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Professional identity formation of pharmacy students during an early preregistration training placement
Quinn, Gemma L. Lucas, Beverley J.
Quinn, Gemma L.
Lucas, Beverley J.
Publication Date
2020-01
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2019-12-16
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Abstract
Objective. To explore the lived experiences of pharmacy students undertaking an early pre-registration training placement in the United Kingdom, particularly with respect to the development of different aspects of their professionalism.
Methods. Fourteen students returning from an early pre-registration placement (during the third year of their pharmacy degree) were interviewed, using a semi-structured approach. Grounded theory methods were used to analyze the transcripts and a theory was developed.
Results. ʻDeveloping a professional identityʼ was the core process that occurred during the placement. This included four stages: (1) Reflection (2) Selection of attributes (3) Professional socialization and (4) Perception of role. As a consequence of ʻDeveloping a professional identityʼ, participants had a strong vision of the kind of pharmacist they wanted to be when qualified. They articulated an increased responsibility as students, and began to see themselves as ʻNow a trainee professionalʼ.
Conclusion. This study strongly supports the use of an early pre-registration period to develop pharmacy students’ sense of professional identity and strengthen their motivation to learn.
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Quinn G, Lucas B and Silcock J (2020) Professional identity formation of pharmacy students during an early preregistration training placement. American Journal of Pharmaceutical Education. 84(1): ajpe7804.
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Article