Social Interaction and Professional Identity in Allied Healthcare Education
Series: Studies in Social Interaction;
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Product details:
- Publisher Edinburgh University Press
- Date of Publication 30 April 2025
- Number of Volumes Print PDF
- ISBN 9781474403153
- Binding Hardback
- No. of pages pages
- Size 234x156 mm
- Language English
- Illustrations 7 B&W figures 700
Categories
Short description:
Analyses how professional identity is negotiated through social interaction in allied healthcare education and practice.
MoreLong description:
This book considers social interaction as both the means and conduit for professional identity development in Allied Healthcare Professional (AHCP) teaching and learning contexts, from the classroom to the clinic room and beyond.
Concepts and contexts within AHCP education are presented before empirical data are discussed. Drawing on qualitative data from allied healthcare students and professionals within predominantly the disciplines of speech and language therapy, physiotherapy and occupational therapy, arguments are made for the recognition of social interaction as an explicit process integral to education in this healthcare sphere, yet often taken for granted or deemed a mere by-product of day-to-day activities in teaching and learning. Failing to recognise the value and force of social interaction in such contexts is detrimental to the development of discipline-specific and discipline-generic ways of honing a professional identity, as individuals both reflect upon and navigate the trajectory of their student and professional pathways.
Table of Contents:
Acknowledgements
Dedications
1. Introduction to the Book
2. Contexts and Constructs of Identity as Negotiated in Social Interaction in Allied Healthcare Education
3. Professional Identity Formation through Social Interaction in Allied Healthcare Education Contexts
4. Negotiating Workplace Identity through Social Interaction: An End Goal or Work in Progress for the Student Professional?
5. Clinical interactions: Towards inhabiting a ‘fulfilled’ Professional Identity
6. Allied Healthcare Professional Education and Identity in the Context of Social Interaction: Methodological Considerations
7. ‘We fake it ‘til we make it’: The Role of Pretending (or not) in Social Interactions as Allied Healthcare Students
8. Social Interaction in Formal and Informal Contexts of Teaching and Learning in Allied Healthcare Education
9. Owning Professional Identity in Allied Healthcare Education
10. Future Considerations for Identity Work through Social Interaction in Allied Healthcare Education
References
Index
