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Advances in Health Sciences Education

pp 1–17

First Online: 17 May 2017Received: 11 October 2016Accepted: 25 April 2017DOI: 10.1007-s10459-017-9778-x

Cite this article as: Joynes, V.C.T. Adv in Health Sci Educ 2017. doi:10.1007-s10459-017-9778-x

Abstract

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 HandSC staff and as a new set of practices that help to inform the way in which students are prepared for collaborative working. The presented research, undertaken as part of a Ph.D. study, is based upon semi-structured interviews n = 33 with HandSC 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. 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. It is proposed that the findings have implications for the way in which IPE is currently taught, and that adoption of the proposed concept of ‘interprofessional responsibility’ may help address some of the concerns these findings raise.

KeywordsProfessional identity Interprofessional education Collaborative practice Education Interprofessional responsibility 



Autor: Viktoria C. T. Joynes

Fuente: https://link.springer.com/



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