School of Health and Social Care, University of Greenwich, Greenwich, UK.
J Interprof Care. 2011 Jul;25(4):265-71. doi: 10.3109/13561820.2011.571352. Epub 2011 May 9.
This article draws on the findings from a mixed methods study with practitioners who qualified from joint training programmes in learning disability nursing and social work and explores the impact on professional identity of such programmes. Although several joint programmes are well established, very little research has been carried out with those who have qualified from them. These practitioners have experienced a kind of training quite unlike that offered by singular education programmes, incorporating a dual socialisation process, which has been neither analysed nor theorised. The study reported in this article comprised a postal survey to graduates from five programmes followed by in depth semi-structured interviews. Survey data were analysed by use of SPSS, while the interviews were analysed by use of a content analysis approach. The article discusses findings in relation to theoretical conceptions of professional status, boundaries and identity and relates these to the perceptions of respondents about their professional identities. It explores the ambiguities and uncertainties inherent in this type of professional training programme and argues that these reflect aspects of the current context of professions as a whole. The article concludes that a new professional identity is emerging in learning disability practice, generated by such programmes.
本文借鉴了一项混合方法研究的结果，该研究对象是从学习障碍护理和社会工作联合培训项目中毕业的从业者，并探讨了这些项目对专业身份认同的影响。尽管有几个联合项目已经建立起来，但很少有研究针对那些从这些项目中毕业的人。这些从业者经历了一种与单一教育项目提供的培训完全不同的培训，融入了一种双重社会化过程，而这种过程既没有被分析也没有被理论化。本文报告的研究包括对五个项目的毕业生进行的邮寄调查，随后进行了深入的半结构化访谈。使用 SPSS 对调查数据进行分析，而使用内容分析方法对访谈进行分析。本文讨论了与专业地位、边界和身份的理论概念有关的调查结果，并将这些结果与受访者对其专业身份的看法联系起来。它探讨了这种类型的专业培训项目所固有的模糊性和不确定性，并认为这些反映了整个当前专业环境的各个方面。本文的结论是，这种学习障碍实践中正在出现一种新的专业身份认同，是由这些项目产生的。
