6 
 

 

INSTRUMENTS FOR MEASURING THE PROFESSIONAL IDENTITY 

OF PSYCHOLOGICAL HELP PROVIDERS: RAPID LITERATURE 

REVIEW 

 
Elīna Akmane1, Kristīne Mārtinsone2, Zane Krieķe3  

1,2,3 Rīga Stradiņš University, Latvia 

 
Abstract. The concept of professional identity is widely described, indicating that it is dynamic and variable, as it 

simultaneously includes the development and formation of professional identity in the dimensions of time and 

content. Professional identity manifests in various forms and it is measured by a variety of measurement tools. 

Objective: to define what measurement tools are used to determine the professional identity of psychological help 

providers and to investigate the content of professional identity.  

Method: a rapid literature review. A comprehensive search of scientific databases Access Medicine, Clinical Key, 

EBSCO e-books, Proquest Ebook Central, BMJ Journals, EBSCO host, ProQuest, SAGE journals, Wiley Online 

Library, Science Direct, DynaMed Plus and Cochrane Library was conducted in March, 2020 by two independent 

researchers therefore assuring data triangulation. Database research included the keywords “professional 

identity”, “scale”, “measure”, with the Boolean operator “AND” adding professions: “art therapist”, “dance 

and movement therapist”, “drama therapist”, “music therapist”, “psychologist”, “psychiatrist”, 

“psychotherapist”, “nurse”, “social worker”, and additional selection criteria - cross-sectional design studies 

about the measure of professional identity of different groups of psychological help providers and students, 

between 2009 and 2019, with full English text available. Data analysis method was narrative synthesis, which 

consists of three sequential steps: description of studies in logical categories, analysis of data from each of the 

derived categories, and synthesized conclusions for all included studies. 366 studies were identified of which 21 

were included in the study. 

Results: as a result, 15 categories including 50 content items were identified as the measurement aspects of 

professional identity. 

Keywords: measurement, professional identity, psychological help providers. 

 

To cite this article:  

Akmane, E., Mārtinsone, K., & Krieķe, Z. (2020). Instruments for Measuring the Professional Identity of 

Psychological Help Providers: Rapid Literature Review. Education. Innovation. Diversity, 1(1), 6-15. 

DOI: http://dx.doi.org/10.17770/eid2020.1.5335 

 

 

Introduction  
 

During the recent decades the focus on the mental health of the society has increased in the 

world. The World Health Organization defines mental health as a state of well-being in which 

an individual realizes his or her abilities, can cope with normal life stress, work productively 

and is able to contribute to the benefit of his or her community (World Health Organization: 

Fact Sheets “Mental health: strengthening our response”, 2018). To maintain or improve the 

mental well-being a variety of specialists are involved which implement cross-sectional 

strategies and interventions in mental health. Psychological help is one of the options to support 

the improvement of mental health.  

When describing and discussing the psychological help several different terms are used in 

the literature such as “psychological care”, “psychological assistance”, “psychological 

treatment”. Furthermore, with the development of psychological help, a range of specialists 

provide psychological help within their profession. Psychological help is defined as a wide 

range of scientifically based methods of professional exposure, which are purposefully applied 

by specially trained professionals strengthen an individual's mental (psychological) well-being 

or reduce suffering (Mārtinsone & Sudraba, 2019). In line with this definition authors have 

applied psychological help as the key term for this article.   

http://dx.doi.org/10.17770/eid2020.1.5335


 
 

7 
 

Latvia's binding documents in the field of psychological help identify seven groups of 

professionals who are involved in the provision of psychological help (Bortaščenoks et al, 

2019). Psychiatrists, psychiatric nurses, psychotherapists (doctors) and art therapists (in Latvia 

– one profession that includes 4 arts therapies specializations – art therapists, dance and 

movement therapists, music therapists and drama therapists) are medical practitioners whose 

professional activity is directly related to the process of treatment and medical rehabilitation, 

within which additionally psychological help is provided. In contrast psychologists, 

psychotherapy specialists and social workers are not medical practitioners, but also provides 

psychological help within their profession. 

As representatives of different professions work in the field of psychological help the topic 

of professional boundaries becomes more and more relevant, because often, as professional 

lines become more flexible, professional limits converge (Bortaščenoks et al, 2018; Ricou et al, 

2018), which can lead to confusion of professional roles and responsibility. As a result, the 

efficiency of interprofessional cooperation may be endangered (Purvlīce et al, 2018). 

Researchers in the professional field point out that the understanding of professional boundaries 

is based on the professional identity of each professional. In turn, the process of professional 

identity formation is one of the most important aspects of the existence and sustainability of 

each profession (Spurgeon, 2012). Research into how psychological help providers form their 

sense of professional identity, and how this can be tested and strengthened, is essential to the 

development of each profession (Cowin et al, 2013). 

The concept of professional identity is widely described, indicating that it is dynamic and 

variable, as it simultaneously includes the development and formation of professional identity 

in the dimensions of time and content. Already in 20th century constructive development 

theorist Robert Kegan, like other researchers of individual and professional identity 

development, indicated that professional identity formation is a lifelong process that integrates 

cognitive, social and emotional abilities and begins before starting professional studies and 

continues throughout his professional life (Kegan, 1984). 

Nowadays theoretical approaches to the formation of professional identity distinguish three 

domains through which professional identity is influenced and developed: individual, relational 

and collective identity (Vignoles et al, 2011; Skorikov et al, 2011), indicating that the individual 

domain includes personal characteristics, self-chosen or mandated commitments, beliefs about 

one’s self, and the impact of multiple life experiences, the relational domain expresses the 

influence on identity of significant individuals, such as family members, friends, mentors, and 

coworkers. The collective domain reflects the impact of the social groups to which an individual 

belongs or wishes to join. An individual’s status within the group and the group’s status within 

society are important contributors to this identity component. 

Thus, the content of a professional identity is made up of various criteria deriving from 

theoretical background chosen by the researcher. In an attempt to measure the professional 

identity of different psychological help providers, different researchers have studied different 

aspects of professional identity: professional values (Cowin et al, 2013; Healey & Hays, 2012; 

Woo & Henfield, 2015), belonging to, identifying with profession (Adams et al, 2006), self-

report about comfort, confidence in key practice skills (Casey et al, 2011), perceptions of 

professional development, personal and practice characteristics (Kazantzis et al, 2010), 

professional engagement (Healey & Hays, 2012; Woo & Henfield, 2015), intra-individual and 

intergroup processes connected with the development of a professional identity (Mancini et al, 

2015), knowledge of the profession, attitude, professional roles and expertise, philosophy of 

the profession (Woo & Henfield, 2015). 

The purpose of this article is to define what measurement tools are used to study the 

professional identity of psychological help providers and to investigate the content of 

professional identity. We understand that professional identity in the process of its formation is 



 
 

8 
 

formed by certain aspects. This literature review will provide clarity on what tools have been 

developed to measure professional identity and what aspects of professional identity are 

measured. By exploring these aspects, the criteria that make up the content of professional 

identity were identified. 

 

 

Method 

 

Data sources for this study were cross-sectional design research studies about the 

measurement of professional identity for different groups of the psychological help providers, 

completed between year 2009 and 2019 with full English text available. The research studies 

were quantitative aiming to measure professional identity or related phenomena, including 

professional self-concept, professional values, professional engagement, and professional self-

identity. 

A comprehensive search of the scientific databases Access Medicine, Clinical Key, EBSCO 

e-books, Proquest Ebook Central, BMJ Journals, EBSCO host, ProQuest, SAGE journals, 

Wiley Online Library, Science Direct, DynaMed Plus and Cochrane Library was conducted in 

March, 2020 by two independent researchers therefore assuring data triangulation. A 

standardized search strategy was applied for each of the database, using the Boolean operators 

AND and punctuation mark”. Main terms of this study were used as the key words for the search 

strategy: “professional identity”, “scale”, “measure”. In the research selection process, the name 

of the group of psychological help providers has been added (“art therapist”, “dance and 

movement therapist”, “drama therapist”, “music therapist”, “psychologist”, “psychotherapist”, 

“psychiatrist”, “nurse”, “social worker”).  

After the completion of the database searches, duplicates were manually removed by the 

two researchers. The titles and abstracts of the remaining articles were screened according to 

the selection criteria for full article review to identify the applicable articles for this study. The 

selection criteria were either applied or described measurement instrument for professional 

identity or related phenomena. Each suitable article was reviewed to identify the specific 

measures that had been applied or described to evaluate professional identity with different 

groups of psychological help providers or students.  

Data were analyzed in three sequential steps: 1) description of studies in logical categories, 

2) analysis of data from each of the derived categories, and furthermore synthesized  in final 

conclusions.  

 

 

Results and discussion 

 

In total 366 studies were identified using the above-mentioned inclusion criteria to provide 

an overview of the tools for measuring the professional identity of psychological help providers. 

The studies included following psychological help providers: art therapists including 4 arts 

therapies specialization (6 studies), nurses (136 studies), social workers (51 studies), 

psychotherapists (8 studies), psychiatrists (53 studies) and psychologists (112 studies). After 

manually screening the selected studies by two independent researcher according to the criteria 

– applied or described instrument to measure professional identity, only 21 were suitable for 

further assessment and the selected studies included nurses (14 studies), social workers (2 

studies), psychiatrists (1 studies) and psychologists (4 studies). 

For this study, the main category was the measurement tool of the professional identity 

which was either applied or described in the selected studies. From the studies included in this 



 
 

9 
 

research the following information was obtained: name of the tool, author, year, source. As a 

result, a list of the professional identity tools was developed (Table 1).  

 

Table 1. Instruments for measuring the professional identity of psychological help 

providers 

 
No. Name of the 

tool 

Author Year Source 

1. Professional 

Identity Index 

Manomenidis, 

Kafkia, Minaisidou, 

Tasoulis, Koutra, 

Kospantsidou & 

Dimitriadou 

2017 Manomenidis, G., Kafkia, T., Minasidou, E., 

Tasoulis, C., Koutra, S., Kospantsidou, A., & 

Dimitriadou, A. (2017). Is Self-Esteem Actually 

the Protective Factor of Nursing Burnout? 

International Journal of Caring Sciences, 10(3), 

1348-1359. 

2. Professional 

Identity Scale 

in Counseling 
(PISC) 

Woo & Henfield 2015 Woo, H., & Henfield, M.S. (2015). Professional 

Identity Scale in Counseling (PISC): Instrument 

Development and Validation, Journal of Counselor 

Leadership and Advocacy, 2(2), 93-112. 

3. Professional 

Identity Status 

Questionnaire 
(PISQ-5d) 

Mancini, Caricati, 

Panari & Tonarelli 

2015 Mancini, T., Caricati, L., Panari, C., & Tonarelli, 

A. (2015). Personal and social aspects of 

professional identity: An extension of Marcia's 

identity status model applied to a sample of 

university students. Journal of Vocational 

Behavior, 89, 140-150. 

4. Professional 

Identity Five 

Factor Scale 

Tan, Molen & 

Schmidt 

2015 Tan, C. P., Van der Molen, H. T., & Schmidt, H. 

G. (2015). A measure of professional identity 

development for professional education. Studies in 

Higher Education, 42(8), 1504–1519. 

5. Professional 

Identity Scale 

for Nursing 

Students 
(PISNS) 

Hao, Niu, Li, Yue 

& Liu 

2014 Hao, Y.F, Niu, H.J., Li, L.P., Yue, S.J., & Liu, 

X.H. (2014). Measurement of professional 

identity in Chinese nursing students. 
International Journal of Nursing Sciences, 1(2), 

137-144. 

6. Nurses’ 

professional 

values scale  

REVISED 

Korean version 

 

Moon, Kim, Kim, 

Kim & Lee 

 

Original: (Weis & 

Schank, 2009) 

2014 Moon, S., Kim, D. H., Kim, E. J., Kim, Y.-J., & 

Lee, S. (2014). Evaluation of the validity and 

reliability of the Korean version of the Nursing 

Professional Values Scale—Revised. Nurse 

Education Today, 34(3), 325–330. 

7. Chinese 

version of 

nurses’ self-

concept 

questionnaire  

(C-NSCQ) 

Cao, Liu, Tian & 

Guo 

2012 Cao, X. Y., Liu, X. H., Tian, L., & Guo, Y. Q. 

(2012). The reliability and validity of the Chinese 

version of nurses’ self-concept questionnaire. 

Journal of Nursing Management, 21(4), 657–667. 

8. Nurses’ 

professional 

values scale  

REVISED 

Turkish version 

 

Geçkil, Ege, Akın 

& Göz 

Original: (Weis & 

Schank, 2009) 

2012 Geçkil, E., Ege, E., Akin, B., & Göz, F. 

(2012). Turkish version of the revised nursing 

professional values scale: Validity and reliability 

assessment. Japan Journal of Nursing Science, 

9(2), 195–200. 

9. The Casey-

Fink Readiness 

for Practice 

Survey 

Casey, Fink, 

Jaynes, Campbell, 

Cook & Wilson 

2011 Casey, K., Fink, R., Jaynes, C., Campbell, L., 

Cook, P., & Wilson, V., (2011). Readiness for 

practice: The senior practicum experience. Journal 

of Nursing Education, 50(11), 646-652. 

10. Professional 

Identity and 

Values Scale 
(PIVS) 

Healey, Hays & 

Fish 

2010 Healey, A., Hays, D. G., & Fish, J. (2010). A 

grounded theory study of female counselor 

educators on professional identity: Implica- tions 

https://www-sciencedirect-com.db.rsu.lv/science/article/pii/S0001879115000615?via%3Dihub#!
https://www-sciencedirect-com.db.rsu.lv/science/article/pii/S0001879115000615?via%3Dihub#!
https://www-sciencedirect-com.db.rsu.lv/science/article/pii/S0001879115000615?via%3Dihub#!
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https://www-sciencedirect-com.db.rsu.lv/science/article/pii/S0001879115000615?via%3Dihub#!


 
 

10 
 

 for wellness and training. Unpublished manuscript, 

Sam Houston State University, Huntsville, TX.  

Retrieved from: 

Healey, A.C. & Hays, D.G. (2012). A Discriminant 

Analysis of Gender and Counselor Professional 

Identity Development. Journal of Counseling and 

Development: JCD; Alexandria, 90(1). 

11. Nurses’ 

professional 

values scale  

REVISED 

Chinese version 

Lin & Wang  

 

Original: (Weis & 

Schank, 2009) 

2010 Lin, Y.H., & Wang, L. S. (2010). A Chinese 

version of the revised nurses professional values 

scale: Reliability and validity assessment. Nurse 

Education Today, 30(6), 492–498. 

12. Professional 

Self Identity 

Questionnaire 

(PSIQ)  

 

Crossley &  

Vivekananda-

Shhmidt 

2009 Crossley, J., & Vivekananda-Schmidt, P. 

(2009). The development and evaluation of a 

Professional Self Identity Questionnaire to measure 

evolving professional self-identity in health and 

social care students. Medical Teacher, 31(12), 

e603–e607. 

13. The Nurse 

Professional 

Identity scale  

Liu 2009 Liu, L. (2009). Nurse professional identity and its 

relationship with stress and burnout. Master’s 

thesis, The Second Military Medical University, 

Shanghai, China.  

Retrieved from: 

Zhang, Y., Wu, J., Fang, Z., Zhang, Y., & Wong, 

F.K.Y. (2017). Newly graduated nurses' intention 

to leave in their first year of practice in Shanghai: 

A longitudinal study. Nursing Outlook, 65(2), 202-

211. 

14. Nurses 

Professional 

Values Scale 
Revised NPVS-

R 

Weis & Schank 2009 Weis, D., & Schank, M.J. (2009). Development 

and psychometric evaluation of the Nurses 

Professional Values Scale-Revised. Journal of 

Nursing Measuremen, 17(3), 221-31 

15. Professional 

Identity and 

Engagement 

Scale (PIES), 

The PIES 

revised version  

Puglia 2008 Puglia, B. (2008). The professional identity of 

counseling students in master’s level CACREP 

accredited programs (Doctoral dis- sertation, Old 

Dominion University). Available from ProQuest 

Dissertations and Theses database.  

Retrieved from: 

Healey, A.C., & Hays, D.G. (2012). A 

Discriminant Analysis of Gender and Counselor 

Professional Identity Development. Journal of 

Counseling and Development: JCD; Alexandria, 

90(1). 

16. Macleod Clark 

Professional 

Identity Scale 
(MCPIS-9) 

Adams, Hean, 

Sturgis & Clark 

2006 Adams, K., Hean, S., Sturgis, P., & Clark, M.J., 

(2006). Investigating the factors influencing 

professional identity of first-year health and social 

care students. Learning in Health and Social Care, 

5(2), 55–68.  

17. The Social 

Work Values 

Survey 

Bradley, Maschi & 

Ward 

2006 Bradley, C., Maschi, T., & Ward, K. (2006). Social 

work values survey. New York, NY: Community 

Research and Evaluation Collaborative. 

Retrieved from: 

Bradley, C., Maschi, T., O'Brien, H., Morgen, K., 

& Ward, K. (2012). Faithful but different: Clinical 

social workers speak out about cerrer motivation 

and professional values, Journal of Social Work 

Education, 48(3), 459-477. 

https://search-proquest-com.db.rsu.lv/pubidlinkhandler/sng/pubtitle/Journal+of+Counseling+and+Development+:+JCD/$N/25041/DocView/920211606/fulltextwithgraphics/E7B30C8AB6964FCEPQ/1?accountid=32994
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https://search-proquest-com.db.rsu.lv/pubidlinkhandler/sng/pubtitle/Journal+of+Counseling+and+Development+:+JCD/$N/25041/DocView/920211606/fulltextwithgraphics/E7B30C8AB6964FCEPQ/1?accountid=32994
https://search-proquest-com.db.rsu.lv/pubidlinkhandler/sng/pubtitle/Journal+of+Social+Work+Education/$N/48631/DocView/1152269394/fulltext/38C200F6D004BACPQ/1?accountid=32994
https://search-proquest-com.db.rsu.lv/pubidlinkhandler/sng/pubtitle/Journal+of+Social+Work+Education/$N/48631/DocView/1152269394/fulltext/38C200F6D004BACPQ/1?accountid=32994


 
 

11 
 

18. Clarity of 

Professional 

Identity 

Dobrow & Higgins 2005 Dobrow, S. R., & Higgins, M.C. 

(2005). Developmental networks and professional 

identity: a longitudinal study. Career Development 

International, 10(6/7), 567–583. 

19. The Values 

survey 

 

Rognstad, Nortvedt 

& Aasland 

2004 Rognstad, M.K., Nortvedt, P., & Aasland, O. 

(2004). Helping Motives in Late Modern Society: 

values and attitudes among nursing students. 

Nursing Ethics, 11(3), 227–239. 

20. Nurses self-

concept 

questionnaire   

Cowin 2001 Cowin, L. (2001). Measuring nurses’ self-concept. 

Western Journal of Nursing Research, 23, 313–25. 

21. The CRN's 

Development of 

Psychotherapis

ts Common 

Core 

Questionnaire 
(DPCCQ) 

Society for 

Psychotherapy 

Research in New 

Zealand, The 

Collaborative 

Research Network 

Study (CRN) 

1989 Kazantzis, N., Calvert, S.J., Orlinsky, D.E., Rooke, 

S., & Ronan, K. (2010). Professional development 

perceptions and activities of psychiatrists and 

mental health nurses in New Zealand. The New 

Zealand Medical Journal (Online), 123(1317), 

24-34. 

 

According to the next steps of the narrative synthesis, the content of the professional 

identity’s measurement instruments was analyzed to make a final synthesized conclusion for 

this study.  

When analyzing the content of the professional identity measurement tools, 50 content 

items were identified to form the phenomenon of the professional identity. Furthermore, equal 

content items were merged into categories (Table 2).  

 

Table 2. Items and category/criteria forming the content of professional identity 

 
CATEGORY/

CRITERION 
1.Belonging to 

a Profession 

2.Professional 

Self-esteem 

3.Professional 

Self-reflection 

4.Practice in 

the Profession 

5.Relationship 

with colleagues 

ITEM 1.Belonging to 

a profession 

2.Identification 

with the 

profession 

3.Professional 

role 

4.Professional 

self-esteem 

5.Professional 

self-image 

6.Professional 

affirmation 

7.Professional 

self-efficacy  

 

8.Professional 

self-reflection 

9.In depth 

involvement in 

the profession 

10.Thinking 

about self in 

terms of 

profession 

11.Feedback 

from 

colleagues/peer

s 

12.Supervision 

13. Personal 

psychotherapy 

14. Professional 

identity 

assessment 

15. Practice in 

profession 

16. 

Development 

of skills 

17.Work, 

relationship in 

multidisciplinary 

team 

18.Professional 

communication 

19.Professional 

relationship 

20.Professional 

social skills 

CATEGORY/

CRITERION 
6.Professional 

Difference 

7.Professional 

Development 

and 

Improvement 

8.Networking 9.Distribution 

of Knowledge 

10.Engaging 

Behavior 

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https://search-proquest-com.db.rsu.lv/pubidlinkhandler/sng/pubtitle/The+New+Zealand+Medical+Journal+$28Online$29/$N/1056335/DocView/1034261122/fulltext/C162B2E93B75485FPQ/1?accountid=32994


 
 

12 
 

ITEM 21.Professional 

difference 

22.Professional 

uniqueness 

23.Social 

comparison 

24.Continuing 

education 

(workshops, 

seminars, 

conferences) 

25.Professional 

self-growth 

26.Reading 

professional 

books, journals 

27.Sertification 

/ accreditation 

28.Working 

with co-

therapist 

29.Shadowing 

other 

colleagues/peer

s 

30.Informal 

meetings with 

peers 

31.Professional 

social support 

32.Teaching 

others 

33.Educating 

society about 

profession 

34.Supervisor, 

mentoring for 

colleagues 

35.Research in 

the profession 

 

36.Engaging 

behavior 

37.Participation 

in professional 

events 

(meetings, 

conferences) 

38.Involvement 

in a professional 

association 

CATEGORY/

CRITERION 
11.Integration 

of Personal 

Characteristics 

12.Knowledge 

About 

Profession 

13.Ethical and 

Legal Aspects 

of Profession 

14.Knowledge

, Skills 

15.Review of 

Professional 

Obligations 

ITEM 39.Personal 

spirituality 

40.Personal 

values 

41.Personal 

views 

42.Altruism, 

desire to help 

43.Knowledge 

about the 

development, 

history, culture 

of the 

profession 

44.Following 

the 

development of 

the profession 

45.Philosophy 

of the 

profession 

46.Knowledge 

of professional 

legislation and 

normative 

documents 

47.Ethical 

issues of 

profession 

48.Knowledge, 

skills 

49.Disappointme

nt in the 

profession 

50.The desire to 

leave the 

profession, to 

change the 

profession 

 

As a result, 15 categories were designed which included the items that form the content of 

professional identity. Moreover, these categories can be classified in line with theoretical 

approaches to the formation of the professional identity (Vignoles et al, 2011; Skorikov et al, 

2011) – individual, relational and collective identity domains (Table 3).  

 

Table 3.  Categories in line with the theoretical approaches 

 

Individual identity domain Relational identity domain Collective identity domain 

Professional self-esteem 

Professional self-reflection 

Continuing education  

Integration of personal 

characteristics 

Knowledge and skills 

Relationship with colleagues 

Networking 

Engaging behavior 

Distribution of knowledge  

Belonging to a profession  

Practice in the profession  

Knowledge about profession  

Ethical and legal aspects of 

profession 

Professional difference  

Review of professional 

obligations 

 

According to this classification, most of the categories are regarding the collective and 

individual domains of the professional identity. Only three categories are classified with the 

relational domain. Nevertheless, this is also an important part of the professional development, 



 
 

13 
 

especially when discussing the professional borders (Bortaščenoks et al, 2018; Ricou et al, 

2018).  

 

 

Conclusions 

 

It can be concluded that professional identity is characterized in many aspects and there 

are various measuring tools to determine it. When studying professional identity, several parts 

of the content of professional identity are integrated in different measurement tools. Thus, there 

is no single and comprehensive tool for measuring the professional identity of psychological 

help providers.  

As a result of this study 15 categories were identified as the content aspects of 

professional identity which could be applied in the further research studies regarding the 

professional identity measurement. Thus, several different aspects of the professional identity 

were identified therefore enriching the theoretical bases of this phenomenon. The categories 

and content items were identified after screening 366 research articles about professional 

identity therefore not only confirming the broad viewpoint of the professional identity, but also 

providing a structured system on the measurement of this phenomenon.  

To increase understanding about professional identity it is necessary to continue to develop 

the content of this phenomenon. Measuring professional identity for groups of the 

psychological help providers could help to understand how the professional identity of each of 

the group could be described content wise and to increase the understanding about the 

professional boundaries.  

 

 

References 

 

Adams, K., Hean, S., Sturgis, P., & Clark, J.M. (2006), Investigating the factors influencing 

professional identity of first‐year health and social care students. Learning in Health and 

Social Care, 5, 55-68. 

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Clinical social workers speak out about cerrer motivation and professional values, Journal 

of Social Work Education, 48(3), 459-477. 

Casey, K., Fink, R., Jaynes, C., Campbell, L., Cook, P., & Wilson, V., (2011). Readiness for 

practice: The senior practicum experience. Journal of Nursing Education, 50(11), 646-652. 

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Crossley, J., & Vivekananda-Schmidt, P. (2009). The development and evaluation of a 

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