Cardiff Unit for Research and Evaluation in Medical and Dental Education, School of Social Sciences, Cardiff University, Cardiff, UK
Cardiff Unit for Research and Evaluation in Medical and Dental Education, School of Social Sciences, Cardiff University, Cardiff, UK.
BMJ Open. 2021 Oct 25;11(10):e051684. doi: 10.1136/bmjopen-2021-051684.
Pharmacists are increasingly contributing to the skill mix of general practice surgeries to help alleviate pressures faced by UK doctors working in primary care. However, they need support in overcoming barriers to their integration. The purpose of this work was to evaluate a programme designed to support pharmacists' transition to working in general practice settings. We explored the learning needs of pharmacists', the barriers and enablers to their integration and provide recommendations based on our results.
A qualitative evaluation of a 1-year transition programme in Wales starting in September 2018 to support pharmacists' transition to working in general practice settings.
We employed an interpretative phenomenological approach involving 10 pharmacists across Wales enrolled on the transition to general practice training programme, and their tutors. Data were collected across two sequential phases: in phase 1 telephone interviews were held with pharmacists midway through their training; in phase 2, focus groups were conducted with both pharmacists and tutors towards the end of the programme.
Pharmacists enter general practice settings with a variety of prior experience. The programme provided a framework that pharmacists found helpful to map their experience to but the programme needed to be flexible to individual learning needs. The tutor role was typically regarded as the most valuable component, but interaction with the wider general practice team was critical to ease the transition. Pharmacists encountered a lack of clarity about their role which impeded their integration into the workplace team.
A formal programme with a designated tutor can support pharmacists' transition into general practice settings. The programme's competency framework facilitated reciprocal understanding of the pharmacist's role in the team, helped to manage expectations and enhanced collaborative practice. Recommendations to facilitate pharmacist integration into general practice settings are provided.
药剂师越来越多地为全科医生手术的技能组合做出贡献，以帮助缓解英国初级保健医生面临的压力。然而，他们需要支持来克服整合的障碍。这项工作的目的是评估一项旨在支持药剂师过渡到全科实践环境的计划。我们探讨了药剂师的学习需求、整合的障碍和促成因素，并根据我们的结果提出建议。
2018 年 9 月在威尔士开始的为期 1 年的过渡计划的定性评估，以支持药剂师过渡到全科实践环境。
我们采用了一种解释性现象学方法，涉及威尔士的 10 名药剂师，他们都参加了过渡到全科培训计划，以及他们的导师。数据是在两个连续阶段收集的：在第 1 阶段，对参加培训中途的药剂师进行了电话访谈；在第 2 阶段，在计划结束时对药剂师和导师进行了焦点小组讨论。
药剂师进入全科实践环境时具有各种先前的经验。该计划提供了一个框架，药剂师发现该框架有助于将他们的经验映射到该框架上，但该计划需要灵活适应个人的学习需求。导师的角色通常被认为是最有价值的组成部分，但与更广泛的全科团队的互动对于缓解过渡至关重要。药剂师遇到了对其角色缺乏明确性的问题，这阻碍了他们融入工作场所团队。
有指定导师的正式计划可以支持药剂师过渡到全科实践环境。该计划的能力框架有助于团队内相互理解药剂师的角色，有助于管理期望并增强协作实践。提供了促进药剂师融入全科实践环境的建议。
