To become a professional is a relatively simple process. Through training and education one can be, act, and think like a member of their chosen field (Fitzgerald, 2020). Developing a professional identity, however, presents a much different challenge. While no conclusive definition currently exists, professional identity can be broadly defined as having a deeper connection to one’s chosen profession. Beyond competence, professional identity includes commitment, developed through, and cemented by socialization (a sense of belonging) into a profession (Fitzgerald, 2020; Parsons et al, 2020). Professional identity can be developed through shared ethics and standards that define and regulate work, the formation of unique skills and knowledge, and the formation of values congruent with and reflective of one’s chosen profession (Fitzgerald, 2020). Additionally, the receipt of coaching can assist (health) professionals to truly identify with their work and those they serve (Parsons et al., 2020). Beyond advising and/or mentoring, coaching and interaction with transformational leaders fosters trust, connection, and the development of self-efficacy and autonomy (Al Khajeh, 2018; Parsons, et al., 2020). Through effective coaching an individual establishes and respects the need for ongoing self-reflection, improvement, and life-long learning. Maybe most importantly, coaching can develop coaches – key to the continued success and impact of a profession and the establishment of more transformative leaders in the field (Al Khajeh, 2018; Parsons, et al., 2020). Establishing a professional identity solidifies who we are as (health) professionals, but also provides a sense of who we are not (Fitzgerald, 2020); allowing us to become sought-after specialists who are aware of our interests, skills, and limits to our scope of practice, and fostering the ability to work effectively as part of an interprofessional team. At its highest level, the development of professional identity serves to strengthen the health care system, as it leads to greater satisfaction, commitment, and retention, and overall better outcomes for patients (Fitzgerald, 2020)
In my career thus far, I have been fortunate to work with many incredible health professionals, all who exhibit a strong sense of professional identity. My own professional identity development, however, has been a far greater challenge. Candidly, following a successful undergraduate education, I felt professionally stuck. I had spent four years learning theories of practice and understanding how these should apply in the context of successful social work. However, regardless of high marks and proven theoretical competence, I did not feel like a social worker. I had not received, or maybe had just not taken advantage of, opportunities to apply my knowledge, seek coaching and correction, and gain the autonomy that would set me up for success. I understood, respected, and lived the values and ethics of my profession, but I had failed to truly connect. In the years following graduation, I remained what I like to call social work adjacent. I maintained registration with the College and my work has always been based in health care and health promotion but has not required the use of my professional designation. It was not until I became employed with my regional health authority that I began to find direction, seek guidance from transformative leaders, and reconnect with the social work field, with the belief that I could be more.
In my current role as an administrative team member with Home and Community Care Support Services (HCCSS), I have the unique opportunity to observe and participate in/with our provincial health system and its players from the inside. At every moment in this role, I am interacting with and gathering information from a wide network of health professionals Together we achieve positive outcomes with and for patients as well as a lasting impact in the form of a more accessible, responsive, and sustainable health system. I see daily, the positive effects of interprofessional collaboration and learn from the application of my colleagues’ respective professional values, ethics, and obligations. I have learned from leaders in the field as they address challenges in securing and coordinating patient supports and adapting care models in response to local, regional, and provincial health priorities, health human resource challenges, and global crises. I have been inspired by their professional commitment, and by how passion fuels their efforts to achieve a shared organizational mandate. This work has renewed my commitment to the provision of responsive and accountable patient care and has inspired goals of future leadership, patient advocacy, and policy development and reform. For the first time, I feel I have direction.
As I progress towards my goals of leadership and health system transformation I will remain similarly committed to the development and refinement of my own professional identity. I endeavor to become a better and more vocal advocate, and to gain the personal and professional confidence to assert informed opinions and make decisions that will push health care forward and enrich the practice of those on my team. I intend to embrace further coaching and will continue to demonstrate the values of my College through my daily interactions. I will continually seek opportunity to improve my practice through formal education, knowledge-sharing, and correction in pursuit of social justice and the overall benefit of humanity. Most of all, I will seek to socialize others into the social work profession, in support of their own professional identity development and commitment to this amazing field.
References
Al Khajeh, E. (2018). Impact of leadership styles on organizational performance. Journal of
Human Resources Management Research, 1–10. https://doi.org/10.5171/2018.687849
Fitzgerald, A. (2020). Professional identity: A concept analysis. Nursing Forum, 55(3), 447–
Ontario College of Social Workers and Social Service Workers (2008). Code of ethics and standards of practice handbook (2nd ed.). https://www.ocswssw.org/ocswssw-resources/code-of-ethics-and-standards-of-practice/
Parsons, A. S., Kon, R. H., Plews-Ogan, M., & Gusic, M. E. (2020). You can have both: Coaching to promote clinical competency and professional identity formation. Perspectives on Medical Education, 10(1), 57–63. https://doi.org/10.1007/s40037-020-00612-1
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