Exploring practice site contributions and professionalization impact of engaging student pharmacists on hematology-oncology advanced pharmacy practice experience rotations

Abstract

Introduction Student pharmacists contribute meaningfully to patient care during Advanced Practice Pharmacy Experiences (APPEs) in varied settings. We aimed to characterize and evaluate the impact of student participation in hematology-oncology (hem-onc) APPEs on the practice site, and on student professionalization. Methods For students completing hem-onc APPEs during 2016–2019, rotation activities and post-APPE self-reflections describing meaningful impact were reviewed; activities were categorized into direct and indirect patient care, and up to three reflection themes of professionalization impact were extracted from each self-reflection. Hem-onc preceptor cohort was surveyed to assess impact of student contributions on the practice site. Results 171 students completed hem-onc APPEs in ambulatory care (133) and/or inpatient (38) settings. Of 932 student-reported activities, the most common were: evaluating patient pharmacotherapy (209), providing education to medical staff (132), patient counseling [non-chemotherapy (99); chemotherapy (82)], and providing drug information (96); 89% involved direct patient care/education. Survey results from 16 of 33 preceptors identified the most impactful student activities as evaluating pharmacotherapy, medication education/adherence resources, and in-service presentations. Of 392 student self-reflections, themes of impact focused on professionalization/self-awareness (39.3%), counseling/communication skills (27.8%), practice skills development (20.4%) and collaborative teamwork (12.5%). Conclusion Pharmacy students make significant direct patient care contributions to hem-onc practice settings by evaluating pharmacotherapy and providing education to patients and healthcare personnel. Participation in hem-onc APPEs is highly influential to the professionalization of students, particularly in developing skills in oncology practice, patient interactions/communications, and developing self-awareness.

Development and Validation of a Measurement Scale for the Professionalization of University Students in Health Sciences

“…Three of these dimensions (F1, F2 and F4) correspond to the cognitive, cultural, and identity-related learning identified by Abrandt Dahlgren et al (2006) and Reid et al (2011), who qualitatively and longitudinally studied identity formation in students from three professional fields through their developmental trajectory from the university context to the workplace. Qualitative research on the professionalization of university students has shown that socio-professional experiences influence professionalism and ethics (Briceland et al, 2020), that clinical placements influence the development of practical, communication and collaboration competencies (Yacobucci et al, 2022), and that the learning contract influences the development of competencies. While other research (qualitative, quantitative and mixed) has focused on the effects of training programs, either on competency development and labor market readiness (Prince et al, 2005;Schmidt et al, 2009;Vaatstra & de Vries, 2007) or on the construction of a professional identity (Björkström et al, 2008;Dannels, 2000;Dryburgh, 1999;Du, 2006), only our earlier studies (Bélisle, 2011;Bélisle et al, 2021) covered all the dimensions associated with the professionalization of university students.…”

“…Although some research has focused on the effects of training modalities on the professionalization of healthcare students (Björkström et al, 2008;Briceland et al, 2020;Jubin, 2013;Yacobucci et al, 2022), empirical studies on the professionalization of individuals in a university context are still few and far between (Abrandt Dahlgren et al, 2006;Bélisle, 2011), and the very concept of professionalization is rarely defined. Three dimensions of professionalization seem to recur: 1) the development of professional competencies, 2) the appropriation of the professional culture and 3) the construction of a professional identity.…”