Hospital managers can intentionally leverage CE to promote positive identity development. Pictured is the team at Flora Veterinary Clinic in Flora, Ill. Photo courtesy Patterson Veterinary Since its inception in the 1960s, the profession of veterinary technology has expanded substantially. The role has evolved from functioning primarily as restrainers and veterinary aides to the professionalization era of the 1980s, marked by the growth of American Veterinary Medical Association-accredited veterinary technology programs, and into the 2000s and beyond, where credentialed technicians perform advanced nursing procedures, anesthesia induction and monitoring, dentistry, and other complex clinical tasks. With growing expectations for advanced skill acquisition and increased opportunities for career advancement, including specialization and continuing education (CE), CE no longer serves as a secondary benefit but instead functions as a mechanism for professional identity development. Utilizing Dugas’s Identity Triangle Model,1 originally applied to K-12 teachers, this article explores how CE can be conceptualized as a driver of professional identity, leading to improved staff retention, role clarity, confidence, and professionalization among veterinary technicians. A look at professional identity Professional identity can be defined as the way a person understands, experiences, and presents themselves within a profession, including how they perceive their purpose, roles, and responsibilities. Veterinary technicians represent a particularly relevant population for examining professional identity due to persistent public misconceptions regarding their scope of practice, role ambiguity within some hospitals, and situations in which non-credentialed staff perform similar duties or credentialed technicians are underutilized. Additionally, the emotional labor and compassion fatigue associated with the profession can challenge a technician’s psychological view of self. Many technicians enter the field motivated by a desire to help others and by identifying as empathetic, caring individuals. However, repeated exposure to financial limitations on care, euthanasia, and untreatable patients may contribute to emotional exhaustion or numbness, leading individuals to question their empathy, professional fit, or long-term sustainability within the field. The Identity Triangle framework proposes that professional identity develops through interaction among three domains: psychological, relational, and behavioral. While earlier theorists emphasized individual components, such as Erikson’s view of identity as an internal developmental process2 or Foucault’s perspective on identity as shaped by institutional systems,3 this model emphasizes achieving coherence among all three domains. The psychological domain centers on an individual’s life narrative and internal understanding of self. The relational domain emphasizes recognition and positioning by others as catalysts for identity development. Lastly, the behavioral domain focuses on actions, roles, and professional practices that contribute to identity formation. Expectations for advanced and specialized skills make CE the main mechanism for professional development, no longer a secondary benefit. Photo courtesy Patterson Veterinary Applying the framework Applying this framework to veterinary technicians, CE can shape a technician’s internal narrative by reinforcing professional legitimacy and competence. When daily routines reduce individuals to task-oriented roles, acquiring new knowledge can help reframe their self-concept as skilled practitioners. CE often promotes reflection, allowing technicians to integrate past experiences, personal values, and future professional goals. Many technicians pursue CE to obtain additional credentials or advanced certifications, which serve as visible markers of expertise to colleagues and clients. Conferences and educational events also provide networking opportunities that foster social validation and a sense of belonging within the professional community. As technicians apply newly acquired knowledge, behavioral changes often follow. Technicians may adopt advanced nursing techniques, assume leadership responsibilities within the practice, and engage more effectively in client education. As these behaviors become visible, technicians may receive increased recognition as experienced professionals, which further reinforces professional identity. Thus, CE supports alignment among psychological, relational, and behavioral domains. Alignment across these domains can strengthen a technician’s sense of identity through multiple pathways. For example, a technician may attend clinical CE, gain confidence in advanced skills, and subsequently be entrusted with more complex cases and procedures. This increased responsibility may then lead to leadership behaviors within the practice. However, conflicts among domains may also create identity tension. If a technician gains confidence and skills, but is not afforded corresponding role advancement, misalignment may occur, potentially contributing to strain or burnout. Hospital managers and practice leaders can intentionally leverage CE to promote positive identity development. Reflective exercises following CE participation allow technicians to consider how new knowledge influences their daily practice and long-term career trajectory. Mentorship programs can further support identity formation by encouraging dialogue that connects skill development with professional growth. Practices should also openly recognize CE achievements and expand technicians’ responsibilities as their skills advance. Such strategies shift CE from being viewed as a compliance requirement toward a meaningful contributor to professional development and workforce sustainability. Final thoughts Continuing education must be viewed as more than simple knowledge acquisition. CE serves as a powerful mechanism for narrative reconstruction, social recognition, and behavioral transformation. By recognizing its role in professional identity formation, veterinary leaders can strengthen technician professionalization, enhance retention, and support the long-term sustainability of the veterinary workforce. Oriana D. Gradeles-Scislowicz, LVT, CPTD, PMP, is Patterson Veterinary’s senior manager and instructional designer for Patterson Veterinary Academy with Continuing Education in management, clinical, and professional development.
