Exploring interprofessional identity development in healthcare graduates and its impact on practice

• Published in: PloS one 2022-05, Vol.17 (5), p.e0268745-e0268745
• Main Authors: Tong, Ruyi, Brewer, Margo, Flavell, Helen, Roberts, Lynne
• Format: Article
• Language: English
• Subjects: Beliefs, opinions and attitudes; Biology and Life Sciences; Data analysis; Data collection; Delivery of Health Care; Education; Health care; Health Facilities; Health Personnel - education; Health services; Humans; Identity; Identity formation; Interprofessional education; Interprofessional Relations; Interviews; Medical personnel; Medicine and Health Sciences; Participation; People and Places; Practice; Professional ethics; Professionals; Qualitative research; Research and Analysis Methods; Social aspects; Social identity; Social Sciences; Socialization; Students; Training; Workforce
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0268745

Interprofessional identity development is an emerging area of research. Whilst there is a growing body of studies exploring interprofessional identity development and interprofessional education, little is known about interprofessional identity development in healthcare professionals and the impact of interprofessional identity on practice. This study explored interprofessional identity development in graduates during their first year of work as health professionals and the influence of this on practice. All graduates had prior interprofessional education as students. Fourteen interviews with eight graduates were conducted. Data was analysed cross-sectionally using inductive thematic analysis. Three inter-related themes were developed: 'growing confidence,' 'commitment to client-centred care,' and 'maintaining dual identification in different contexts.' These themes demonstrated that, first, interprofessional identity development occurred along a continuum influenced by the practice context and the individual's commitment to client-centred care. Second, confidence identifying and practising as a healthcare professional facilitates further interprofessional identity development. Third, maintaining identification as an interprofessional practitioner involves developing an increasingly sophisticated understanding of interprofessional practice by viewing interprofessional identity through increasingly complex meaning-making lenses consistent with the constructive developmental theory of self. Findings support the inclusion of pre-licensure interprofessional education and inform further interprofessional identity research in professionals beyond their first year of practice.