Becoming, being and belonging: the development of the allied health professional identity

There are 14 individual professions in the NHS in England identified collectively as Allied Health Professionals (AHPs). Despite national strategy bringing these professions together for greater influence in healthcare, understanding of their collective identity and how it develops is under-researched. The purpose of this research is therefore to explain how an AHP identity develops, if at all.

Using a grounded theory methodology, through a constructivist lens, the study involved semi-structured interviews with 22 clinically practising AHPs from across England, representing 11 of the 14 professions. The transcripts were analysed using grounded theory methods, leading to the construction of the substantive theory ‘Becoming, Being and Belonging: The development of the Allied Health Professional identity’.

Findings show an AHP’s foundational identity is their uni-profession identity, formed through training and professional registration. AHPs may hold multiple identities, but not all develop a collective AHP identity, particularly those registered for five years or less. The collective identity can be experienced as something imposed upon AHPs through NHS structures. It can also be claimed by the AHPs for actionable change, to overcome shared challenges. The AHP identity is formed predominantly post registration through interaction with other AHPs. Without this connection, the identity may not develop. The AHP identity can also form as a consequence of perceived threats to the uni-profession identity, whether arising from external forces or within the AHP collective itself, namely being undervalued or perceiving inequality. Leadership is necessary to facilitate opportunities for AHPs to connect and encourage the behaviours that cultivate the identity. Without effective leadership the AHP identity may not form or may be diminished.

Active development of the AHP identity requires change at organisational and policy levels. Recommendations include early AHP identity development during pre-registration training, enhancing AHP leadership and supporting behaviours that sustain AHP identity while mitigating threats to the uni-profession identity. Integrating these factors into AHP education, practice, and policy can realise the full potential of the collective AHP identity for ultimate workforce and patient benefit.