opinions could in fact be one of the main barriers to an interprofessional programme of work being implemented successfully.Resultantly, this study was designed to explore what IPE qualified staff had themselves experienced, and how this linked to their own conceptualizations of professional identity (if at all), in order to consider the impact of these experiences and their opinions of them on IPE programmes they were subsequently involved in facilitating.For any impact to be achieved, both academic and practicing staff needed to be ‘on message’ as regards IPE and collaborative practice.
opinions could in fact be one of the main barriers to an interprofessional programme of work being implemented successfully.Resultantly, this study was designed to explore what IPE qualified staff had themselves experienced, and how this linked to their own conceptualizations of professional identity (if at all), in order to consider the impact of these experiences and their opinions of them on IPE programmes they were subsequently involved in facilitating.For any impact to be achieved, both academic and practicing staff needed to be ‘on message’ as regards IPE and collaborative practice.Tags: Selected Essays On James JoyceCognitive Radio Research PapersEssay On Mahatma Gandhi In TamilLiterary Response EssaysEducation In Our Society EssayResearch Proposal MemoSoftware To Help You Write Better
Senior professionals claimed to be more comfortable with their own professional identity, and with working across professional boundaries, than junior colleagues.
Academic staff also identified that much IPE currently taught in universities serves the purpose of box-ticking rather than being delivered in meaningful way.
As a result, placement experiences during pre-qualification training are commonly understood to be a key aspect of socialisation processes (Thompson and Ryan ).
The relationship between professional identity, IPE and collaborative practice remains complex.
The decision to define staff in these two groups was again based upon the experience of working in a large-scale interprofessional programme.
For IPE to have a lasting impact, it was apparent from an early stage that it was necessary for classroom-based initiatives to be backed up by placement learning experiences, and vice versa.Indeed, it has long been recognised that H&SC professionals must now work in an interprofessional way while maintaining their own discrete professional identity (Pirrie et al. Professional identity within health and social care professions is generally understood to develop at least in part through socialisation, a process explored in various ethnographic studies of different professions since the 1960s, many of which were influenced by Becker et al.’s (’.Socialisation into a profession is a complex process, involving the impact of exposure to professional behaviour and interaction in the real world.The presented research, undertaken as part of a Ph. study, is based upon semi-structured interviews (n = 33) with H&SC staff who were recruited from both the United Kingdom (UK) Health Service and UK universities.Drawing upon thematic analysis of the data, the results of the research identified that previous conceptualisations of professional identity aligned to a whole profession do not relate to the way in which professionals perceive their identities.Previously, IPE has also been portrayed as something with the potential to strengthen over time both individual professional identities and understandings of identities of others (Jakobsen et al. More recently, however, it has been suggested that introductory IPE courses such as those typical to most undergraduate education courses do not necessarily ‘strengthen’ professional identities, nor have a positive affect on changing attitudes towards other professions (Stull and Blue ). In more recent years, it has been acknowledged that professional identity development is not something that H&SC students always understand or get ‘right’ without guidance, and recommendations have been made for more explicit educational objectives in curricula to cover not only professionalism, but also professional identity formation (Cruess et al. Despite this increase in focus on the way in which professional identities can and need to be developed, this does not appear to have yet had much impact on the way in which professional identities are conceptualised in practice.Professional identity has typically been associated with the expectations that professions have of how professionals perform their roles, with the ‘internalising of professionalism’ being the ultimate aim of developing such an identity (Olckers et al. Certain responsibilities are still tied to certain professional identities, and conceptualisations of professional identity are commonly linked to single-professions, so that people performing those roles have such identities as, for example, ‘doctors’, ‘nurses’, ‘midwives’ or ‘social workers’.The overarching aim of the study was to understand how qualified H&SC professionals perceive their own professional identities and how this relates to what they consider their professional roles and boundaries.Data in this paper is drawn from a series of semi-structured interviews undertaken in England exploring the relationship between perspectives of H&SC staff on professional identity and experiences of IPE and collaborative practice, undertaken as part of a Ph D study.This paper is concerned with exploring the relationship between perceptions of professional identities, interprofessional education (IPE) and collaborative practice.It seeks to introduce the concept of interprofessional responsibility as both a shift in the way in which to conceptualise the professional identity of Health and Social Care (H&SC) staff and as a new set of practices that help to inform the way in which students are prepared for collaborative working.