A conceptual framework of student professionalization for health professional education and research
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Marilou Bélisle
, Patrick Lavoie
Abstract
Objectives
To present a conceptual framework of student professionalization for health professional education and research.
Methods
Synthesis and discussion of a program of research on competency-based education.
Results
Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs. Professionalization is understood as a dynamic process of imagining, becoming, and being a member of a health profession. It rests on the evolution of three interrelated dimensions: professional competencies, professional culture, and professional identity. Professionalization occurs throughout students’ encounters with meaningful learning experiences that involve three core components: the roles students experience in situations bounded within specific contexts. Educational practices conducive to professionalization include active learning, reflection, and feedback.
Conclusions
This conceptual framework drives a research agenda aimed at understanding how students become health professional and how learning experiences involving action, reflection, and feedback foster that process and the advancement of professional practices.
Funding source: Équipe FUTUR
Award Identifier / Grant number: N/A
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Research funding: This work was supported by Équipe FUTUR, a research team receiving an infrastructure grant from the Fonds de recherche du Québec – Société et culture.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: None declared.
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Ethical approval: Not applicable.
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Articles in the same Issue
- Editorial
- Global inequity in nursing education: a call to action
- Research Articles
- Nursing students’ experiences and perceptions of an innovative graduate level healthcare grand challenge course: a qualitative study
- Quality of life and academic resilience of Filipino nursing students during the COVID-19 pandemic: a cross-sectional study
- Nursing students’ adverse childhood experience scores: a national survey
- Depression, anxiety and stress among Australian nursing and midwifery undergraduate students during the COVID-19 pandemic: a cross-sectional study
- Development and psychometric evaluation of the motivation for nursing student scale (MNSS): a cross sectional validation study
- The assessment and exploration of forensic nursing concepts in undergraduate nursing curricula: a mixed-methods study
- New nurse graduates and rapidly changing clinical situations: the role of expert critical care nurse mentors
- Nursing students’ experiences of virtual simulation when using a video conferencing system – a mixed methods study
- A mixed-methods assessment of the transition to a dedicated educational unit: nursing students’ perceptions and achievements
- Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum
- Factors that influence the preceptor role: a comparative study of Saudi and expatriate nurses
- Testing and e-learning activity designed to enhance student nurses understanding of continence and mobility
- Incivility among Arabic-speaking nursing faculty: testing the psychometric properties of the Arabic version of incivility in nursing education-revised
- Understanding clinical leadership behaviors in practice to inform baccalaureate nursing curriculum: a comparative study between the United States and Australia novice nurses
- A deep learning approach to student registered nurse anesthetist (SRNA) education
- Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS® training and simulation
- Preparing ABSN students for early entry and success in the clinical setting: flipping both class and skills lab with the Socratic Method
- Virtual clinical simulation in nursing education: a concept analysis
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- Development and validation of the nursing clinical assessment tool (NCAT): a psychometric research study
- Becoming scholars in an online cohort of a PhD in nursing program
- Senior BSN students’ confidence, comfort, and perception of readiness for clinical practice: the impacts of COVID-19
- Relational and caring partnerships: (re)creating equity, genuineness, and growth in mentoring faculty relationships
- Comparison of simulation observer tools on engagement and maximising learning: a pilot study
- Gamification in nursing literature: an integrative review
- A conceptual framework of student professionalization for health professional education and research
- Writing a compelling integrated discussion: a guide for integrated discussions in article-based theses and dissertations
- Teaching evidence-based practice piece by PEACE
- Educational Process, Issue, Trend
- Increasing student involvement in research: a collaborative approach between faculty and students
- Capacity building in nurse educators in a Global Leadership Mentoring Community
- Psychiatric mental health nurse practitioner student perceptions of integrated collaborative care
- Igniting the leadership spark in nursing students: leading the way
- Quilting emergent advanced practice nursing educator identity: an arts-informed approach
- The expanding role of telehealth in nursing: considerations for nursing education
- Literature Reviews
- What do novice faculty need to transition successfully to the nurse faculty role? An integrative review
- Reflective writing pedagogies in action: a qualitative systematic review
- Appraisal of disability attitudes and curriculum of nursing students: a literature review