Professional and interprofessional group identities of final year medical and nursing students

Sjoukje van den Broek; Claudia Tielemans; Olle ten Cate; Cas Kruitwagen; Hendrika Westerveld

doi:10.1016/j.xjep.2020.100392

Professional and interprofessional group identities of final year medical and nursing students

Sjoukje van den Broek, Claudia Tielemans, Olle ten Cate, Cas Kruitwagen, Hendrika Westerveld

Research output: Contribution to journal › Article › Academic › peer-review

12 Downloads (Pure)

Abstract

Background and purpose
This small study explores group identification among healthcare students. Identifying with a professional group serves professional identity formation. Social Identity Theory however shows how social identification with a group can result in negative attitudes towards ‘out-groups’, possibly other health professions.
Method
276 Final-year nursing and medical students received a questionnaire measuring strength of social identification (SSI) with their professional group and their interprofessional team, and querying their views on interprofessional feedback and who they viewed as team members.
Results
38 Medical and 15 nursing students responded. Mean SSI differences were found favouring the professional group, statistically significant for the nursing students. Participants had a broad view of their interprofessional team and valued interprofessional feedback.
Discussion and conclusions
Despite the mean SSI differences, final year students’ broad perspective of team members and openness to interprofessional feedback suggest that group processes do not hinder the development of inclusive, interprofessional attitudes.

Original language	English
Article number	100392
Pages (from-to)	1-5
Journal	Journal of Interprofessional Education and Practice
Volume	22
DOIs	https://doi.org/10.1016/j.xjep.2020.100392
Publication status	Published - Mar 2021

Keywords

Interprofessional learning
Professional identity formation
Social identification
Undergraduate education

Access to Document

10.1016/j.xjep.2020.100392

1-s2.0-S2405452620300720-mainFinal published version, 741 KBLicence: CC BY

Cite this

@article{2623be0f4c59454b8d241e14aeb03bc4,

title = "Professional and interprofessional group identities of final year medical and nursing students",

abstract = "Background and purposeThis small study explores group identification among healthcare students. Identifying with a professional group serves professional identity formation. Social Identity Theory however shows how social identification with a group can result in negative attitudes towards {\textquoteleft}out-groups{\textquoteright}, possibly other health professions.Method276 Final-year nursing and medical students received a questionnaire measuring strength of social identification (SSI) with their professional group and their interprofessional team, and querying their views on interprofessional feedback and who they viewed as team members.Results38 Medical and 15 nursing students responded. Mean SSI differences were found favouring the professional group, statistically significant for the nursing students. Participants had a broad view of their interprofessional team and valued interprofessional feedback.Discussion and conclusionsDespite the mean SSI differences, final year students{\textquoteright} broad perspective of team members and openness to interprofessional feedback suggest that group processes do not hinder the development of inclusive, interprofessional attitudes.",

keywords = "Interprofessional learning, Professional identity formation, Social identification, Undergraduate education",

author = "{van den Broek}, Sjoukje and Claudia Tielemans and {ten Cate}, Olle and Cas Kruitwagen and Hendrika Westerveld",

note = "Funding Information: The authors wish to thank Marleen Schultz, program coordinator of the nursing bachelor at Utrecht University of Applied Sciences School of Nursing, and Tineke Aantjes, policy advisor for continued nursing education at University Medical Centre Utrecht, for sharing their thoughts on the project and for providing information about the nursing curriculum and student cohorts. Publisher Copyright: {\textcopyright} 2020 The Authors",

year = "2021",

month = mar,

doi = "10.1016/j.xjep.2020.100392",

language = "English",

volume = "22",

pages = "1--5",

}

TY - JOUR

T1 - Professional and interprofessional group identities of final year medical and nursing students

AU - van den Broek, Sjoukje

AU - Tielemans, Claudia

AU - ten Cate, Olle

AU - Kruitwagen, Cas

AU - Westerveld , Hendrika

N1 - Funding Information: The authors wish to thank Marleen Schultz, program coordinator of the nursing bachelor at Utrecht University of Applied Sciences School of Nursing, and Tineke Aantjes, policy advisor for continued nursing education at University Medical Centre Utrecht, for sharing their thoughts on the project and for providing information about the nursing curriculum and student cohorts. Publisher Copyright: © 2020 The Authors

PY - 2021/3

Y1 - 2021/3

N2 - Background and purposeThis small study explores group identification among healthcare students. Identifying with a professional group serves professional identity formation. Social Identity Theory however shows how social identification with a group can result in negative attitudes towards ‘out-groups’, possibly other health professions.Method276 Final-year nursing and medical students received a questionnaire measuring strength of social identification (SSI) with their professional group and their interprofessional team, and querying their views on interprofessional feedback and who they viewed as team members.Results38 Medical and 15 nursing students responded. Mean SSI differences were found favouring the professional group, statistically significant for the nursing students. Participants had a broad view of their interprofessional team and valued interprofessional feedback.Discussion and conclusionsDespite the mean SSI differences, final year students’ broad perspective of team members and openness to interprofessional feedback suggest that group processes do not hinder the development of inclusive, interprofessional attitudes.

AB - Background and purposeThis small study explores group identification among healthcare students. Identifying with a professional group serves professional identity formation. Social Identity Theory however shows how social identification with a group can result in negative attitudes towards ‘out-groups’, possibly other health professions.Method276 Final-year nursing and medical students received a questionnaire measuring strength of social identification (SSI) with their professional group and their interprofessional team, and querying their views on interprofessional feedback and who they viewed as team members.Results38 Medical and 15 nursing students responded. Mean SSI differences were found favouring the professional group, statistically significant for the nursing students. Participants had a broad view of their interprofessional team and valued interprofessional feedback.Discussion and conclusionsDespite the mean SSI differences, final year students’ broad perspective of team members and openness to interprofessional feedback suggest that group processes do not hinder the development of inclusive, interprofessional attitudes.

KW - Interprofessional learning

KW - Professional identity formation

KW - Social identification

KW - Undergraduate education

UR - http://www.scopus.com/inward/record.url?scp=85096122985&partnerID=8YFLogxK

U2 - 10.1016/j.xjep.2020.100392

DO - 10.1016/j.xjep.2020.100392

M3 - Article

SN - 2405-4526

VL - 22

SP - 1

EP - 5

JO - Journal of Interprofessional Education and Practice

JF - Journal of Interprofessional Education and Practice

M1 - 100392

ER -

Professional and interprofessional group identities of final year medical and nursing students

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this