• norsk
    • English
  • English 
    • norsk
    • English
  • Login
View Item 
  •   Home
  • Faculty of Psychology
  • Department of Psychosocial Science
  • Department of Psychosocial Science
  • View Item
  •   Home
  • Faculty of Psychology
  • Department of Psychosocial Science
  • Department of Psychosocial Science
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Interprofessional education as a contributor to professional and interprofessional identities

Haugland, Mildrid Jorunn; Brenna, Sissel Johansson; Aanes, Mette
Peer reviewed, Journal article
Accepted version
Thumbnail
View/Open
Accepted version (490.6Kb)
URI
https://hdl.handle.net/1956/23757
Date
2019
Metadata
Show full item record
Collections
  • Department of Psychosocial Science [396]
Original version
https://doi.org/10.1080/13561820.2019.1693354
Abstract
According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one’s own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students’ memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions’ competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it.
Description
Under embargo until: 2020-12-09
Publisher
Taylor & Francis
Journal
Journal of Interprofessional Care
Copyright
Copyright 2019 Taylor & Francis Group, LLC

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit
 

 

Browse

ArchiveCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypesJournalsThis CollectionBy Issue DateAuthorsTitlesSubjectsDocument TypesJournals

My Account

Login

Statistics

View Usage Statistics

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit