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Performance, emotion work, and transition: challenging experiences of complementary therapy student practitioners commencing clinical practice

Fixsen, Alison and Ridge, Damien T. (2012) Performance, emotion work, and transition: challenging experiences of complementary therapy student practitioners commencing clinical practice. Qualitative Health Research, 22 (9). pp. 1163-1175. ISSN 1049-7323

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Official URL: http://dx.doi.org/10.1177/1049732312449213

Abstract

Few researchers have explored the clinical experiences of complementary and alternative medical practitioners and students, including the emotion work they perform. In this article, using a constant comparison approach and a heuristic framework (a dramaturgical perspective), we analyze semistructured interviews with nine undergraduate practitioners in training to examine challenges experienced when students first attend to patients. A feature of students’ learning about clinical work concerned performance in a public arena and associated demands placed on the inchoate practitioner. Preliminary patient consultations represented a dramatic rite of passage and initiation into a transitional phase in professional identity. Juggling the roles of student and practitioner within an observed consultation led to anticipatory anxiety, impression management strategies and conflict with other individuals. Of the coping strategies, participants regarded the sharing and feedback from peer groups as most effective in examining and resolving the challenges of becoming a practitioner.

Item Type:Article
Research Community:University of Westminster > Life Sciences, School of
ID Code:10304
Deposited On:09 Feb 2012 14:18
Last Modified:24 Jun 2013 16:17

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