorating economic situation in the country create risks for maintaining the positive professional identity of teachers and, as a consequence, for societal integrity.

Caring characters and professional identity among graduate nursing students in China-A cross sectional study

BackgroundCaring is recognized as the essence of nursing and the core of nursing practice while a positive professional identity can lead to personal, social and professional fulfillment. Analyzing caring characters and professional identity yields important indications for the improvement of teaching methods. This study aims to explore the graduate nursing students' professional identity and caring characters in China, and analyze their correlation. MethodA descriptive cross-sectional study was used to collect data from 216 graduate nursing students between January and February 2017 in China. ResultsGraduate nursing students perceived they possessed positive caring characters while their professional identity was at a low level. A significant positive correlation was found between the Nursing Caring Characters Assessment Tool and Professional Identity Scale for Nursing Students. ConclusionGraduate nursing students' professional identity was not satisfactory and one strategy to improve this is to internalize caring into the education process. Nursing educators should focus more on the formation of the students' professional identity and caring as a contributing factor to it.

The present situation and analysis of the countermeasures of endowment caregivers and their professional cognition in China

This paper reviews the present situation and analysis of the countermeasures of endowment caregivers and their professional cognition in China and puts forward the corresponding countermeasure.This paper briefly describes the current endowment nurse team, analyzes the current situation of endowment nurse career cognition, including the lack of professional identity, lack of high-level goals, lack of professional knowledge.This paper suggestted to strengthen the policy support, education training and cultivation of a positive professional identity and right professional values, so as to improve the cognition level of endowment nurse career, improve the old-age care service quality, and to better satisfy the increasing needs of the elderly endowment nursing. Key words: Nursing institutions; Nursing staff; Occupational cognition

School Teachers’ Professional Identity in the Context ofthe Precariatization of Social and Labor Relations in Large Russian Cities

The paper is based on a survey of public school teachers in Russian large cities (Moscow, Rostov-on-Don and Kazan). In 2017 the survey was conducted to study the perception of social and economic situation by teachers, and the estimation of the labor precariatization degree. Based on the assessment of their professional identity according to the selected typological criteria (the occupational prestige, the place of professional identity in the general structure of identification, labor motivation, professional values, job satisfaction, career orientations), the prevalence of pseudo-positive identity with diffusion elements is revealed among teachers. Moscow educators, while they evaluate higher the quality of life and the prestige of their work than teachers from Rostov and Kazan, are characterized by a higher degree of dissatisfaction with the content and results of their professional activity. The polyethnicity of the city’s population is not a significant factor in the formation of the interviewed teachers’ identity. Corporate loyalty (rewarded by corporate paternalism), socially oriented motivation, socio-economic vulnerability (especially for province teachers) characterize the existing model of the professional identity in the teaching community. Heavy administrative burden for the teachers’ corps, the high social demands for the results of their work and the precariatization of teacher’s labor create risks for maintaining of the positive professional identity and reduce the reform potential of the school.

An examination of students’ perceptions of their interprofessional placements in residential aged care

ABSTRACTIt is essential that health professionals are trained to provide optimal care for our ageing population. Key to this is a positive attitude to older adults along with the ability to work in teams and provide interprofessional care. There is limited evidence on the impact an interprofessional education (IPE) placement in a residential aged care facility (RACF) has on students. In 2015 in Western Australia, 51 students (30% male, median age 23 years), from seven professions, undertook a placement between 2 and 13 weeks in length at 1 RACF. Pre- and post-placement measurements of attitudes to the elderly were collected using the Ageing Semantic Differential (ASD) questionnaire and level of readiness for interprofessional learning with the Readiness for Interprofessional Learning Scale (RIPLS). A total of 47 students completed matched ASD and RIPLS surveys. The mean total score on the ASD survey decreased significantly from pre- to post-placement from 116.0 to 108.9 (p = 0.033), indicating attitudes became increasingly positive towards older adults. Significant differences post-placement were seen indicating better readiness for interprofessional learning, for two out of four subscales on the RIPLS, namely “teamwork & collaboration” (42.1–44.0; (p = 0.000)) and “positive professional identity” (18.2–19.3 (p = 0.001)). The degree of change is similar to findings from other settings. The results support IPE-focussed student placements within RACF positively influence student’s attitudes towards the older adult as well as increase student’s readiness for interprofessional learning, confirming RACF are valuable places for training health professionals.

Developing Clinical Faculty Understanding of Interprofessional Education: An Inter-institutional, Interprofessional Approach

Introduction: The call for increasing interprofessional education requires institutional support for educators in the clinical environment. Innovative ideas, such as partnering with multiple universities and programs to facilitate an interprofessional workshop, have the opportunity to reach a broader group of clinical educators. The purpose of this study was to examine the attitude of healthcare professionals towards interprofessional learning, familiarity with concepts of interprofessional teaching, and interprofessional practice, and to examine the influence of an interprofessional faculty development workshop on participant familiarity with concepts of interprofessional teaching and learning. Methods: The occupational therapy, physical therapy, and physician assistant programs from two universities collaborated to implement an all-day inter-institutional, interprofessional clinical faculty development workshop. Community clinical educators who participated in the event were surveyed pre- and post-workshop to examine their attitude, readiness, and knowledge of interprofessional learning and teaching. Using the revised version of the Readiness of Interprofessional Learning Scale, the following subscales were measured and analyzed: 1) Teamwork and Collaboration, 2) Negative Professional Identity, 3) Positive Professional Identity, and 4) Roles and Responsibilities. Results: Forty-three participants representing six different healthcare professions completed pre- and post-course surveys. Forty-four percent reported participating in interprofessional education. Overall, the attendees reported the value of the workshop as a 4.6 on a 5.0 point Likert scale, with 5.0 being the highest rating. Self-reported familiarity of the fundamental concepts of interprofessional teaching, interprofessional practice, and interprofessional education improved up to 32% following participation in the workshop. The highest increase in familiarity was in the area of knowledge of interprofessional practice and education. Participants reported high levels of agreement about the value of teamwork, collaboration, and positive professional identity. Conclusion: Integrating the Core Competencies for Interprofessional Collaborative Practice into educational programs and clinical practice can facilitate improved understanding of professional roles and improved collaborative practice.

Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRAC in Legal Education

Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council’s Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are ‘expected to know, understand and be able to do as a result of learning’ (Kift et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRAC (issue, rule, application and conclusion). The acronym IRAC is not offensive and potentially instils a positive professional legal identity and is a studentcentred approach to problem solving. This journal article documents an incremental approach to IRAC in law where first year students answer a problem-based law question using a grid format before preparing a barrister’s advice.; ;

The relationship between educational stress, stress coping, self-esteem, social support, and health status among nursing students in Turkey: A structural equation modeling approach

BackgroundNursing education can be a stressful experience. To fully benefit from this experience and develop a positive professional identity, it is essential for nursing students to effectively cope with education-related stress. PurposeThe aim of the study was to investigate the relationships between nursing students' education-related stress and stress coping, self-esteem, social support, and health status. MethodThis study utilized a cross-sectional, descriptive, and correlational design. The sample consisted 517 nursing students from a bachelor program in Turkey during the 2014–2015 academic year. Participants provided data on sociodemographic characteristics as well as completing the following instruments: Nursing Education Stress Scale, Coping Behavior Inventory for Nursing Students, Multidimensional Scale of Perceived Social Support, Rosenberg Self-Esteem Scale, and General Health Questionnaire. Relationships were examined using multivariate structural equation modeling. ResultsResults indicated that nursing students' stress coping levels were affected by self-esteem and social support. Additionally, this interaction appears to affect general health status. Although the direct effect of stress on coping was non-significant, its overall effect was significant within the model. ConclusionIt is necessary to conduct further intervention studies examining the role of self-esteem and social support in facilitating nursing students' stress-related coping during their education.

An access to justice approach to mediation and the construction of positive legal professional identity

ABSTRACTResearch indicates that practising and teaching alternative dispute resolution may reduce the prevalence of mental health issues within the legal profession. This paper builds on these findings by arguing that an approach to mediation focused on access to justice, of which social justice is core, will enhance positive legal professional identity. This approach, which is yet to be trialled, values equality of access and achievement of just outcomes. It does not over-privilege neutrality and self-determination and also values the positive role of law within society. The paper outlines the nature of an access to justice approach to mediation, and explores how this approach may be challenged by the more traditional and fundamental values of mediation, namely, neutrality and self-determination. In addition, it discusses the approach in light of the provisions of the Australian National Mediator Accreditation System (NMAS) Practice Standards and explores the relationship between the access to justice approach and positive legal professional identity. Overall, it discusses the importance of an access to justice approach to mediation in legal education and lawyering and explores the relevance of that approach to promoting social justice, wellbeing and positive professional identity.

Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge

This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional identity, commitment and moral purpose. It identifies the dynamic influences of individual, school environment, relational, leadership and external personal and policy contexts. The findings show that the capacity for ‘emotional resilience’ is essential for teachers who constantly “live on the edge,” as they seek to manage everyday, intensive pupil motivational and behavioral challenges whilst responding to demands for raising standards of teaching, learning and attainment.

Adaptation and reliability of the Readiness for Inter professional Learning Scale in a Danish student and health professional setting

BackgroundShared learning activities aim to enhance the collaborative skills of health students and professionals in relation to both colleagues and patients. The Readiness for Interprofessional Learning Scale is used to assess such skills. The aim of this study was to validate a Danish four-subscale version of the RIPLS in a sample of 370 health-care students and 200 health professionals.MethodsThe questionnaire was translated following a two-step process, including forward and backward translations, and a pilot test. A test of internal consistency and a test–retest of reliability were performed using a web-based questionnaire.ResultsThe questionnaire was completed by 370 health care students and 200 health professionals (test) whereas the retest was completed by 203 health professionals. A full data set of first-time responses was generated from the 570 students and professionals at baseline (test).Good internal association was found between items in Positive Professional Identity (Q13–Q16), with factor loadings between 0.61 and 0.72.The confirmatory factor analyses revealed 11 items with factor loadings above 0.50, 18 below 0.50, and no items below 0.20. Weighted kappa values were between 0.20 and 0.40, 16 items with values between 0.40 and 0.60, and six items between 0.60 and 0.80; all showing p-values below 0.001.ConclusionStrong internal consistency was found for both populations. The Danish RIPLS proved a stable and reliable instrument for the Teamwork and Collaboration, Negative Professional Identity, and Positive Professional Identity subscales, while the Roles and Responsibility subscale showed some limitations. The reason behind these limitations is unclear.