Exploring the process of professional socialisation and development during pharmacy pre-registration training in England

Abstract

This study showed the experiences encountered by trainees that affect their professional socialisation. More standardisation across training sites may reduce the variation in experiences and professional socialisation and development. Formal training for pre-registration tutors and support staff that play a key role in supporting trainees could be considered. Support for newly qualified pharmacists may allay the challenging transition they face when entering practice.

What can community pharmacy learn from the experiences of transition to practice for novice doctors and nurses? A narrative review

“…This review provides evidence that transitions perceived as challenging may negatively influence practitioner behaviour, the quality of the care they provide and have implications for patient safety. Many of the findings discussed have similarly been reported in studies on early career pharmacists and include difficulties thinking critically, applying knowledge to practice, lacking clinical knowledge, leadership, organisation and communication skills, having inadequate self‐assessment, professional judgement and assertiveness skills . Pharmacy practice research has provided evidence that shows under some circumstances pharmacists demonstrate reluctance to report errors and struggle to recognise the limitations of their practice …”

“…Current literature across the healthcare professions supports the view that positive social experiences and well‐implemented peer support structures ease transition, a finding supported by the majority of the studies . Most community pharmacists in Great Britain, however, practise in isolation as the only pharmacist on site and have no formal peer support structures . Moreover, many novice pharmacists are line‐managed by non‐pharmacist managers, who cannot offer the professional/practitioner feedback that could be provided by a pharmacist manager .…”

“…Moreover, many novice pharmacists are line‐managed by non‐pharmacist managers, who cannot offer the professional/practitioner feedback that could be provided by a pharmacist manager . The professional isolation faced by novice community pharmacists reduces opportunities to learn from a community of professional peers and novices report relying heavily on their pharmacy team for support . It is unclear though, whether the pharmacy team is best equipped to effectively support a ‘day‐one’ community pharmacist and socialise them to the profession.…”

“…[33,49] Most community pharmacists in Great Britain, however, practise in isolation as the only pharmacist on site and have no formal peer support structures. [14] Moreover, many novice pharmacists are line-managed by non-pharmacist managers, who cannot offer the professional/ practitioner feedback that could be provided by a pharmacist manager. [11] The professional isolation faced by novice community pharmacists reduces opportunities to learn from a community of professional peers [13,50] and novices report relying heavily on their pharmacy team for support.…”

Use of cross-sector apprenticeships in pharmacy: is it a sustainable quality education model for pharmacy assistants?

“…Pharmacy staff train predominantly in one sector, even though some cross‐sector training is available . There is evidence from pharmacy technicians and preregistration pharmacists that training differs between the two main sectors, with hospital trainees working in larger, multiprofessional teams with dedicated study time. Furthermore, qualified hospital staff work in more advanced roles .…”