Professional identity formation of pharmacy students during an early preregistration training placement

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.