Narratives of Role Identity and Interprofessional Collaboration in Multidisciplinary Healthcare Teams: A Theoretical Study Across Nursing, Dental, Medical, Administrative, Health Security, Intensive Care, Radiology, and Health Information Roles

Abstract

This study explored the theoretical relationship between role identity and interprofessional collaboration in multidisciplinary healthcare teams, developing an integrated conceptual framework known as the Collaborative Role Identity (CRI) Model. Through a comprehensive synthesis of theoretical literature published between 2015 and 2025, the research examined how nursing technicians, dental assistants, medical secretaries, general dentists, health information technicians, health assistants, health security personnel, internal medicine resident physicians, intensive care professionals, and radiology professionals construct and enact their professional identities within collaborative contexts. The findings revealed that collaboration across healthcare settings is shaped by the interplay of individual self-concept, interprofessional belonging, institutional recognition, and narrative reflexivity. The results demonstrated that strong professional self-awareness, mutual respect, and clear organizational recognition significantly enhance collaborative competence, communication, and role clarity across healthcare teams. Moreover, the study found that identity negotiation is a dynamic process influenced by education, workplace culture, and team interaction, with boundary negotiation serving as a pivotal factor in balancing autonomy and teamwork.

The CRI Model synthesizes these findings into a coherent structure encompassing three conceptual levels: micro (individual identity construction), meso (collaborative negotiation), and macro (organizational context). Theoretical validation confirmed that the model achieved saturation, consistency, and logical integration across disciplines. This theoretical framework provides a foundation for advancing interprofessional education, policy design, and organizational practice across multidisciplinary healthcare settings. It underscores that fostering collaborative identity through education, reflection, and institutional support is essential for cohesive and effective team functioning. Ultimately, this study contributes a novel theoretical perspective, demonstrating that collaboration is not merely a procedural act but an expression of professional identity co-created through dialogue, trust, and shared purpose.