Professional identity acquisition process model in interprofessional education using structural equation modelling: 10-year initiative survey

Abstract

The mandatory interprofessional education (IPE) programme at Gunma University, Japan, was initiated in 1999. A questionnaire of 10 items to assess the students' understanding of the IPE training programme has been distributed since then, and the factor analysis of the responses revealed that it was categorised into four subscales, i.e. "professional identity", "structure and function of training facilities", "teamwork and collaboration", and "role and responsibilities", and suggested that these may take into account the development of IPE programme with clinical training. The purpose of this study was to examine the professional identity acquisition process (PIAP) model in IPE using structural equation modelling (SEM). Overall, 1,581 respondents of a possible 1,809 students from the departments of nursing, laboratory sciences, physical therapy, and occupational therapy completed the questionnaire. The SEM technique was utilised to construct a PIAP model on the relationships among four factors. The original PIAP model showed that "professional identity" was predicted by two factors, namely "role and responsibilities" and "teamwork and collaboration". These two factors were predicted by the factor "structure and function of training facilities". The same structure was observed in nursing and physical therapy students' PIAP models, but it was not completely the same in laboratory sciences and occupational therapy students' PIAP models. A parallel but not isolated curriculum on expertise unique to the profession, which may help to understand their professional identity in combination with learning the collaboration, may be necessary.

Nursing students’ professional identity development: An integrative review

“…Three studies were from Australia, [31][32][33] three from the United States, [34][35][36] one from Spain, 11 and two from the United Kingdom, with researchers from Australia. 8,19 There were also three studies from Iran, 18,37,38 two from Turkey, 39,40 and one each from Finland and Norway, 41 Japan, 42 Israel, 7 China, 43 and Canada. 44 Different data collection methods were used in these studies.…”

“…36 The other quantitative studies, except for one, used questionnaires. 7,33,35,39,42 The exception used both a questionnaire and in-depth, semi-structured interviews. 43 Study overviews are listed in Table 2.…”

“…Together with those underlying elements, the seven sub-themes are essential to include and have in mind when planning the nursing student's learning environment, both on campus and in clinical practice situations. Support in the learning environment is also about having a sense of responsibility, 42 which helps students develop relationships in practice. When supervisors give students responsibility, they are appealing to the students' desire to learn and provide nursing care, as well as to challenge their thinking.…”

“…When supervisors give students responsibility, they are appealing to the students' desire to learn and provide nursing care, as well as to challenge their thinking. Over time, this thinking becomes understanding; 42 as a result, professional identity development emerges. However, students also need guidance and training, 17 which, when combined with hands-on training, results in a heightened state of readiness for assuming more responsibility and action.…”

“…However, students also need guidance and training, 17 which, when combined with hands-on training, results in a heightened state of readiness for assuming more responsibility and action. Students can then reflect more analytically and act more responsibly, furthering their professional identity development, 42 as they increasingly feel themselves becoming nurses. Tanner 2 argued for the importance of clinical placement and training in promoting clinical judgement.…”