Performance, emotion work, and transition: challenging experiences of complementary therapy student practitioners commencing clinical practice.
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 9 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 sharing and feedback from peer groups as most effective in examining and resolving the challenges of becoming a practitioner.
School of Life Sciences, University of Westminster, London, UK. A.Fixsen@westminster.ac.uk
Alison
A
Fixsen
Damien
D
Ridge
D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D000488:Allied Health Personnel / Q000193:education*; D001007:Anxiety; D000529:Complementary Therapies / Q000193:education*; D004644:Emotions / Q000502:physiology*; D005260:Female; D006801:Humans; D007406:Interview, Psychological; D008297:Male; D019365:Metaphor; D010379:Peer Group; D010818:Practice Patterns, Physicians'; D036301:Qualitative Research; D013315:Stress, Psychological; D013334:Students / Q000523:psychology*; D013647:Task Performance and Analysis; D013997:Time Factors; D006113:United Kingdom; D055815:Young Adult