What is professional identity?

Professional identity is the sense of belonging to a profession, having the knowledge, skills and attributes required, and embodying that profession by ‘thinking, acting and feeling’ as that profession in practice. Professional identity formation is the pinnacle of learning a profession, building on knowledge (‘knows’), competence (‘knows how’), performance (‘shows how’), action in practice (‘does’) to finally having formed professional identity (‘is’).

Influencing factors

We found there were three influencing factors during training: places, people and practices and these were in turn influenced by the person’s individual characteristics and experiences.

Places

Although the practicum (also called placements or WIL) seems to be the biggest influence on professional identity formation, curriculum activities can also influence. In terms of placements, early placements, even one day, have an impact but need to be supported, structured, slower, protected. Later placements can incorporate more challenge, for example role emerging, internships, study abroad, service learning, alternate, rural and remote.

Activities in the curriculum (along with particular practices below) fostering professional identity are close that replicate elements of the workplace and prepare students for placements. The curriculum needs to embody the discipline, including experiencing being a patient or client. Early in the curriculum include the history and philosophy of the discipline, what it means to be the discipline, and the values of the discipline. However, double degrees cause conflict in identity formation, which can also be the case for mature-age students with previous careers.

Practices

The practices of reflection, dialogue and processing of challenges are important. Reflective dialogue with peers and/or academics in small groups including a wide range of reflective activities are useful. Reflections can also be written (journals, portfolios) or creative (photos, drawings). Again, start early, and encourage students to tell the narrative of their placements, these are transformational. Later reflections can include processing of challenges: ethical dilemmas, critical incidents, managing relationship dilemmas, general placement challenges or the difficulties associated with double degrees.

People

People are influential - academics, supervisors, role models (whoever these are), peers and clients. Supervisors are key, so ensure they are well-trained (especially in early placements) to facilitate positive, supportive experiences for students. Role models can be academics or supervisors. Being inclusive and showing diversity in the profession is particularly important for students from minority groups. Peers are important, so develop the cohort into a community of practice, building collaboration rather than competition. Also support students into the community of practice of their future discipline.

Person

Few studies looked at the influence of individual characteristics, but some conclusions can be drawn. Pre-exposure to the discipline influences an individual’s professional identity. Students are looking for a congruence or identification with the discipline, seeing that their own job needs match with the discipline’s role. However, they have an idealistic (and in lesser well-known professions a narrow) view of profession. Gender and the cultural background of the student does play a role but this varies in different disciplines and more research is needed.

In summary, this model of influences can support academics who want to enhance the professional identity formation of students in their program.

A handout of activities that can be included early and/or late in a program of study, based on the included studies of the systematic review, that you can adapt and use in your program.