Langendyk Vicki, Hegazi Iman, Cowin Leanne, Johnson Maree, Wilson Ian
V. Langendyk is senior lecturer in medical education, School of Medicine, University of Western Sydney, Campbelltown, New South Wales, Australia. I. Hegazi is lecturer in medical education, School of Medicine, University of Western Sydney, Campbelltown, New South Wales, Australia. L. Cowin is senior lecturer in nursing, School of Nursing, University of Western Sydney, Campbelltown, New South Wales, Australia. M. Johnson is associate dean of research, Australian Catholic University, North Sydney, New South Wales, Australia. I. Wilson is dean of medicine, School of Medicine, University of Wollongong, Wollongong, New South Wales, Australia.
Acad Med. 2015 Jun;90(6):732-7. doi: 10.1097/ACM.0000000000000714.
The transition of a medical student or a nursing student into a health care practitioner requires many changes. Among these is the development of an appropriate professional identity, which assists in the establishment of a sound base for professional practice and therefore should be a focus for health professions educators. There is evidence, however, that medical education and nursing education face challenges in guiding students' development of appropriate professional identities. In medicine, there is concern that medical education may contribute to the development of professional identities that alienate patients rather than identities that are patient centered. The nursing profession struggles with poor retention rates in the workforce, which have been attributed in part to discrepancies between the professional identities that students develop during nursing school and the realities of professional practice.In this Perspective, the authors explore the importance of and the pedagogical strategies used to facilitate professional identity formation for medical and nursing students. They argue that medical and nursing educators aim to instill in their students strong occupational identities which may perpetuate hierarchical disciplinary boundaries. They suggest that health professions educators should move beyond current disciplinary silos and create interprofessional education opportunities for medical students and nursing students to learn together to facilitate the development of the collaborative interprofessional identities necessary for the delivery of high-quality, patient-centered health care.
医学生或护理专业学生向医疗从业者的转变需要诸多改变。其中包括形成恰当的职业身份，这有助于为专业实践奠定坚实基础，因此应成为卫生专业教育工作者关注的重点。然而，有证据表明，医学教育和护理教育在引导学生形成恰当的职业身份方面面临挑战。在医学领域，人们担心医学教育可能助长那些疏离患者而非以患者为中心的职业身份的形成。护理行业面临着劳动力留存率低的问题，部分原因是学生在护理学校期间形成的职业身份与专业实践的现实情况存在差异。在这篇观点文章中，作者探讨了促进医学和护理专业学生职业身份形成的重要性及所采用的教学策略。他们认为，医学和护理教育工作者旨在向学生灌输强烈的职业身份，这可能会使等级森严的学科界限长期存在。他们建议，卫生专业教育工作者应超越当前的学科壁垒，为医学生和护理专业学生创造跨专业教育机会，让他们共同学习，以促进形成提供高质量、以患者为中心的医疗服务所需的协作性跨专业身份。
