Healthcare students' perceptions of professional identity and program support

Datos Bibliográficos

ID4097495
AutoresAngela Fitzgerald (0000-0002-2057-6643, School of Nursing, California State University, Long Beach, CA, USA), Sharon Konrad (0000-0001-8971-4867, School of Nursing, California State University, Long Beach, CA, USA, autor de correspondencia), Belinda Daughrity (Department of Speech-Language Pathology, California State University, Long Beach, CA, USA), Lei Sun (0000-0003-0096-7804, Department of Speech-Language Pathology, California State University, Long Beach, CA, USA)
Año2024
Volumen49
Número2
Páginas325-335
Fecha de publicación2024-02-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2023.2232381
OpenAlexW4384485931
IdiomaEN
Citas recibidas4
Referencias citadas22

To assess the self-reported professional identity of healthcare majors at a large public university, and to understand the degree to which the students perceive their healthcare programs support the development of this identity. An online, modified version of the Professional Identity Five-Factor Scale (Tan, Van der Molen, and Schmidt [2017]. ‘A Measure of Professional Identity Development for Professional Education.’ Studies in Higher Education (Dorchester-on-Thames) 42 (8): 1504–19) was completed by 588 respondents with majors in dietetics, nursing, social work, and speech-language pathology. The 551 respondents who completed all survey items were included in the statistical analysis. Self-reported measures of students’ professional identity during preparation for practice were captured along with perceptions of program support. Findings indicated: (1) professional identity and perceptions of program support increase with age; (2) first-generation college students are more likely to have a professional role model and feel positive about program support for having a role model and in developing professional self-efficacy; (3) monolingual English-speakers had a higher professional identity and more positive perception about program support than multilingual students; (4) White students showed a higher sense of professional identify than non-White groups; and (5) there was no significant difference in professional identify or program support between genders as well as between four sexual orientation identities. Healthcare training programs benefit from supporting professional identity among pre-professionals to better prepare the workforce of tomorrow. Non-White, multilingual, and first-generation college students would especially benefit from professional role models and targeted programming to increase their sense of professional identity. Such efforts may support their persistence in healthcare fields where they are often underrepresented

Health care · Higher education · Medical education · Pedagogy · Political science · Professional development · Professional studies · Workforce · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Nursing · Nursing education and management · Psychology