Graduates’ development of interprofessional practice capability during their early socialisation into professional roles

ABSTRACT

Graduates entering the healthcare workforce can expect to undertake interprofessional practices, requiring them to work at the intersection of knowledge and practice boundaries that have been built over years of socialisation in their respective professions. Yet, in complex health environments, where health challenges go beyond the knowledge and skills of any single profession, there is a growing concern that healthcare practitioners lack capability to collaborate with each other. This article presents the findings from a year-long hermeneutic phenomenological study of graduates’ temporal experiences of practice roles in their respective fields of healthcare and in collaboration with other professions. Research findings emerged through an inductive analytic process using thematic analysis techniques and provides an insight into graduates’ early professional practice in contemporary healthcare contexts and the development of their professional practice at the interface of professional boundaries. The 18 graduates from six health professions developed their professional practice in working contexts where intersecting professional boundaries resulted in strengthening professional identity in their chosen professions, through articulating distinct knowledge and skills to other professions during collaborative work. Concurrently they established flexible working relationships with members of other professions, resulting in expanding health perspectives and extending practice knowledge and skills beyond their distinct professions. The study provides new understanding of the relationship between areas of professionalism, identity, and collaborative practice in an evolving health workforce, through the experiences of graduates in their early work as registered health practitioners.

KEYWORDS:

• Graduates
• health perspective
• hermeneutic phenomenology
• interprofessional collaboration
• professional identity
• professionalism

Acknowledgements

The author acknowledges the doctoral supervisory team of Dr. Dale Furbish, Dr. Leon Benade, and Dr. Philippa Gerbic.

Declaration of interest

The author reports no conflicts of interest. The author alone is responsible for the content and writing of this article.

Notes

1. To ensure participant anonymity, participants’ names were replaced with self-selected pseudonyms after individual verification of transcript authenticity.