Mayer Yael, Nimmon Laura, Shalev Michal, Gross Elisabeth, Bulk Laura Yvonne, Battalova Alfiya, Krupa Terry, Jarus Tal
University of Haifa, Haifa, Israel.
University of British Columbia, Vancouver, Canada.
Adv Health Sci Educ Theory Pract. 2025 Sep;30(4):1101-1121. doi: 10.1007/s10459-024-10386-4. Epub 2024 Nov 7.
The development of a robust professional identity is a pivotal aspect of every healthcare professional's educational journey. Critical social perspectives are increasingly influencing the examination of professional identity formation within healthcare professions. While understanding how disabled students and practitioners integrate a disability identity into their professional identity is crucial, we have limited knowledge about the actual formation of their professional identity. This study aims to investigate how disabled students and clinicians in healthcare professions actively shape their professional identity during their educational and professional journeys. We conducted in-depth semi-structured interviews with 27 students and 29 clinicians, conducting up to three interviews per participant over a year, resulting in 124 interviews. Participants represented five healthcare professions: medicine, nursing, occupational therapy, physical therapy, and social work. Employing a constructivist grounded theory approach, our data analysis revealed two prominent dimensions: (a) The contextualization of identity formation processes and (b) The identity navigation dimension in which the professional identity and disability identity are explored. This emerging model sheds light on the dynamic processes involved in identity formation, emphasizing the significance of a supportive environment for disabled students and practitioners. Such an environment fosters the negotiation of both professional and disability identities. Moreover, this study recognizes the importance of a re-examination of the concepts of professionalism and professional identity in healthcare professions. In conclusion, this research underscores the importance of understanding and supporting the multifaceted identity formation processes among disabled individuals within healthcare professions.
形成稳固的职业身份是每位医疗保健专业人员教育历程的关键方面。批判性社会视角对医疗保健专业领域内职业身份形成的审视影响日益增大。虽然了解残疾学生和从业者如何将残疾身份融入其职业身份至关重要，但我们对他们职业身份的实际形成了解有限。本研究旨在调查医疗保健专业领域的残疾学生和临床医生在其教育和职业生涯中如何积极塑造他们的职业身份。我们对27名学生和29名临床医生进行了深入的半结构化访谈，在一年时间里为每位参与者进行多达三次访谈，共进行了124次访谈。参与者代表五个医疗保健专业：医学、护理、职业治疗、物理治疗和社会工作。采用建构主义扎根理论方法，我们的数据分析揭示了两个突出维度：（a）身份形成过程的情境化；（b）探索职业身份和残疾身份的身份导航维度。这个新出现的模型揭示了身份形成过程中涉及的动态过程，强调了为残疾学生和从业者提供支持性环境的重要性。这样的环境促进了职业身份和残疾身份的协商。此外，本研究认识到重新审视医疗保健专业领域中专业精神和职业身份概念的重要性。总之，本研究强调了理解和支持医疗保健专业领域内残疾个体多方面身份形成过程的重要性。
