Work

Transformation During Transitions: Intentionality in Simulation-Based Education for Professional Identity Development

Year: 2025

Type: article

Abstract: SUMMARY STATEMENT: There is growing evidence that simulation-based education can contribute to professional identity development. This commentary discusses the potential theoretical underpinning of this process and considers the role of simulation debriefing to support significant periods of transition in professional identity. Transformative learning theory has been described as a theoretical basis for professional identity development in the context of simulation-based education, but the concepts of liminality, identity work, and narrative reflection are less well explored. These additional concepts offer more nuanced ways of understanding professional identity development during transitions and provide further theoretical underpinning for supportive interventions. This commentary provides simulation-based education strategies to support professional identity development during transitions that could be used as fruitful springboards for educational interventions and further research.

Source: Simulation in Healthcare The Journal of the Society for Simulation in Healthcare

DOI: 10.1097/sih.0000000000000856

Authors: Joanne Kerins, Susan G. Somerville, Victoria R. Tallentire

Institutions: NHS Lothian, University of Dundee, NHS Education for Scotland, NHS Greater Glasgow and Clyde

Language: English

Topic: Simulation-Based Education in Healthcare

Subfield: Physiology

Field: Medicine

Domain: Health Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W4409504326