In response, they generally withheld their identities as nurses or medical students, compartmentalising their group membership. Some nursing colleagues accused them of desertion. Rather than being accepted as legitimate newcomers to the medical profession, the women sometimes felt like intruders.
working as nurses whilst studying medicine) and extrinsic (e.g.
Their journeys had, however, not been the natural progression they had anticipated, threatened by perceived and/or real intrinsic (e.g. patient-centredness) in medicine, they tailored their identities. 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. 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. 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.
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