University of Bradford, Bradford, United Kingdom.
Am J Pharm Educ. 2020 Aug;84(8):ajpe7804. doi: 10.5688/ajpe7804.
To explore the lived experiences of pharmacy students undertaking an early preregistration training placement in the United Kingdom, particularly with respect to the development of different aspects of their professionalism. Fourteen students returning from an early preregistration 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. Developing a professional identity was the core process that occurred during the placement. This included four stages: reflection, selection of attributes, professional socialization, and perception of role. As a consequence of developing a professional identity, 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 a "trainee professional." The findings of this study strongly support having an early preregistration period for pharmacy students to develop a sense of professional identity and strengthen their motivation to learn.
本研究旨在探索在英国进行早期预注册培训实习的药学专业学生的生活体验，尤其是他们在专业素养发展方面的体验。研究采用半结构化访谈的方法，对 14 名完成早期预注册实习（在药学学位第三年）的学生进行了访谈。运用扎根理论分析了访谈记录并提出了一个理论。在实习过程中，学生逐渐形成了一种专业认同感，这是核心过程。该过程包括四个阶段：反思、选择特征、专业社会化和角色认知。由于形成了专业认同感，参与者对合格后希望成为什么样的药剂师有了清晰的认识。他们作为学生的责任感增强，并开始将自己视为“实习专业人员”。本研究的结果强烈支持为药学专业学生提供早期预注册阶段，以培养他们的专业认同感并增强他们的学习动力。
