Student Professional Identity Research Articles

Relationship between clinical belonging, professional identity, and nursing information ability among nursing interns: Model construction.

Clinical belonging refers to the feeling that clinical medical staff feel recognized and accepted by others or groups. The level of clinical belonging of nursing interns affects students' learning motivation and confidence, which in turn affects their clinical practice behavior. To explore the effects of professional identity and nursing information ability on clinical belonging among nursing interns and establish a relationship model for these factors. The researchers used the convenience sampling method to select 682 nursing interns from China. The survey was conducted using a general information questionnaire, clinical sense of belonging scale, nursing information ability self-assessment scale, and a nursing student professional identity questionnaire. The mediating effect of nursing information ability between their professional identity and clinical sense of belonging was analyzed using SPSS 21.0 and the path analysis in structural equation modeling. The total scores of clinical belonging, professional identity, and nursing information ability of nursing interns were (104.29 ± 13.11) points, (57.89 ± 7.16) points, and (70.29 ± 6.20) points, respectively. Nursing information ability had a direct effect on the clinical sense of belonging (effect value = 0.46, P < 0.05). Occupational identity had a direct effect (effect value = 0.52, P < 0.05) and an indirect effect (effect value = 0.21, P < 0.05) on clinical belonging. Nursing administrators in nursing colleges and hospitals should take effective measures to improve the professional identity and nursing information ability of nursing interns, as well as the clinical sense of belonging among nursing interns.

My Journey to Become a Social Worker: Defining Moments of Professional Identity Formation

Abstract Whilst a main task of social work education is to develop the student's professional identity, the literature on social workers’ identity formation is limited. Drawing on twenty-one reflective written assignments, this qualitative study examined defining moments as perceived by third-year Israeli social work students—moments seen as most influential in their process of professional identity formation. The crafting of a social worker identity was found to be an ongoing and spiral process, unfolding across three main spheres: (1) coping with challenges as an opportunity for development; (2) sparkling experiences validating the emerging professional identity; and (3) intersections of personal and professional identities. The findings suggested that through a process of guided reflection and discussion, often facilitated in supervisory sessions and classroom settings, students were able to transform their experiences into cornerstones for structuring their emerging professional identity. These dynamics underscore the significance of directly incorporating professional identity exploration as an integral part of the social work curriculum.

The Murray-Darling Medical Schools Network Research Collaboration: protocol for a longitudinal, multi-university program of work to explore the effect of rurally based medical school programs in the Murray-Darling region.

There is now strong evidence to support the positive impact of place-based medical education on the recruitment and retention of the rural health workforce in Australia. Much of this work, however, has been undertaken in the context of 'extended rural clinical placement' - students undertaking part of their medical degree in a rural location. Until recently, there were only a few places in Australia in which students could undertake the entirety of their medical degree in a rural area. With the introduction of the Murray-Darling Medical Schools Network (MDMSN) initiative, this dynamic is changing. The MDMSN is part of the Stronger Rural Health Strategy and builds on the Australian Government's existing Rural Health Multidisciplinary Training Program to establish a network of rurally based medical programs in the Murray-Darling region. The MDMSN offers a unique opportunity to explore the effect of complete rural immersion during medical school on subsequent rural practice. This article describes the establishment of a research collaboration intended to ensure the harmonisation of research data collection from the outset of the MDMSN program. The MDMSN research collaboration is a longitudinal, multi-university program of work to explore the effect of rurally based medical school programs in the Murray-Darling region. Initially it has been agreed that administrative student data will be collected from existing university datasets to help characterise this novel student cohort. Each university will then distribute an entry survey to all first-year MDMSN students. The survey will collect demographic information as well as information regarding rural background, preferences and future practice intention. Questions have been aligned with and adapted from the Medical Schools Outcomes Database survey, the Australian Bureau of Statistics, and from the literature. This information will be combined with graduate information from the Australian Health Practitioner Regulation Agency. The MDMSN research collaboration will work toward the co-design of research projects, to facilitate and progress multi-site research addressing nationally relevant research questions. Early research efforts are focused on our ability to better understand the new cohort of students embarking on rurally based medical education, their practice intentions and realisation. Subsequent work of the collaboration may lead to deeper understanding of the rural student experience, any effect of 'place', changes in student professional identity over time, and their relationship to subsequent rural practice. The MDMSN research collaboration is a proactive initiative that brings together data and experience from five new rurally based medical programs, and answers calls for multi-institution and longitudinal studies. It is uniquely placed to capture the impact of the MDMSN program, including the effect of complete rural immersion on the future practice location of these graduates. Ultimately, the combined research efforts of the MDMSN research collaboration will add knowledge to address the known rural workforce maldistribution, particularly how to attract and retain medical workforce.

DEMONSTRATION EXAM AS A NEW FORMAT OF FINAL CERTIFICATION OF GRADUATES OF PEDAGOGICAL UNIVERSITIES

The article is devoted to the opinions of pedagogical university teachers on the problems related to the introduction of the new form of certification of the competence of pedagogical university graduates – a demonstration exam. The study of teachers’ opinions was carried out using the focus group interview technique – “Prioritisation”. The study helped to identify five leading problems that, in the opinion of pedagogical university teachers, should be taken into account when discussing the feasibility of changing approaches to final certification in pedagogical universities: the problem of formation of professional competence and professional identity of students, the problem of knowledge intensity of final certification, the problem of teacher readiness, the problem of student readiness, the problem of substitution of reality. As a promising direction for changing the final certification, teachers proposed a demonstration exam.

FORMATION OF PROFESSIONAL IDENTITY OF MEDICAL STUDENTS IN HIGHER EDUCATION INSTITUTIONS

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.

The impact of vocational college students' professional identity on academic achievement: Self-efficacy as a mediator

To understand the current situation of the academic achievement of Chinese vocational college students in China. A questionnaire survey was conducted among 1560 students; the University Student Professional Identity Scale, General Self-Efficacy Scale, and Academic Achievement Scale were used as research tools. The responses were recorded using 5-point Likert-type scales. Propose research hypotheses based on structural models. We tested reliability and validity, difference analyses, correlation analyses, regression analyses, and mesomeric effect analysis. There are significant differences in academic achievement among students of different grades, but there is no significant difference in academic achievement among student cadres. The professional identity of vocational college students is significantly and positively predicted academic achievement; self-efficacy partially mediates between professional identity and academic achievement. Professional identity of vocational college students significantly and positively predicted. Academic achievement: self-efficacy partially mediates between professional identity and academic achievement. (1) There is a certain imbalance in the subjects and majors of the study in terms of gender; (2) The exploration of this study is mainly quantitative research, lacking qualitative research; (3) Due to the limitations of research time and method, this study only investigated the real situation for a certain period and lacked the process of long-term follow-up research. University administrators and professional teachers should improve the professional identity of vocational college students to enhance their self-efficacy, promote their academic achievement development, and enhance the vocational, educational, and technical nature of vocational education.

The Journey from Past to Present

The focus of this paper is on the development of andragogy as an academic discipline and andragogy programmes at Tallinn University. It also reviews the development of adult education in Estonia and outlines empirical findings from previous research related to the learning experiences and the professional identity of students and graduates of andragogy programmes. The research questions in this paper are: What are the main developments of adult education and andragogy as an academic discipline? How do andragogy students and graduates understand their learning experience and professional identity? The findings suggest that academic studies and learning experiences enable students to construct a strong learner identity, which impacts the formation of professional identity. The sense of professional identity becomes stronger during the period of academic studies and continues to develop as a self-developmental process with professional, educational, and personal choices.

Promoting Student Professional Identity Formation with Financial Support to Attend Professional Conferences

Promoting Student Professional Identity Formation with Financial Support to Attend Professional Conferences

Evolution of a Cocurricular Program to Support Student Professional Identity Formation

ObjectiveDescribe the development, implementation, and assessment of a cocurricular program intentionally designed to foster professional identity formation at a private institution. MethodsA cocurricular committee was established which developed a cocurriculum program in 3 phases. The committee utilized a gap analysis to inform the development of a continuing-education-based elective program (phase I), broadened program components and enhanced assessment (phase II), and continued to strengthen select areas of the affective domains through a second gap analysis and implement a summative assessment (phase III). ResultsOver 2 academic years, the completion rates for reflections, continuing education programming, and community outreach in the most recent academic year were consistently above 80% by the final due date. Rates of the mentor-mentee meetings fell below 50%; however, this component is tracked by the faculty member and not the students. Community outreach monitoring was managed by the committee for the first time in the 2021–2022 academic year and completion rates increased from 64% to 82%. Student reflections indicated consistent progression toward practice readiness from first- to third-year pharmacy students. For the Pharmacy Affective Domain Situational Judgment test, 22% and 16% of first-year pharmacy students were flagged during the first and second year implemented, respectively, and only 8% of the third-year pharmacy students were flagged in both years. ConclusionUtilization of a cocurricular committee has been vital for the development, progression, and assessment of the cocurriculum at a single private institution.

Factors Influencing Professional Identity Construction in Fourth-Year Pharmacy Students

Objectives. To explore the key factors that influence professional identity construction in fourth-year pharmacy students enrolled in a Doctor of Pharmacy program.Methods. A single-site instrumental case study of current fourth-year pharmacy students from the Leslie Dan Faculty of Pharmacy, University of Toronto, was used. Thirteen students participated in semistructured interviews. Poststructural social identity theories were used to analyze the data and identify themes that influence identity construction in pharmacy students.Results. Data analysis identified five overarching themes that influence pharmacy student professional identity construction: path to pharmacy, curriculum, environment, preceptors, and patient interactions. The Leslie Dan Faculty of Pharmacy curriculum prioritized the health care provider identity, which influenced the students desire to "become" clinicians. Based on their internalized health care provider identity, they rejected preceptors and practice environments that negatively impacted their ability to embody this identity.Conclusion. The findings of this study suggest that pharmacy students align themselves strongly with health care provider identities at the cost of other potentially relevant identities. Pharmacy education programs may benefit from curricular reforms that incorporate and legitimize multiple pharmacist identities to ensure a strong pharmacy workforce for the future.

Формирование правосознания как компонента профессиональной идентичности специалистов социальной сферы на этапе обучения в университете

&lt;p style="text-align: justify;"&gt;The analysis of works in pedagogy, psychology, sociology, philosophy and jurisprudence allows us to state the presence of certain problems in professional training, in particular, in the formation of legal consciousness of future specialists in the social sphere at the stage of university education. The array of studies of legal consciousness in the humanitarian fields of knowledge shows that the general scientific discourse is focused on understanding the phenomenon as a significant factor in the formation of professional identity, as well as the analysis of real and potential opportunities to create conditions for the development of students&amp;rsquo; legal consciousness in the conditions of universities. The aim of the study, the results of which are presented in the article, was to investigate the impact of the formation of legal consciousness on the professional identity of students. The article describes the stages of the experimental study, presents the sample, the tools, describes and interprets the results, as well as outlines the prospects of the study.&lt;/p&gt;

“Pieces of Myself”: The Pedagogical Power of an Illness Narrative Assignment for Doctor of Physical Therapy Students

Purpose: Narrative medicine in healthcare education is used to promote a deeper understanding of the illness experience to promote compassionate, patient-centered care. The purpose of this qualitative study was to explore first year physical therapy students’ perceived learning after completing a first-person illness narrative assignment within a required Whole Person Care course prior to clinical experience. Method: Fifty-nine first-year doctor of physical therapy students completed an illness narrative assignment of a known individual with an illness experience from the first-person perspective. Data from students’ reflections on completing the illness narrative assignment were analyzed. Themes organically emerged from the open-ended prompt “What do you feel you learned writing the illness narrative?” Results: Four primary themes of perceived student learning emerged: deeper understanding of oneself, cognizance of values, understanding the illness experience of others, and recognition of future professional role. Three of these primary themes correlate with constructs of professional identity formation. Results substantiate previous studies advocating the use of narrative medicine to facilitate patient-centered care and professional identity development in healthcare education. Conclusions: A single illness narrative assignment with reflection created deeper understanding of the human illness experience for patient-centered care and supported physical therapy student professional identity development prior to clinical experience. This study adds to the limited research on effectiveness of narrative in physical therapy curricula. It also informs educators of a pedagogical approach early in curricula to leverage student professional identity formation. The study additionally answers the recommendations for research on effective implementation of humanities, early integration of narrative pedagogy, and the creation of learning spaces to support student professional identity formation.

Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study

Context Professional identity development in professional master's (PM) athletic training students occurs over time and is influenced by numerous socializing factors. Although socialization processes of athletic training students have been examined, professional identity development related to the Weidman et al graduate and professional student socialization framework [Weidman JC, Twale DJ, Stein EL, et al. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC higher education report. Vol 28, No. 3. Jossey-Bass Higher and Adult Education Series; 2001] has never been examined in athletic training. This model values the multiple networks, individuals, and experiences that influence graduate students throughout their program. Objective To assess the lived experiences of 1 cohort of students enrolled in a PM athletic training program and determine what curricular and clinical education factors influence the development of professional identity. Design Qualitative study. Setting Focus group interview. Patients or Other Participants Ten of 12 (83%) students (5 females and 5 males) from a single PM athletic training cohort program participated. Data Collection and Analysis We conducted a focus group interview, which we transcribed verbatim, with participants during the last week of their last semester in the PM athletic training program. Data analysis was deductive and then inductive throughout the coding process, and we reached data saturation at the individual participant and cohort levels. We ensured trustworthiness through multiple analyst triangulation, peer expert review, and multiple data sources. Results Three factors influenced the development of the PM athletic training student's professional identity: (1) their clinical education experiences, (2) the cohort experience, and (3) their school/life balance. Within the clinical education experience, the immersive experience, clinical setting, and patients and preceptors were also influential. Conclusions This study used the Weidman et al socialization model. The experiences of PM athletic training students and their professional identity development are inclusive of the relationship with others throughout the educational experience, as well as their self-reflective practices within the field. It is important for stakeholders to understand the many factors that influence professional identity development.

Standard 303 and the Development of Student Professional Identity: A Framework for the Intentional Exploration of the Profession's Core Values

Standard 303 and the Development of Student Professional Identity: A Framework for the Intentional Exploration of the Profession's Core Values

Elective courses and digital disciplines in improving the status of students professional identity

The purpose of this article is to determine the factors influencing the determination of the career image of students of different courses of full-time education in secondary vocational educational institutions on the example of students of the Rostov Technological College of Service. To analyze whether the status of students' professional identity depends on the time of their studies. In the conditions of the current shortage of specialists in working professions, this research has a practical applied nature for the further formation of a digital product that contributes to the professional identity of students by the time they are employed. As a result of the work, the ways of promising research are identified.

The Survey of Vocational Identity Among Secondary Vocational Male Nursing Students in CD and Improve Strategies Analysis

To Chengdu secondary vocational health school male nurse professional identity status and affect the reasons of the student professional identity such as environment, curriculum, personal factors, put forward through, create a good social atmosphere, strengthen professional identity education during school, internship professional identity education, with male nurse clinical advantage improve its professional identity, etc., aims to improve students' professional understanding, cultivate professional interest, improve professional cognition, improve vocational male nurse professional identity.

ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ ИДЕНТИЧНОСТИ СТУДЕНТА В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ: ПСИХОЛОГИЧЕСКИЙ АСПЕКТ / ՈՒՍԱՆՈՂԻ ՄԱՍՆԱԳԻՏԱԿԱՆ ՆՈՒՅՆԱԿԱՆԱՑՄԱՆ ՁԵՎԱՎՈՐՈՒՄԸ ԲԱՐՁՐԱԳՈՒՅՆ ԿՐԹՈՒԹՅԱՆ ՀԱՄԱԿԱՐԳՈՒՄ. ՀՈԳԵԲԱՆԱԿԱՆ ՏԵՍԱՆԿՅՈՒՆ

The article analyzes two problems: the formation of a student's professional identity and the humanization of higher education. The relationship between them is shown. The most significant aspects of the educational process from the point of view of ensuring its quality are identified and considered in a psychological way. The process of humanization of higher education through the formation of a "civilized ecological mentality" in a student is presented. Its influence on the formation of such a “professional mentality”, which ensures the development of the “proper” professional identity of the student, is noted. It is proposed to consider the student's professional identity as a "marker" which allows to identify the success (or failure) of the humanization of the educational process.

Understanding Professionalism’s Interplay Between the Profession’s Identity and One’s Professional Identity

Pharmacy schools have taught professionalism for many years but are now discussing the model of professional identity formation adopted by academic medicine. While professionalism is an outward expression of a community's norms, professional identity is an internalization of those norms such that one thinks, acts, and feels like a member of that community. Some have expressed concern that the wide-ranging roles and responsibilities of pharmacists mean there is no universal identity for the pharmacy profession, and therefore a student's professional identity cannot be intentionally developed. This commentary suggests that the profession's identity is an outward expression to patients and other health care providers of what pharmacists do, while one's professional identity is an internal acceptance that being a pharmacist is part of who one is. While a clear identity of the profession may make one's professional identity easier to develop, full agreement on the profession's identity is not required to begin guiding student pharmacists in the formation of their professional identities.

'I don't feel like I'm learning how to be a doctor': early insights regarding the impact of Covid-19 on UK medical student professional identity

Introduction&#x0D; &#x0D; Professional identity formation is a priority of medical training. Covid-19 caused disruption to medical education. We ask how this disruption impacted professional identity formation through the lens of the activities performed – or not performed – by medical students during the first wave of the covid-19 pandemic, and perceptions of conflicts between these activities.&#x0D; &#x0D; Methods&#x0D; &#x0D; A pragmatic mixed-methods survey was distributed to medical students in the UK. The survey was active from 2nd May to 15th June 2020, during the height of the first wave of the Covid-19 pandemic in the UK. Operating within the paradigm of constructivism, we conducted a reflexive thematic analysis of qualitative responses to three open questions. Analysis was focused around the disruption to medical education, actions taken by medical students during this disruption, and the tension between student actions (where they existed in conflict).&#x0D; &#x0D; Results&#x0D; &#x0D; We analysed 928 responses and constructed three themes:&#x0D; &#x0D; &#x0D; Status and role as a future doctor&#x0D; Status and role as a student&#x0D; Status and role as a member of the wider community&#x0D; &#x0D; &#x0D; Conflict arose at the intersections between these three themes. Students noted that lack of clinical exposure was detrimental to their education, implicitly recognising that some aspects of professional identity formation require the clinical environment. Participants were keen to volunteer clinically, but struggled to balance this and academic work. Participants worried about risk to their families and the wider community and wanted to ensure their skills added value to the clinical environment. Volunteers felt frustrated when they were unable to perform tasks aligning with their identity as a future doctor. An exception was participants who worked as interim FY1s, aligned with the role of an FY1. &#x0D; &#x0D; Conclusions&#x0D; &#x0D; Medical students feel a duty to help during crises. There is conflict when different aspects of their identity demand different actions. Covid-19 heightened issues with developing professional identity for medical students, including lack of a defined role, and perceived undervaluing of their skills by other members of the healthcare team. Care must be taken to nurture professional identity formation even during periods of disruption.

"Am I even a med-student anymore?" A Mixed-Methods Study of the Impact of the Initial Disruptions Caused by the COVID-19 Pandemic on Medical Student Professional Identity Formation.

PurposeDeveloping a professional identity requires learners to integrate themselves into the medical profession and take on the role of doctor. The impact of COVID-19 on medical education has been widely investigated, but little attention has been paid to the impact of students’ professional identify formation (PIF). The goal of this study was to investigate the impact that the onset of the COVID-19 pandemic had on medical students’ PIF.Materials and MethodsAn embedded mixed-methods design was utilized. Focus groups were conducted with a subset of year 1–4 students and coded using thematic analysis. Year 1–2 students were surveyed about their professional identity integration in the spring of 2020. Responses were analyzed using descriptive statistics and Wilcoxon signed rank and Mann–Whitney U tests.ResultsQualitative data were organized into six themes that touched on losses and challenges, reflection, and reevaluation of the physician career. Roughly 50% of MS1s and MS2s reported a change in their professional identity integration, but this was not statistically significant.ConclusionsMedical education does not occur in isolation and is influenced by disruptive local and global events. Students perceived challenges when in-person community interaction and hands-on clinical experiences were interrupted. Additionally, students reflected upon their own role and their future career goals.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-022-01652-4.