Clinical associate students’ perceptions of factors influencing their developing professional identity

Mgobozi, Aviwe Palesa (2019-04)

Thesis (MMed)--Stellenbosch University, 2019.

Thesis

ENGLISH SUMMARY : The Carnegie Foundation for the Advancement of Teaching and the Lancet Commission called for educational reforms to improve the preparation of 21st century healthcare professionals through strengthening of professional identity in medical education. The factors influencing professional identity amongst nurses and doctors emerge as role modelling, patient encounters, clinical experience, and professional practice. However, factors influencing professional identity within the clinical associate profession have not been described. The study explores clinical associate students’ perceptions of factors that influence their developing professional identity. The research question is positioned within the phenomenological research paradigm. The research inquiry used a qualitative descriptive interpretivist approach. The study was conducted at the University of Witwatersrand in Johannesburg. The population for the study were all undergraduate clinical associate students enrolled at the University of Witwatersrand in 2018. A non-probability convenience sampling technique was utilised. Sampling were done from first-year and the final-year group of students. Three focus group discussions were held per year of study. The focus group discussions were guided by the researcher utilising semi-structured interview questions. Focus group discussions were audio recorded. Ethics approval was received from Stellenbosch University and the University of Witwatersrand. Three themes emerged from the results, namely, individual factors, training related factors, and perceptions of identity. The focus on professional identity aims to provide formal educational opportunities to enhance factors that positively influence student professional identities and dispel negative factors. Strengthening professional identities produces healthcare professionals who embody the professional qualities, values and dispositions required in an effective profession. The study reveals clinical associate students’ perceptions of factors that influence their professional identity. The information suggests a need to increase marketing and advocacy of the profession, improve student selection into the programme, include inter-professional education and faculty development, and utilise clinical associate role models at clinical learning facilities.

AFRIKAANSE OPSOMMING : Die Carnegie Stigting vir die Bevordering van Onderrig en die Lancet Kommissie het ʼn versoek gerig dat daar opvoedkundige hervorming moet wees (in die 21ste eeu) om, beroepslui in gesondheidsorg, se voorbereiding te verbeter deur hul professionele identiteit in gesondheidsopleiding te versterk. Faktore wat verpleegsters en dokters se professionele identiteit beïnvloed, is geskikte rolmodelle, interaksies met pasiënte, kliniese ervaring en professionele praktyk. Faktore wat professionele identiteit van kliniese genote beïnvloed, is egter nog nooit opgeteken nie. Hierdie studie verken kliniese genoot-studente se persepsies van faktore wat hul ontwikkelende, professionele identiteit beïnvloed. Die navorsingsvraag word binne ʼn fenomonologiese paradigma geposisioneer. Die navorsing het ʼn kwalitatiewe beskrywende interpretivistiese benadering gevolg. Die navorsing is aan die Universiteit van Witwatersrand in Johannesburg gedoen. Die navorsingsbevolking was almal voorgraadse kliniese genoot-studente wat gedurende 2018 by die Universiteit van Witwatersrand ingeskryf was. ʼn Nie-waarskynlike, gerieflikheidsproefneming is onder eerste- en derdejaar studente gedoen. Drie fokusgroepbesprekings is per jaargroep gehou. Die fokusgroepbesprekings is deur die navorser gelei deur middel van semi-gestruktureerde onderhoudsvrae. ʼn Klankopname is van die fokusgroepbesprekings gemaak. Beide die Universiteit van Stellenbosch en die Witwatersrand het etiese klaring vir die studie gegee. Drie temas het in die resultate na vore gekom. Hierdie drie temas is individuele faktore, faktore wat met opleiding verband hou en persepsies rondom identiteit. Die fokus van hierdie studie, op professionele identiteit, beoog om formele opvoedingsgeleenthede uit te lig, sodat faktore wat ʼn positiewe invloed op studente se professionele identiteit het, bevorder kan word asook om negatiewe faktore uit te skakel. Die versterking van professionele identiteit lewer beroepslui in gesondheidsorg op, wat die professionele kenmerke, waardes en ingesteldheid verpersoonlik om gesondheidsorg sodoende meer effektief te maak. Die studie openbaar die kliniese genoot-studente se persepsies rondom die faktore wat hul professionele identiteit beïnvloed. Die resultate dui daarop dat bemarking en voorspraak vir die beroep moet toeneem. Verder dui die resultate daarop dat studentekeuring tot die program moet verbeter. Inter-professionele opvoeding en fakulteitsontwikkeling moet ook ingesluit word. Laastens word voorgestel dat kliniese genote as rolmodelle ingesluit word aan kliniese onderrigfasiliteite.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/105725
This item appears in the following collections: