'Sometimes I don't feel like an osteopath at all'- a qualitative study of final year osteopathy students' professional identities

被引:20
作者
Clarkson, Holly J. [1 ]
Thomson, Oliver P. [2 ]
机构
[1] British Coll Osteopath Med, Lief House,Finchley Rd, London NW3 5HR, England
[2] Univ Coll Osteopathy, Res Dept, 275 Borough High St, London SE1 1JE, England
关键词
Professional identity; Osteopathy; Osteopathic medicine; Grounded theory; Professional Education; Professionalism; Role transition; LOW-BACK-PAIN; CLINICAL-PRACTICE; SOCIAL-IDENTITY; GROUNDED THEORY; PRINCIPLES; ATTITUDES; PHYSIOTHERAPISTS; PERCEPTIONS; CONCEPTIONS; BELIEFS;
D O I
10.1016/j.ijosm.2017.09.001
中图分类号
R5 [内科学];
学科分类号
1002 ; 100201 ;
摘要
Background: Research suggests that professional identity has implications for standards of professionalism, patient care and work satisfaction. Professional identity develops during professional education and continues into working life. While osteopaths' professional identities and conceptions of practice have been outlined, the professional identities of osteopathic students are yet to be elucidated. Objectives: To explore and describe final year osteopathy students' professional identities and their development. Method: Semi-structured interviews were conducted with a purposive sample of eight final year osteopathy students from two osteopathic education institutions in the UK. Interviews were transcribed verbatim and constructivist grounded theory was used to conceptualise, collect and analyse data. Results: Participants' professional identities varied and were illustrated by their thoughts and beliefs around their approach to patients, the osteopathic profession, learning experience and practice skills. There was also variation in the stages of development of participants' professional identities which lay on a continuum ranging from 'under construction', 'transitioning' and 'constructed'. Conclusions: The findings suggest that final year osteopathy students held differing professional identities, and four categories were constructed which describe this variation, these were: approach to patient care, view of osteopathy, learning experience and view of practical skills. Students' professional identities varied in their stages of development and related to three points along a profession identity continuum and are in accordance with role transition theory. A well-developed professional identity, which is also flexible in response to new knowledge and evidence, has positive connotations for students' confidence in practice, well-being and career success. (C) 2017 Elsevier Ltd. All rights reserved.
引用
收藏
页码:18 / 27
页数:10
相关论文
共 64 条
[1]  
Allen V.L., 2012, Role transitions: Explorations and explanations
[2]  
[Anonymous], PROF ID REG LIT REV
[3]  
[Anonymous], DOING INTERVIEWS
[4]  
[Anonymous], 2014, PROFESSIONALISM HEAL
[5]   Patient preferences for technical skills versus interpersonal skills in chiropractors and physiotherapists treating low back pain [J].
Bishop, Felicity L. ;
Smith, Rachel ;
Lewith, George T. .
FAMILY PRACTICE, 2013, 30 (02) :197-203
[6]  
Cant S.L., 1996, Complementary Therapies in Medicine, V4, P157, DOI DOI 10.1016/S0965-2299
[7]  
Charmaz K., 2014, CONSTRUCTING GROUNDE
[8]   Osteopathic principles in the modern world [J].
Cotton, Andrew .
INTERNATIONAL JOURNAL OF OSTEOPATHIC MEDICINE, 2013, 16 (01) :17-24
[9]   Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? [J].
Coyne, IT .
JOURNAL OF ADVANCED NURSING, 1997, 26 (03) :623-630
[10]   Methodological issues in grounded theory [J].
Cutcliffe, JR .
JOURNAL OF ADVANCED NURSING, 2000, 31 (06) :1476-1484