Professional identity: A concept analysis.

<p>The concept of identity can be broken up into two constructs: personal and professional. Developing teacher professional identity is an important part of becoming a teacher. Research suggests pre-service teachers primarily develop their professional identity during professional practice. Personal and professional identities are interlinked, and conflict can arise when pre-service teachers take their personal identity on professional practice. In the past ten years, much research about pre-service teacher professional identity development had been completed, while personal identity was largely overlooked. This phenomenological study uses qualitative methods including ecomaps, semi-structured interviews, and field notes to investigate factors influencing primary school pre-service teacher personal identity development during professional practice. Reflexive thematic analysis revealed themes situated within Bronfenbrenner’s ecological systems, including factors that enable, challenge, or enable and challenge identity development. Findings suggest pre-service teachers’ individual aspects and contextual factors, primarily whānau, can influence identity development, and imply the role of resilience. This study poses implications for pre-service teachers, initial teacher education providers, educators, professional practice schools, and researchers.</p>

To consider the relationship between professional nursing identity and advanced practice by exploring intra-professional relationships between advanced nurse practitioners (ANPs) and nursing colleagues. Advanced nursing practice continues to develop internationally. Previous studies suggest advanced practice may lack support within nursing, which may lead to underutilisation, retention and patient safety issues. However, the relationship between the wider nursing profession and advanced practice is poorly understood and the theory that professional identity creates cultural barriers to advanced practice has received little empirical attention. Ethnographic methodology was used. Fieldwork methods were participant observation and semi-structured interviews. Participants were ANPs (n=9) and nursing colleagues (n=5) across two primary care general practice organisations. Data were analysed thematically using framework analysis, underpinned a priori by professional identity theories. Reporting was guided by COREQ. Three themes were identified which indicated how intra-professional relationships were conducted: Conciliating Nursing, where ANPs took responsibility for developing positive relationships with other nurses; Vertical Discounting, where nursing colleagues were dismissive and undermined ANPs, who themselves behaved similarly towards other nurses; and Lateral Othering, where ANPs undermined other ANPs. Vertical Discounting and Lateral Othering destabilised advanced practice. Intra-professional relationships, and the broader nursing profession, shape advanced practice. We theorise this is underpinned by threats to professional identity, while weak professional identity amongst even established advanced practitioners exacerbates lack of support. Highlighting these issues allows space to develop alternative strategies to negotiate intra-professional relationships, informed by professional identity theories, which support rather than inhibit advanced practice. As advanced practice expands throughout primary and secondary care, and across allied health professions, the impact of professional identity and relationships on health care will likely increase and the importance of strong advanced practice identity will become increasingly relevant.

Teachers' professional identity, defined as the complex of teachers' self-concept based on experiences, beliefs, values, and motives towards their profession and internalized professional roles (Chen et al., 2023; Korthagen, 2004), is a central element of teachers’ career development and largely determines their professional commitment and performance (Day et al., 2005; Mahmoudi-Gahrouei et al., 2016). Studies have shown that external factors, such as educational policies, teacher support, and parental expectations, as well as internal factors like teaching motivation and academic self-efficacy, can predict pre-service teachers' professional identity (Zhang & Zhao, 2016; Zhang et al., 2017; Whiston & Keller, 2004; Schepens et al., 2009). However, there is a lack of systematic research on the impact of perceived parental expectations on pre-service teachers' professional identity and its mechanisms, especially for pre-service physical education (PE) teachers in China. This study aimed to explore the chain mediating relationship among perceived parental expectations, academic self-efficacy, motivation to teach, and professional identity of pre-service PE teachers in China. The findings of this study provide valuable insights for future research to design interventions to enhance professional identity, thus increasing professional commitment and teaching performance. Method: Participants were 401 undergraduate and graduate students majoring in PE from six Chinese normal universities. Questionnaires were administered online to measure perceived parental expectations, academic self-efficacy, teaching motivation, and professional identity, as well as demographic information. Internal consistency and Pearson correlation were conducted using SPSS 26.0. Structural equation modelling was conducted to test the conceptual model using Mplus8.3. There were significant correlations among perceived parental expectations, academic self-efficacy, motivation to teach, and professional identity (p < .01). The model fit indices were CFI=0.954, TLI=0.945, and RMSEA=0.072. The mediating effect of academic self-efficacy on the perceived parental expectations and professional identity relationship was not significant (95% CI [-0.002, 0.046]), whilst the mediating role of motivation to teach on the perceived parental expectations and professional identity relationship was significant (95% CI [0.054, 0.224]). The chain mediating effect of academic self-efficacy and motivation to teach on the perceived parental expectations and professional identity relationship was found to be significant (95% CI [0.021, 0.099]). Perceived parental expectations could enhance pre-service PE teachers’ professional identity by increasing pre-service PE teachers’ academic self-efficacy and motivation to teach. The improvement of pre-service teacher education and training programs and the collaboration between families and educational institutions should be well considered to enhance pre-service PE teachers’ professional identity.

ObjectivesThe purpose of this concept analysis was to better understand and define collaboration as it relates to the implementation of problem-based learning (PBL).MethodsThe process of concept analysis was conducted in three phases; namely, theoretical or literature review, empirical or fieldwork; and analysis phases. Rodgers’ evolutionary approach was used to clarify the attributes, antecedents, surrogate, related terms and consequences of collaboration in implementing PBL. The search key terms were ‘collaboration’, ‘problem-based learning’, ‘nursing’ and ‘nursing education’. The search was performed in the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline and PsycINFO databases. The articles were reviewed for trends that would reflect the current knowledge for collaboration as a concept. Descriptive qualitative study was used to collect data purposively from participants of three universities offering PBL in Republic of South Africa and three hospitals where PBL students are placedResultsCollaboration in implementing PBL is described as using the following terms: interpersonal, interactive and personal process, shared goal and governance. The antecedents of collaboration include commitment and support; common goal; formal agreement; training and development; and monitoring and evaluation of tools and mechanisms. Consequences of collaboration in implementing PBL are as follows: information, resource and expertise sharing; personal development and mentoring; creation of supportive and nurturing environment; professional socialisation; improved students’ outcomes; and effective utilisation of resources.ConclusionEffective collaboration within nursing education and with other healthcare professionals to achieve quality outcomes in an increasingly interdependent higher education system continues to grow in importance.

A defined career path for nurses is essential, as they constitute the largest segment of healthcare workers and hold strategic and leadership roles in determining the quality of patient care and overall hospital quality. This study aims to analyze the concept of professionalism in relation to the implementation of career paths for nurses within hospital settings. This concept analysis follows the steps outlined by Walker & Avant. A literature search was conducted using the PubMed, Scopus, ScienceDirect, and ProQuest databases to identify articles published between 2014 and 2024. After filtering, 9 articles were selected from various scientific disciplines such as nursing, medicine, education, and other health-related fields. This study identified three main attributes related to the clinical professional ladder: 1) integrity, 2) justice, and 3) beneficence. Antecedents include education, workshops/conferences, experience, and professional identity. Consequences include ethics, patient outcomes, nursing outcomes, future career opportunities, job satisfaction, retention, salary, and organizational commitment. This concept analysis enhances our understanding of the three attributes of the career ladder and professionalism (CLp) and provides insights into future development and uncertainties in nursing management. This concept is highly valuable for nurse management settings, particularly in enhancing professionalism through career path programs. Ultimately, this concept analysis approach encourages both new and experienced nurses to maintain professionalism in the delivery of nursing care.

This chapter provides a historical overview of professional identity within the context of social work, what we mean by professional identity, how we measure it and how we teach it to students. Through exploring definitions of professional social work identity and findings from empirical research involving social workers and students, we identify challenges for educators, based on competing social work discourses and multiple identities of practitioner, researcher and educator. Findings from empirical research, conducted by the author in Northern Ireland, highlight the learning activities that student social workers found most useful in terms of developing readiness for practice competence and professional social work identity (Cleak et al., 2016; Roulston et al., 2018). This research offers insights into the differing perspectives of students based on the placement setting and stage of training, as well as the perceived usefulness of specific learning activities. This chapter concludes with some evidence-informed advice to curriculum developers.

To critique existing concept analyses of quality of life and develop a definition applicable for young people with chronic illness. Quality of life is a commonly used phrase but there is no universal definition. Five perspectives of quality of life have been proposed: sociological, economic, psychological, philosophical and ethical. However, health has emerged as an important but distinct perspective. The nursing profession has made a substantial contribution to the understanding of the interrelationship of health and quality of life. Literature review. A search on electronic databases to April 2007 was made using the terms 'quality of life' and 'concept analysis'. Papers were included in the review if they used a recognised method of concept analysis and were conducted by nurses. A new concept analysis was then performed specifically focusing on young people's experiences of living with chronic illness. Eight concept analyses were identified, all of which had limitations. All the concept analyses were based on adult literature so did not take into consideration developmental changes, language level, or young people's construction of health and illness. The new concept analysis found that young people living with chronic illness generally view themselves and their lives in the same way as their healthy peers. While their aspirations are often constrained by illness and treatment the relationship between illness and life cannot be seen in isolation of development. Previous definitions of quality of life derived from concept analyses with adult populations do not adequately represent the experience of young people with chronic illnesses, but can be made more specific by incorporating important attributes such as developmental stage and the importance of peer group and family. The current analysis provides a clear definition of quality of life from the health perspective which is specific for use with young people with chronic illness to guide practice and research.

To conduct a concept analysis of evidence-based leadership in a nursing context. Rodgers' evolutionary method was employed to identify attributes, antecedents, consequences, definitions and surrogate and related terms. We systematically searched three databases (PubMed, Cumulative Index to Nursing and Allied Health Literature and Scopus) for relevant publications. The databases were searched from their inception to 4 February 2024. We included 12 papers published between 2005 and 2022. The attributes include leadership attributes (personality, developing common goals and visions and influencing others) and evidence-based attributes (valuing evidence-based practice, integrating evidence and adapting evidence). The antecedents include individual internal factors (commitment to growth and proficiency in implementation science) and individual external factors (growing need for evidence-based practice, training support and available resources), while the consequences are personal growth, organisational benefit and disciplinary development. Based on the concept analysis, evidence-based leadership can be defined as a process whereby individuals, based on their personality and values towards evidence-based practices, integrate the best evidence into practice, adapt the evidence integration process based on evaluations and influence others towards achieving a common goal and vision. This concept analysis enhances our understanding of evidence-based leadership, guiding nurses to integrate evidence into their leadership practices to achieve specific goals and visions within the healthcare context. Future studies could consider developing instruments to evaluate evidence-based leadership based on this refined concept, ultimately promoting nurses' leadership competencies in real-world settings. This concept analysis not only raises awareness of the responsibilities of nurses as healthcare professionals, including the provision of evidence-based practice, but also facilitates their effective execution of these responsibilities. Empowering nurses to actively incorporate evidence into their leadership practices can further enhance the quality of healthcare delivery. Not applicable. Not applicable.

Identity development within the interprofessional field is an emerging area of research. This scoping review aims to establish how professional and interprofessional identities are defined, conceptualized, theorized and measured within the interprofessional literature. Six databases were systematically searched for papers focusing on professional and/or interprofessional identities in interprofessional healthcare and education using a scoping review methodology. A total of 84 papers were included. Most papers discussed professional identity only; the minority discussed both identities. There were three key findings. First, no universal definition of interprofessional identity exists. Second, there is no shared understanding of interprofessional identity and its relationship with professional identity. Third, poor alignment between definitions, conceptualizations, theories and measures of interprofessional identity exists. The absence of a psychometrically robust instrument that specifically measures interprofessional identity and the short-term focus of current interprofessional identity research further limits understanding. Research that critically examines professional and interprofessional identity development should be underpinned by clear definitions, concepts, theories and measures of both identities. High-quality research will allow greater understanding of interprofessional identity development and its impact on interprofessional practice.

IntroductionProfessional identity formation (PIF) encapsulates the process of incorporating a physician's professional identity into existing personal identity. Medical schools shape PIF by reinforcing professional norms defined by a historical physician phenotype. Increasingly, medical students who are underrepresented in medicine must confront the apparent contradictions between personal identities and the often-subjective definitions of professionalism endorsed by faculty, patients, and peers. The lack of a framework for negotiating these conflicts can create barriers to achieving full academic and professional potential.MethodsWe designed a 2-hour professionalism module during the first-year medical student orientation at one medical school. Participating students listened to a physician discuss a defining career moment that required reconciliation of personal and professional identities. Afterwards, students broke into small groups and discussed vignettes illustrating personal identities challenged by professionalism norms. Students then anonymously wrote a reflection about one aspect of their identity they intended to protect during their PIF process. An overwhelming majority of students posted their anonymous reflections on a wall for other students, staff, and faculty to view.ResultsWe analyzed the written reflective responses to the module. Several broad-ranging themes, including Mission, Identity, and Relationships, were identified. Both participant and facilitator evaluations were analyzed to determine the module's success.DiscussionThis module provides a framework for faculty and administrators to create other curricular and pericurricular experiences that positively shape PIF. The session format utilized may generate greater interest in proactively supporting medical students as they navigate formation of their professional identities.

One Size Does Not Fit All: Implementation of an Equitable and Inclusive Strategic Response to Address Needs of Pediatric Resident Physicians during the Coronavirus Disease 2019 (COVID-19) Crisis

As the number of healthy older adults increases, robustness has emerged as an important concept to describe individual differences in adaptability and health outcomes. However, the concept remains inconsistently defined across healthcare disciplines, necessitating conceptual clarification. This study aims to conduct an evolutionary concept analysis of robustness in older adults. An evolutionary concept analysis method was conducted. Four healthcare databases (PubMed, CINAHL Complete, EMBASE, Scopus) and Google Scholar were systematically searched without publication year restrictions, excluding gray literature. Data were extracted and analyzed to identify attributes, antecedents, consequences, and related terms. Analysis of 31 studies revealed three attributes: multidimensional vitality, resilient stability, and functional autonomy. Antecedents include socioeconomic resources, beneficial lifestyle behaviors, and supportive social networks, while consequences encompass enhanced quality of life, reduced healthcare needs, and decreased mortality. Comparison with related terms confirmed robustness as distinct from successful aging, non-frailty, intrinsic capacity, and resilience. This study established conceptual boundaries for robustness, enabling healthcare professionals to move beyond age-based approaches toward individualized assessment and care strategies, providing a theoretical framework for developing measurement tools and implementing personalized interventions.

To explore the meaning of healthcare self-management support for post-discharged stroke patients. Rodgers' evolutionary approach was used to identify antecedents, attributes, related terms, surrogate terms and consequences. Literature from 2012 to 2022 was searched from MEDLINE, CINAHL, PsycINFO and Google Scholar. Three antecedents preceded healthcare self-management support for post-discharged stroke patients: loss of inpatient support, preparedness for self-management and presence of self-management support. Healthcare self-management support for post-discharged stroke patients was defined by eight attributes: pre-discharge assessment and planning; provision of continuous education and training; collaborative goal-setting; reinforcement and documentation of vital information; coordination of post-discharge care; provision of rehabilitation support and promoting community reintegration; provision of counselling support; and using clear communication, patient empowerment and promoting self-efficacy. The identified consequences of the concept were as follows: improved patient outcomes; improved life quality; decreased healthcare cost; decreased re-admission rate and inpatient care burden; and decreased complication rate. Healthcare self-management support for post-discharged stroke patients is an emerging concept that can help to significantly improve stroke patients' health outcomes and life quality. However, its applicability is uncertain considering the workload, time and resources available to healthcare professionals. There is a need for future studies to focus on the feasibility and applicability of this concept in clinical practice and to identify any challenges healthcare providers may have in supporting stroke patients after discharge. This concept analysis brings clarity to the concept of healthcare self-management support of post-discharged stroke patients and distinguishes it from other self-management supports. It provides an opportunity for further studies and a pathway for generalized healthcare self-management support for stroke patients after discharge to improve health outcomes and quality of life. No patients, service users, caregivers or members of the public were involved in conducting this concept analysis.

Teaching practice is an essential component of any teacher training programme. It is a great opportunity for preservice teachers to work in the actual school context, experience how theories merge with actual practices, and develop identity as professional teachers. To this end, they require peer mentorship. This study explored the relationship between peer mentoring and teacher professional identity among 438 third-year preservice teachers who filled the questionnaire shortly after completing their second round of teaching practice. Findings indicate non-significant differences across gender. The Pearson product-moment correlation coefficients indicate all variables correlated significantly with the strongest correlation between personal and professional teacher identity and least with instrumental peer support and personal teacher identity. The structural equation modeling shows that social and academic peer support predicted significantly both professional and personal teacher identity. Discussion and recommendations for further studies are provided.

Introduction. Difficulties in the formation and development of educational, professional and personal identity (self-determination) of students with disabilities are one of the leading problem areas in ensuring the quality of education. A generalized model of difficulties, including attempts at an integrative typology of difficulties in the formation and development of the identity of students with disabilities, is an important, relevant scientific task of modern social psychology and educational psychology. Purpose setting. In modern science and practice, the tasks of studying the difficulties of the formation and development of educational, professional and personal identity of students with disabilities have been set and solved, however, there is no systematic study of them, no integrative model. The purpose of the study is to analyze the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Methodology and methods of the study. The methodological basis of the study is a systematic approach to understanding the difficulties in the formation and development of educational, professional and personal identity of students with disabilities. The main research method is a theoretical analysis of the specific difficulties in the formation and development of educational, professional and personal identity of students with disabilities. Results. Some personal, interpersonal, educational and professional competencies and identity among students with disabilities are often not fully formed and developed (it is sometimes more difficult for them to express their needs or self-disclose, evaluate their own and others’ activities, bear and assign responsibility / there are deformations of the locus of control, it is more difficult to imagine oneself, to self-present), then it is more difficult for them to self-determinate and identify. The importance of transforming the educational environment in accordance with the changing capabilities of a student with disabilities is noted, as well as the development support system for students with disabilities: assistance from family, classmates, peers, teachers, tutors and other helpers, including academic support services. Conclusion. Based on the research, the author was able to identify a number of basic, typical difficulties in the formation and development of educational, professional and personal identity of students with disabilities and measures to overcome them.