Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, School of Health Sciences, The University of Manchester, Oxford Road, Manchester, M13 9PT, UK.
Res Social Adm Pharm. 2022 Mar;18(3):2468-2477. doi: 10.1016/j.sapharm.2021.03.013. Epub 2021 Apr 16.
Despite reported benefits of transition support programmes for other healthcare professionals, no evidence-based support interventions exist to ease newly-registered novice community pharmacists' (NCPs) transition into practice.
To develop an intervention to provide psychosocial support, support the development of professional behaviours and skills of novice pharmacists in community pharmacy and conduct an evaluation.
The Medical Research Council (MRC) guidance for developing complex interventions was applied to develop a 17-week, pharmacist coach-led intervention, using a social media group, a face-to-face introductory workshop, two webinars, weekly case studies, portfolios (reflective logs and development plans) and a handbook. Twelve newly-registered NCPs participated. A coach log and semi-structured interviews collected data on feasibility, acceptability and perceived impact.
Findings suggest the intervention was feasible and highly acceptable to NCPs, who perceived the coach and social media group to be the most valuable components. The coach was described as non-judgemental, approachable and collaborative. Provision of guided one-to-one reflection was viewed as useful for debriefing, feedback and meaningful reflection, and supported development of reflection-in-action. The face-to-face workshop was considered important for establishing rapport and trust. The social media group was most valued for providing an accessible, confidential and responsive support network, in which NCPs felt psychologically safe to learn. This component was reported to present opportunities for developmental discourse and shared reflection with peers, thus reducing the sense of professional isolation. NCPs reported that the intervention led to increases in meaningful learning, confidence, critical reasoning, self-awareness and self-reflection. The webinars and handbook were identified as the least valuable components.
A transition-support intervention using an experienced pharmacist coach, delivered within a safe, supportive, albeit online facilitated learning environment, appeared feasible and valuable in supporting guided reflection and developmental discourse. This facilitates transformative learning, and supports NCPs to gain proficiency and become independent reflective practitioners.
尽管有报道称过渡支持计划对其他医疗保健专业人员有益，但目前尚无基于证据的支持干预措施来缓解新注册的新手社区药剂师（NCP）过渡到实践中。
开发一种干预措施，为新手药剂师提供社会心理支持，支持其专业行为和技能的发展，并进行评估。
应用医学研究委员会（MRC）制定复杂干预措施的指南，制定了一项为期 17 周的、由药剂师教练主导的干预措施，使用社交媒体群组、面对面介绍性研讨会、两次网络研讨会、每周案例研究、投资组合（反思日志和发展计划）和手册。12 名新注册的 NCP 参与了该研究。教练日志和半结构化访谈收集了关于可行性、可接受性和感知影响的数据。
研究结果表明，该干预措施对 NCP 来说是可行且高度可接受的，他们认为教练和社交媒体群组是最有价值的组成部分。教练被描述为不评判、平易近人和合作。提供指导式一对一反思被认为对于汇报、反馈和有意义的反思很有用，并支持行动中的反思发展。面对面研讨会被认为对于建立融洽关系和信任很重要。社交媒体群组因其提供了一个可访问、保密和响应式的支持网络而最受重视，在这个网络中，NCP 感到可以在学习中获得心理上的安全。这一组成部分为与同行进行发展性讨论和共同反思提供了机会，从而减少了职业孤立感。NCP 报告说，该干预措施导致了有意义的学习、信心、批判性推理、自我意识和自我反思的增加。网络研讨会和手册被认为是最没有价值的组成部分。
使用经验丰富的药剂师教练提供的过渡支持干预措施，在安全、支持性的在线环境中进行，似乎是可行且有价值的，可以支持有指导的反思和发展性讨论。这促进了变革性学习，并支持 NCP 获得专业技能并成为独立的反思实践者。
