From being a nurse to becoming a ‘different’ doctor

Research output: Contribution to journalArticleResearchpeer-review

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Abstract

Using interpretative phenomenological analysis to make meaning of the experiences of three highly qualified registered nurses who had enrolled in an undergraduate medical programme, this study provides insight into their personal journeys of wanting to become ‘different’ doctors. In so doing, they conceptualised their future selves as adding clinical reasoning and diagnostic skills to the patient-centred caring ethic of their nursing practice, becoming a multi-skilled community member or helping to fix the health care culture. By customising their identities, e.g. by splinting (aligning with their stronger nursing identity), by enriching current nursing practice with newly acquired theory as medical students or by patching a perceived deficiency (i.e. patient-centredness) in medicine, they tailored their identities. Their journeys had, however, not been the natural progression they had anticipated, threatened by perceived and/or real intrinsic (e.g. working as nurses whilst studying medicine) and extrinsic (e.g. interprofessional rivalry) factors. Rather than being accepted as legitimate newcomers to the medical profession, the women sometimes felt like intruders. Some nursing colleagues accused them of desertion. In response, they generally withheld their identities as nurses or medical students, compartmentalising their group membership. This study has highlighted the role of personal (e.g. prior experience; agency; resilience; personality) and contextual factors in ‘becoming’ a doctor. A recommendation emerging from this study is the need for interprofessional learning in the medical curriculum to cultivate a health care culture of collaboration rather than competition. Future research is required in terms of how allied health professionals transition to medicine.

Original languageEnglish
Pages (from-to)667-689
Number of pages23
JournalAdvances in Health Sciences Education
Volume22
Issue number3
Early online date29 Jul 2016
DOIs
Publication statusPublished - Aug 2017

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Nursing
nursing
nurse
Nurses
Medicine
Medical Students
medicine
Nursing Ethics
Health Transition
Delivery of Health Care
medical student
Allied Health Personnel
Ego
desertion
health care
Curriculum
Personality
study program
accused
Learning

Cite this

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From being a nurse to becoming a ‘different’ doctor. / McLean, Michelle.

In: Advances in Health Sciences Education, Vol. 22, No. 3, 08.2017, p. 667-689.

Research output: Contribution to journalArticleResearchpeer-review

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