Price Sheri, Van Dam Lindsay, Sim Meaghan, Andrews Cynthia, Gilbert John H V, Lackie Kelly, Kennie-Kaulbach Natalie, Sutton Evelyn D, Khalili Hossein
Dalhousie University, Halifax, NS, Canada.
Faculty of Health, Dalhousie University, Halifax, NS, Canada.
Qual Health Res. 2025 Apr 26:10497323251333960. doi: 10.1177/10497323251333960.
Interprofessional collaborative practice (IPC) occurs when health professions work collaboratively to improve quality of care and enhance patient outcomes. Yet myriad challenges to enacting collaborative practice exist. Interprofessional education for collaborative practice (IPECP) is foundational for promoting collaboration among health professions, yet there is a gap in understanding how students perceive their readiness for IPC and how early socialization experiences may contribute to developing a dual-uni-professional and interprofessional-identity. This study seeks to understand how new practitioners perceive and experience IPC upon entry to practice, and identify individual and systemic factors that facilitate and impede dual identity development. An interpretive, narrative methodology was used to understand the IPC and early professional practice experiences of 24 individuals from a longitudinal study of five health professions. Facilitators to interprofessional identity development included exposure to/working with interprofessional teams, settings, role models, and directly experiencing benefits of collaborative practice during patient care. Impediments include settings and situations where professional stereotyping and hierarchies were reinforced by the dominant uni-professional culture of work environments. Interprofessional socialization and identity development are contingent on exposure to interprofessional role models and settings. Healthcare professionals' dual identity development begins in pre-licensure IPECP but is shaped by socialization experiences within practice. Healthcare institutions need to provide nourishing collaborative environments (time, settings, and contexts) that foster interprofessional collaboration and behaviors and empower dual identity formation. Post-licensure IPECP for healthcare professionals to continue to learn with, from, and about one another in practice is essential for collaborative interprofessional healthcare teams/systems.
当卫生专业人员协同工作以提高护理质量并改善患者治疗效果时，就会出现跨专业协作实践（IPC）。然而，在实施协作实践方面存在无数挑战。跨专业协作实践的跨专业教育（IPECP）是促进卫生专业人员之间协作的基础，但在理解学生如何看待自己对IPC的准备程度以及早期社会化经历如何有助于形成双重单一专业和跨专业身份方面存在差距。本研究旨在了解新从业者在进入实践时如何看待和体验IPC，并确定促进和阻碍双重身份发展的个人和系统因素。采用解释性叙事方法，以了解来自五个卫生专业的纵向研究中的24个人的IPC和早期专业实践经历。跨专业身份发展的促进因素包括接触跨专业团队/与跨专业团队合作、环境、榜样，以及在患者护理期间直接体验协作实践的好处。阻碍因素包括工作环境中占主导地位的单一专业文化强化专业刻板印象和等级制度的环境和情况。跨专业社会化和身份发展取决于接触跨专业榜样和环境。医疗保健专业人员的双重身份发展始于执照前的IPECP，但在实践中的社会化经历会对其产生影响。医疗机构需要提供滋养性的协作环境（时间、环境和背景），以促进跨专业协作和行为，并促进双重身份的形成。对医疗保健专业人员来说，执照后继续在实践中相互学习、相互借鉴并了解彼此的IPECP对于跨专业协作医疗团队/系统至关重要。
