Khalili Hossein, Orchard Carole, Laschinger Heather K Spence, Farah Randa
Nursing, Faculty of Health Sciences and Human Services, School of Nursing, Fanshawe College , London, Ontario , Canada .
J Interprof Care. 2013 Nov;27(6):448-53. doi: 10.3109/13561820.2013.804042. Epub 2013 Jun 18.
Although health professional educational programs have been successful in equipping graduates with skills, knowledge and professionalism, the emphasis on specialization and profession-specific education has enhanced the development of a uniprofessional identity, which has been found to be a major barrier to interprofessional collaborative person-centred practice (IPCPCP). Changes within healthcare professional education programs are necessary to enable a shift in direction toward interprofessional socialization (IPS) to promote IPCPCP. Currently, there is a paucity of conceptual frameworks to guide IPS. In this article, we present a framework designed to help illuminate an IPS process, which may inform efforts by educators and curriculum developers to facilitate the development of health professions students' dual identity, that is, an interprofessional identity in addition to their existing professional identity, as a first step toward IPCPCP. This framework integrates concepts derived from social identity theory and intergroup contact theory into a dual identity model of IPS.
尽管卫生专业教育项目已成功地让毕业生具备了技能、知识和专业素养，但对专业化和特定专业教育的强调强化了单一专业身份的发展，而这已被发现是跨专业协作的以患者为中心实践（IPCPCP）的一个主要障碍。卫生专业教育项目内部的变革对于实现向跨专业社会化（IPS）的方向转变以促进IPCPCP是必要的。目前，缺乏指导IPS的概念框架。在本文中，我们提出了一个旨在帮助阐明IPS过程的框架，这可能为教育工作者和课程开发者提供参考，以促进卫生专业学生双重身份的发展，即除了他们现有的专业身份之外的跨专业身份，作为迈向IPCPCP的第一步。这个框架将源自社会身份理论和群体间接触理论的概念整合到一个IPS的双重身份模型中。
