Pharmacy Workforce Development South, Bristol, UK.
University of Bradford, Bradford, West Yorkshire, UK.
Int J Pharm Pract. 2022 Aug 9;30(4):367-376. doi: 10.1093/ijpp/riac042.
Development of new patient-facing roles for pharmacists and reports of poor patient care in the UK has led to questions concerning how pharmacists develop professionalism. This study explored how professionalism is developed and assessed during the post-graduation year in practice or pre-registration placement. The perspectives of two staff at the professional regulator UK (General Pharmaceutical Council), eight service users, seven pre-registration trainees, and 12 pre-registration tutors were recruited.
An interpretative paradigm was adopted. Data collection involved a semi-structured group interview, focus groups and a qualitative e-questionnaire. An inductive reasoning approach informed data analysis and interpretation.
All groups provided insights into examples of transformative moments which potentiated professionalism development, the first being awarding the 'pre-registration trainee' title. All groups reported that contact with patients and trainee reflection aided professionalism maturation from a 'self-centred student' to becoming a 'responsible professional' where more than 'doing' is demanded. Furthermore, tutors stated the rate of professionalism development was affected by the sector of training and its opportunities for patient contact. Tutors felt they alone, not the registration exam, assessed professionalism using a variety of assessment approaches. Importantly, no tutors reported patient involvement in the assessment of trainees' professionalism, yet service users expected to be involved.
Transformative moments and maturation periods during pre-registration training develop professionalism and enable trainees to 'become' a pharmacist. Careful planning of placements to optimise professionalism development across pharmacy sectors and consistent patient involvement in assessing trainee professionalism is recommended.
在英国，药师新的面向患者的角色的发展和患者护理不佳的报告引发了对药师如何发展专业精神的质疑。本研究探讨了在毕业后实践或注册前安置期间如何发展和评估专业精神。从专业监管机构英国（普通药师理事会）的两名工作人员、八名服务用户、七名注册前培训生和十二名注册前导师那里招募了观点。
采用解释性范例。数据收集涉及半结构化小组访谈、焦点小组和定性电子问卷。归纳推理方法为数据分析和解释提供了信息。
所有群体都提供了有关潜在促进专业精神发展的变革时刻的见解，第一个是授予“注册前培训生”称号。所有群体都报告说，与患者的接触和培训生的反思有助于专业精神的成熟，从“以自我为中心的学生”转变为成为“负责任的专业人员”，在这种情况下，不仅仅是“做”。此外，导师表示，专业精神发展的速度受到培训部门及其与患者接触的机会的影响。导师认为，他们自己（而不是注册考试）使用各种评估方法来评估专业精神。重要的是，没有导师报告说患者参与评估培训生的专业精神，但服务用户期望参与。
注册前培训期间的变革时刻和成熟时期发展了专业精神，使培训生能够“成为”药剂师。建议精心规划安置，以优化各个药学部门的专业精神发展，并始终让患者参与评估培训生的专业精神。
