Browsing by Author "Mgobozi, Aviwe Palesa"
Now showing 1 - 1 of 1
Results Per Page
Sort Options
- ItemClinical associate students’ perceptions of factors influencing their developing professional identity(Stellenbosch : Stellenbosch University, 2019-04) Mgobozi, Aviwe Palesa; Couper, Ian; McNamee, Lakshini; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.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.