BACKGROUND: The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.
METHODS: An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum-Maximum possible scores = 0-200] and Macleod Clark Professional Identity Scale [Minimum-Maximum possible scores = 1-45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.
RESULTS: The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a \"more positive than negative\" perception of the learning environment (Median [IQR] = 132 [116-174], Minimum-Maximum obtained scores = 43-185), and a \"good\" perception of their professional identity (Median [IQR] = 24 [22-27], Minimum-Maximum obtained scores = 3-36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.
CONCLUSIONS: The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students\' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

In light of the COVID-19 pandemic, there has been a notable increase in global awareness among businesses and consumers regarding environmental preservation and health concerns. The degree to which individuals identify with an organization is influenced by the appeal of its organizational identity, which aids in fulfilling important self-definitional needs. Nevertheless, there remains a limited understanding regarding the underlying factors that contribute to the phenomenon of firm identity attraction (IA) within the framework of consumer-business interactions. This study presents a validated framework that examines the antecedents of identity attraction, with COVID-19 being considered as a moderator. The framework is developed based on established theories of social identity and organizational identification. The study in Pakistan\'s cities utilized a questionnaire survey as its primary research method, while the findings were evaluated through the application of structural equation modelling. The results of our study indicate that the impact of corporate social responsibility (CSR) on firm Identity Attraction (IA) is significantly more pronounced. Although the impact of COVID-19 on the intention to purchase remains unaffected, it does play a favorable role in moderating the influence of CSR on the attraction towards brand.

As science media content creators strive for inclusivity in communication design and promotion, they must consider the influence of audiences\' identities on their engagement with science media. A gender gap in viewership or \"missing audience\" has been identified for women viewers for educational science content on digital media; one such example of this is Deep Look, a science video series from KQED public media and PBS Digital Studios distributed on YouTube. This study used a mixed method design (1) to examine women\'s preferences for Deep Look YouTube video promotions (i.e., episode titles and thumbnail images-the images that act as a preview for the video) to best inform future design of promotional content for these videos to attract more women viewers, and (2) to explore how women\'s preferences for science content are linked to their social identities, science identity, and science curiosity. Findings indicated that women\'s preferences for promotions for Deep Look YouTube science and nature videos followed expected trends with most women preferring images perceived as visually attractive and colorful more than images perceived as disgusting or gross. However, these preferences were conditional on science curiosity and science identity. Findings indicated that to boost women\'s engagement with YouTube science and nature videos, content creators may find it useful to consider how science curious various women audiences are, how strongly women viewers identify with being a science person, and how their most salient social identities motivate engagement.

BACKGROUND: Interprofessional education (IPE) has the potential to shape students\' collaboration perception and interprofessional identity but remains understudied. This study aims to understand the effects of the IPE program as a contextual trigger to promote collaboration perception change and interprofessional identity formation among healthcare professional students.
METHODS: Using concurrent triangulation mixed-methods, we examined the relationship between collaboration perception and interprofessional identity change among health profession students (N = 263), and explored their perspectives on how their IPE experiences influenced their perception and identity. Participants completed the Interdisciplinary Education Perception Scale and Extended Professional Identity Scale and responded to open-ended questions before and after the IPE intervention. Pearson\'s correlation, t-tests, regression (quantitative), and thematic analysis (qualitative) were conducted.
RESULTS: Teams with initially lower collaboration perception (M = 3.59) and lower interprofessional identity (M = 3.59) showed a significant increase in collaboration perception (M = 3.76, t = 2.63; p = .02) and interprofessional identity (M = 3.97, t = 4.86; p < .001) after participating in IPE. The positive relationship between collaboration perception and interprofessional identity strengthened after participating in IPE, as evident from the correlation (Time 1: r = .69; p < .001; Time 2: r = .79; p < .001). Furthermore, collaboration perception in Time 1 significantly predicted the variance in interprofessional identity at Time 2 (β = 0.347, p < .001). Qualitative findings indicated that 85.2% of students expressed that IPE played a role in promoting their interprofessional identity and collaboration attitudes.
CONCLUSIONS: Incorporating the IPE program into the curriculum can effectively enhance students\' collaboration perception and interprofessional identity, ultimately preparing them for collaborative practice in the healthcare system. By engaging students in interprofessional teamwork, communication, and joint decision-making processes, the IPE program provides a valuable context for students to develop a sense of belonging and commitment to interprofessional collaboration.

暂无摘要。

How do groups remember their shared past? Are there individual differences within a group? How easy is it to change collective memories? The present article addresses these questions by focusing on differences within national subgroups, exploring how national collective memories might differ for Black and White Americans, how individual differences and external influences might moderate or alter any differences, and the temporal extent of any changes that might occur due to external influences. Across four studies, participants were asked to identify the five \"most important\" events in U.S. history and then asked about their political ideology and racial and national identification, though not in every study. Although individual differences emerged, Black and White participants differed in the types of events they identified as important in U.S. history, with Black participants identifying more race-relevant events than White participants and White participants identifying more traditional founding events than Black participants. As to changes in collective memory, in response to a minimal identity salience manipulation, the murder of George Floyd, and July 4th celebrations, national collective memories evidenced malleability only after the murder of George Floyd. In this instance, the mention of race-relevant events increased, even as the frequency of mention of traditional founding events remained stable. The observed increase in race-relevant events was temporary, however. Findings are discussed in relation to contemporary discussions on collective memory, especially with respect to group differences, individual differences within groups, and mnemonic inertia. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

BACKGROUND: The dramatic reconfigurations of work-family roles and social boundaries resulting from the social restrictions imposed during the Covid-19 pandemic led working mums to look for online sites as spaces of emotional support and regulation where they could vent their emotions, share their concerns and griefs, and seek advice. They also became interactional spaces where mums\' relevant identities were reassessed and enacted as they aimed to balance work-family roles and improve their wellbeing. The paper explores how working mums discursively negotiated their multiple identities in an online support forum during times of global struggle, how these identity constructions reflect the domains of Work-Family Conflict (WFC) and how working mums perceived these identities are related to their mental health.
METHODS: 127 posts of Chilean working mums published in a public online support forum for working mums collected during the first half of 2020 were analysed in three phases. The first one involved a thematic analysis to identify themes and subthemes related to working mums\' identity construction in the data. The second phase involved conducting a narrative analysis of working mums\' microstorias in order to identify a master narrative crafted by these working mums, and contesting and conforming ideologies of motherhood, among others. Finally, the third phase involved a fine-grained discourse analysis of the most representative extracts illustrating working mums\' identity negotiation.
RESULTS: The sociolinguistic analysis showed that working mums\' discourses displayed three themes of self-reflection, namely, diminishing self-care, reassessing their self, and enhancing self through self-care. Identity-related sub-themes for each main theme are discussed and discursively analysed. Two main points are emphasised: (1) the identity that was most salient in working mums\' discourse was their personal identity (rather than work-family roles and identities), and (2) microstorias allowed working mums to challenge the hegemonic power of dominant discourses around their identities and their work-family roles.
CONCLUSIONS: The study shows that a sociolinguistic approach to the exploration of working mums\' identity negotiation is useful to highlight the ways in which mums contest binary assumptions of work-family roles and the need to reconsider working mums\' life domains so that they reflect working mums\' actual identity needs and lived experiences. Future lines of research are outlined.

BACKGROUND: The Clinical Associate in Psychology (CAP) is a new psychological profession within the National Health Service (NHS) in the United Kingdom. This paper considers the processes developing the CAPs\' professional identity, specifically how their roles are embedded within services.
METHODS: This study utilised an online survey of CAPs and all academic, clinical and managerial staff involved with CAPs. An inductive thematic analysis was undertaken.
RESULTS: A total of 164 participants responded to the survey. Five themes were identified: Widening Access to Psychology, Workforce Development, Navigating the Unfamiliar, Trained [Master\'s level] Professionals and An Emerging Ethos. In addition, key skills and unique contributions from CAPs were identified.
CONCLUSIONS: A clear professional identity is emerging, with CAPs depicted as offering versatile interventions in diverse health care settings, fostering a positive and encouraging integration of psychological expertise into the healthcare service. The study highlights areas for development to facilitate the growth and advancement of the role within the psychological workforce.

Objective: To explore the current situation of professional identity of intern nursing students in Shandong Province, to analyze the potential characteristics of different categories of intern nursing students\' professional identity, and to provide reference for formulating relevant intervention programs. Methods: From September to October 2023, using convenient cluster sampling, selected nursing students from different regions of Shandong Province colleges and universities as the research objects, a total of 1298 questionnaires were released and recovered, with 1221 valid questionnaires, and the effective recovery rate of questionnaires was 94.07%. General demographic data was collected, and information on nursing students\' professional identity was investigated with the Nursing Students\' Professional Identity Questionnaire, the Work Readiness Scale, and the Feedback Seeking Behavior Scale. Latent potential profiles of nursing students\' sense of professional identity were analyzed by Mplus 8.3 software, and the best-fitting model was selected by the test of fitness and difference. The χ(2) test was used for comparison between groups of count data, analysis of variance (ANOVA) was used for comparison between groups of measure data, and the effects of each factor on different potential profiles were analyzed by multivariate logistic analysis. Results: A total of 1221 intern nursing students were 984 (80.6%) females and 237 (19.4%) males, aged (21.12±2.96) years old, with a total score of (64.23±14.99) for nursing students\' professional identity. Nursing students\' professional identity was divided into 3 categories: 98 (8.0%) in the low identity group, 624 (51.4%) in the medium identity group, and 496 (40.6%) in the high identity group. The gender, region, age, work readiness scores and feedback seeking behavior scores of nursing students in different categories were different, and the differences were statistically significant (P<0.05). Compared with the high identity group, the nursing students in the low identity group were more likely to be included in the high identity group (OR=0.390, 0.167, P=0.005, 0.006) with higher work readiness and better feedback seeking behavior. Compared with the high identity group, the higher work readiness and non-Jinan areas of the medium identity group were more likely to be included in the high identity group (OR=0.597, 1.470, P=0.011, 0.012). Compared with the medium identity group, the more feedback seeking behaviors of the low identity group were more likely to be included in the medium identity group (OR=10.411, P<0.001) . Conclusion: The level of professional identity of intern nursing students can be classified into 3 categories, and nursing administrators can improve work readiness and increase feedback seeking behaviors according to the potential characteristics of the different types to enhance the professional identity of nursing students.
目的： 探讨山东省实习护生职业认同感的现状，分析不同类别实习护生职业认同感的潜在特征差异，为制定相关干预方案提供参考。 方法： 于2023年9至10月，采用方便整群抽样，选取山东省不同地区高校实习护生作为研究对象，共发放和回收问卷1 298份，有效问卷1 221份，有效回收率94.07%。收集一般人口学资料，用《护生职业认同感问卷》《工作准备度量表》《反馈寻求行为量表》对护生职业认同感等信息进行调查。通过Mplus 8.3软件对护生职业认同感进行潜在剖面分析，通过适配性和差异性检验选择最佳拟合模型；计数资料组间比较采用χ(2)检验，计量资料组间比较采用方差分析，各因素对不同潜在剖面的影响采用多元logistic分析。 结果： 1 221名实习护生中女性984人（80.6%），男性237人（19.4%），年龄（21.12±2.96）岁，护生职业认同感总得分（64.23±14.99）分。护生职业认同感分为3个类别：低认同感组98人（8.0%），中认同感组624人（51.4%），高认同感组496人（40.6%）。不同类别护生的性别、地区、年龄、工作准备度得分及反馈寻求行为得分不同，差异均有统计学意义（P<0.05）。与高认同感组护生比较，低认同感组护生工作准备度越高、反馈寻求行为越好，越容易纳入高职业认同感组（OR=0.390、0.167，P=0.005、0.006）；与高认同感组比较，中认同感组工作准备度越高、非济南市地区，越容易纳入高职业认同感组（OR=0.597、1.470，P=0.011、0.012）；与中认同感组比较，低认同感组寻求反馈行为越多，越容易纳入中职业认同感组（OR=10.411，P<0.001）。 结论： 实习护生职业认同感水平可分为3类，护理管理者可根据不同类型的潜在特征，提高工作准备度、增加反馈寻求行为，提升护生的职业认同感。.

In the 16th and 17th centuries, the study of Roman remains led to the questioning of many local traditions, including those that associated the episcopal see of Tournai with the valiant Nervii. The rediscovery of ancient Itineraries and the absence of vestiges in Tournai led scholars to question this association: they preferred to locate the city of the Nervii in Bavay. This new thesis irritated several Tournaisian authors who defended the illustrious past of their city. This scholarly controversy illustrates the new role that the material evidence played in the construction of historical discourses and local identity at that time.