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    Developing a professional identity: a grounded theory study of the experiences of pharmacy students undertaking an early period of pre-registration training

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    PhD Thesis (2.318Mb)
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    Publication date
    2017
    Author
    Quinn, Gemma L.
    Supervisor
    Lucas, Beverley J.
    Silcock, Jonathan
    Keyword
    Professionalism
    Professionalisation
    Professional socialisation
    Placement
    Role model
    Feedback
    Pharmacy education
    Pre-registration trainee pharmacist (PRTP)
    Pharmacy students
    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    School of Pharmacy, Faculty of Life Sciences
    Awarded
    2017
    
    Metadata
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    Abstract
    Introduction: Trainee pharmacists are required to undertake a work-based pre-registration training placement (PRTP) in order to qualify. Literature exploring how this placement influences the development of students’ professionalism is sparse, however it is acknowledged that placements offer learning that can not be replicated in an academic environment. Following recent recommendations for the PRTP to be split into two six-month placements, the “sandwich” Master of Pharmacy (MPharm) programme at the University of Bradford offers a unique opportunity to study the impact of an early PRTP. This project aimed to understand the experiences of “sandwich” students during their early PRTP and generate a theory explaining how professionalism develops during this time. Methods: A constructivist grounded theory approach was taken. Fourteen students who had recently completed their early PRTP were interviewed using semi-structured, face-to-face interviews. A constant comparative approach to analysis was taken. Findings: The process developing a professional identity emerged as the core category. This consisted of four interlinking stages; reflection, selection of attributes, professional socialisation and perception of role. Developing a professional identity occurred under the conditions of realising the reality of the profession, developing practical knowledge and skills and learning from mentors. The consequence of developing a professional identity was that participants felt they were now a trainee professional. Discussion and conclusion: The theory demonstrates that developing a professional identity was the main process that occurred whilst MPharm students were on their early PRTP. Regulatory, funding and educational organisations should consider this when reviewing pharmacists’ training and students’ approach on return to university.
    URI
    http://hdl.handle.net/10454/15927
    Type
    Thesis
    Qualification name
    PhD
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    Theses

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