Indicators of a Quality Clinical Placement in Pharmacy: Stakeholder Perspectives

Abstract

Background The educative role of experiential workplace placements has been discussed in the context of many health professions. Quality assurance and enhancement strategies rely on evaluations that provide valid and reliable data, so that informed decisions can be made about improving learning for students. No research could be located in the literature to determine the gap between stakeholders' perceptions of the importance of indicators and their perceptions of whether these practices occur in experiential placements. Aim To develop indicators that can be used to describe a quality clinical placement; and to determine stakeholder perspectives on the occurrence of the indicators in Australian pharmacy student workplace placements. Method A questionnaire was developed and administered to students, academics and placement preceptors. Results The indicators for placement quality were perceived to be important. However, perceptions of the degree to which these indicators actually occurred on placement varied between the three stakeholder groups. Conclusion Stakeholder groups are either not aware or do not necessarily understand the contribution of the other stakeholders to the placement process. This highlights the need for collaboration and recognition of the roles of all participants in quality placements.

Qualitative interviews of pharmacy interns: determining curricular preparedness for work life

“…This may be a finding which is peculiar to Australian pharmacy practice or a finding which is peculiar to work as opposed to placements as part of a degree program. Studies in Australia have indicated that the linking of theoretical knowledge to activity in clinical pharmacy placements is viewed by students, academics and clinical placement preceptors as contributing to quality clinical placements 19. Additionally, there is evidence for this linkage in Australian clinical pharmacy placements 19.…”

“…Studies in Australia have indicated that the linking of theoretical knowledge to activity in clinical pharmacy placements is viewed by students, academics and clinical placement preceptors as contributing to quality clinical placements 19. Additionally, there is evidence for this linkage in Australian clinical pharmacy placements 19. Similarly, specifically in Finland, studies have indicated that many students felt they were able to link their theoretical knowledge to their activity in clinical pharmacy placements 20.…”

“… 19 Additionally, there is evidence for this linkage in Australian clinical pharmacy placements. 19 Similarly, specifically in Finland, studies have indicated that many students felt they were able to link their theoretical knowledge to their activity in clinical pharmacy placements. 20 The concept of only limited application of theoretical knowledge in the practical pharmacy work setting needs to be considered further in the light of current practice in Australia which is heavily based on drug distribution and in which practicing pharmacists have found the implementation of, for example, cognitive services to be challenging.…”