Show simple item record

dc.contributor.advisorLucas, Beverley J.
dc.contributor.advisorSilcock, Jonathan
dc.contributor.authorQuinn, Gemma L.*
dc.date.accessioned2018-05-17T10:55:31Z
dc.date.available2018-05-17T10:55:31Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10454/15927
dc.description.abstractIntroduction: 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.en_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.eng
dc.subjectProfessionalismen_US
dc.subjectProfessionalisationen_US
dc.subjectProfessional socialisationen_US
dc.subjectPlacementen_US
dc.subjectRole modelen_US
dc.subjectFeedbacken_US
dc.subjectPharmacy educationen_US
dc.subjectPre-registration trainee pharmacist (PRTP)en_US
dc.subjectPharmacy studentsen_US
dc.titleDeveloping a professional identity: a grounded theory study of the experiences of pharmacy students undertaking an early period of pre-registration trainingen_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentSchool of Pharmacy, Faculty of Life Sciencesen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2017
refterms.dateFOA2018-07-29T03:22:07Z


Item file(s)

Thumbnail
Name:
FINAL approved thesis DEVELOPING ...
Size:
2.318Mb
Format:
PDF
Description:
PhD Thesis

This item appears in the following Collection(s)

Show simple item record