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Reconstructing professional identity for professional and interprofessional practice: A mixed methods study of joint training programmes in learning disability nursing and social work.

This article draws on the findings from a mixed methods study with practitioners who qualified from joint training programmes in learning disability nursing and social work and explores the impact on professional identity of such programmes. Although several joint programmes are well established, ve...

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Published in:Journal of Interprofessional Care Vol. 25; no. 4; pp. 265 - 272
Main Author: Sims, David
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd Jul2011
Online Access:View this record in EBSCOhost
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      dt: Jul2011
      vid: 25
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        10.3109/13561820.2011.571352
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        atl: Reconstructing professional identity for professional and interprofessional practice: A mixed methods study of joint training programmes in learning disability nursing and social work.
      aug:
        au: Sims, David
        affil: School of Health and Social Care, University of Greenwich, Greenwich, UK
      sug:
        subj:
          Psychiatric Nursing Psychosocial Factors
          Social Workers Psychosocial Factors
          Education, Interdisciplinary Evaluation
          Professionalism
          Human
          Multimethod Studies
          Surveys
          Semi-Structured Interview
          Content Analysis
          Data Analysis, Statistical
          Data Analysis Software
          Audiorecording
          Descriptive Statistics
      ab: This article draws on the findings from a mixed methods study with practitioners who qualified from joint training programmes in learning disability nursing and social work and explores the impact on professional identity of such programmes. Although several joint programmes are well established, very little research has been carried out with those who have qualified from them. These practitioners have experienced a kind of training quite unlike that offered by singular education programmes, incorporating a dual socialisation process, which has been neither analysed nor theorised. The study reported in this article comprised a postal survey to graduates from five programmes followed by in depth semi-structured interviews. Survey data were analysed by use of SPSS, while the interviews were analysed by use of a content analysis approach. The article discusses findings in relation to theoretical conceptions of professional status, boundaries and identity and relates these to the perceptions of respondents about their professional identities. It explores the ambiguities and uncertainties inherent in this type of professional training programme and argues that these reflect aspects of the current context of professions as a whole. The article concludes that a new professional identity is emerging in learning disability practice, generated by such programmes.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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