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Navigating interprofessional boundaries: Midwifery students in Canada.

Elena Neiterman1, Farimah HakemZadeh2, Isik U Zeytinoglu3

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Canadian student-midwives learn to navigate interprofessional boundaries by educating others and adopting a learner identity. Professional socialization reshapes boundaries, empowering students as agents of change in maternity care.

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Area of Science:

  • Healthcare Professions Education
  • Sociology of Health
  • Midwifery Studies

Background:

  • Professional socialization literature often overlooks boundary work in specialized training.
  • Midwifery training occurs within the complex, gendered, and hierarchical maternity care system.
  • Understanding interprofessional boundary negotiation is crucial for effective midwifery practice.

Purpose of the Study:

  • To examine how Canadian student-midwives navigate and negotiate interprofessional boundaries.
  • To explore student-midwives' sense-making of tensions with physicians and nurses.
  • To identify strategies used by student-midwives when managing interprofessional boundaries.

Main Methods:

  • Grounded in symbolic interactionism and constructivist grounded theory.
  • Utilized 31 semi-structured qualitative interviews from a national mixed-methods study on midwifery retention.
  • Analyzed data to understand how students perceive and manage interprofessional interactions.

Main Results:

  • Student-midwives learned about interprofessional tensions through clinical placements and interactions.
  • Key strategies included educating other professionals about midwifery and embracing a learner identity.
  • Participants actively negotiated boundaries, demonstrating agency in their professional development.

Conclusions:

  • Professional socialization is a dynamic process that can reshape professional boundaries.
  • Student-midwives are not passive recipients but active agents influencing interprofessional dynamics.
  • Findings offer practical insights for enhancing interprofessional collaboration in health education.