Values in Health Care Professional Socialization: Implications for Geriatric Education in Interdisciplinary Teamwork

Abstract

The development of an identity and pattern of practice in the health care professions is based on a process of socialization into the roles and norms of a particular discipline and has important implications for clinical practice with elderly persons. Presented is a model for understanding the socialization process of physicians, nurses, and social workers as the development of professional meaning ("voice") based on the acquisition of value orientations or themes intrinsic to their education and training. The implications of these patterns for the abilities of different professions to work together collaboratively in the care of older persons are highlighted as a framework for developing new interdisciplinary curricular models in gerontological and geriatric education.

Evaluation of Evidence for Interprofessional Education

“…Examples include the Department of Veterans Affairs' Interprofessional Team Training and Development (ITT&D) and Primary Care in Internal Medicine (PRIME) programs, 3,9 and the Partnerships for Quality Education (PQE) Collaborative Interprofessional Team Education (CITE) programs. 10 In geriatrics, interprofessional education has received particular emphasis, for example, in a 1995 white paper from the Health Resources and Services Administration (HRSA) of the Department of Health and Human Services (DHHS), 11 and through training programs including HRSA-sponsored Geriatrics Education Centers, 3,12 and the John A. Hartford Foundation Geriatrics Interdisciplinary Team Training (GITT) initiative.…”

“…Experts recommend that such training be integrated into health care curricula in a gradual and graduated fashion, and that educational models including multiple health care disciplines integrate didactic instruction with clinical learning. 9 However, educators are challenged to integrate interprofessional education into current clinical training environments. Barriers to interprofessional education include differences between disciplines in history and culture, academic schedules, professional identity, accountability and clinical responsibility, and expectations of professional education.…”

Interprofessional Education: Theoretical and Practical Considerations for Occupational Therapy Educators

“…One method for accomplishing this is use of a casebased teamwork approach focused on collaborative client-centered care. As learners experience successful interprofessional collaborations on a case, misperceptions are broken down and a sense of identity as a team member is developed in participants (Clark, 1997;Khalili et al, 2013). Next, in stage three, the learner is ready to move further towards development of an interprofessional identity.…”

Migration of Professional Social Workers: Reflections on Challenges and Strategies for Education

“…Fully integrated professional values, as a cross-over between the professional and personal life of a person, have been closely linked to the development of professional identity (Clark, 1997). Pullen-Sansfaçon (2011) noted in this regard that the development of a stronger professional identity, through internalising core social work values, would contribute to better social work practices overall.…”