Tong R, Brewer M, Flavell H, Roberts L D
School of Psychology, Curtin University, Perth, Australia.
Faculty of Health Sciences, Curtin University, Perth, Australia.
J Interprof Care. 2020 Feb 13:1-9. doi: 10.1080/13561820.2020.1713063.
Identity development within the interprofessional field is an emerging area of research. This scoping review aims to establish how professional and interprofessional identities are defined, conceptualized, theorized and measured within the interprofessional literature. Six databases were systematically searched for papers focusing on professional and/or interprofessional identities in interprofessional healthcare and education using a scoping review methodology. A total of 84 papers were included. Most papers discussed professional identity only; the minority discussed both identities. There were three key findings. First, no universal definition of interprofessional identity exists. Second, there is no shared understanding of interprofessional identity and its relationship with professional identity. Third, poor alignment between definitions, conceptualizations, theories and measures of interprofessional identity exists. The absence of a psychometrically robust instrument that specifically measures interprofessional identity and the short-term focus of current interprofessional identity research further limits understanding. Research that critically examines professional and interprofessional identity development should be underpinned by clear definitions, concepts, theories and measures of both identities. High-quality research will allow greater understanding of interprofessional identity development and its impact on interprofessional practice.
跨专业领域中的身份认同发展是一个新兴的研究领域。本综述旨在确定在跨专业文献中，专业身份和跨专业身份是如何被定义、概念化、理论化和衡量的。我们使用综述方法，系统地检索了六个数据库，以查找关注跨专业医疗保健和教育中专业和/或跨专业身份的论文。总共纳入了84篇论文。大多数论文仅讨论了专业身份；少数论文讨论了两种身份。有三个主要发现。第一，不存在跨专业身份的通用定义。第二，对于跨专业身份及其与专业身份的关系没有共同的理解。第三，跨专业身份的定义、概念化、理论和测量之间存在不一致。缺乏一种专门测量跨专业身份的心理测量稳健的工具，以及当前跨专业身份研究的短期重点，进一步限制了理解。批判性地审视专业和跨专业身份发展的研究应以两种身份的清晰定义、概念、理论和测量为基础。高质量的研究将有助于更深入地理解跨专业身份发展及其对跨专业实践的影响。
