Transitions in pharmacy practice, part 2: who does what and why

Nimmo, Christine M.; Holland, Ross

doi:10.1093/ajhp/56.19.1981

Cited by 33 publications

(18 citation statements)

References 10 publications

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“…This is an ongoing process, which can occur via two mechanisms: professional socialisation (lay perspectives and knowledge are transformed into professional perspectives and knowledge) and developmental socialisation (professional perspectives mature and continue to develop) . Professional socialisation is the process whereby students learn about their professional role and the expectation of performance in that role . The process is influenced by social interactions with faculty members, preceptors, peers, practitioner role models and other healthcare professionals, which shape students’ attitudes, perceptions and values .…”

Section: Introductionmentioning

confidence: 99%

“…[18] Professional socialisation is the process whereby students learn about their professional role and the expectation of performance in that role. [2,19] The process is influenced by social interactions with faculty members, preceptors, peers, practitioner role models and other healthcare professionals, which shape students' attitudes, perceptions and values. [17] Since professional socialisation is influenced by academic interactions and practice experiences, pharmacy education is an integral component of the process.…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate pharmacy students’ perceptions of research in general and attitudes towards pharmacy practice research

Kritikos

Carter

Moles

et al. 2012

International Journal of Pharmacy Practice

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Undergraduate pharmacy students’ perceptions of research in general and attitudes towards pharmacy practice research

Kritikos

Carter

Moles

et al. 2012

International Journal of Pharmacy Practice

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“…Nimmo and Hollan reported that Schön and Kane formulated the professional competency equation seen in Figure 1. 16 The Center for the Advancement of Pharmaceutical Education (CAPE), which was established by the American Association of Colleges of Pharmacy (AACP) in 1992, has constructed competencies for pharmacists on four main domains in pharmaceutical services. These are (i) delivering patient-centered care (gaining knowledge on the disease and its treatment and providing person-specific evidence based information, follow-up, suggesting plans, and data recording), (ii) managing (management of sources on persons, medicines, knowledge, and technology), (iii) contributing to preservation and improvement of health and wellness (informing the patients especially on treatment of chronical diseases and protection from diseases, and planning the necessary operations), and (iv) paying regard to community health (determining the healthcare needs of a specific population and improving the health by means of fulfilling their needs through evidence-based care).…”

Section: Competencies Determined For Pharmaceutical Servicesmentioning

confidence: 99%

Pharmacy Education in Turkey From Professional Socialization Perspective

Gülpınar¹

2019

J Lit Pharm Sci

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A AB BS S T TR RA AC CT T Due to the expanding roles of pharmacists, a change in pharmacy education has become imperative. A variety of professional organizations determine the competencies pharmacists must have, and the definition of "good pharmacist" has been shaped within the context of those competencies. In order to train good pharmacists, undergraduate education should also be improved and its quality should be assured. To this end, it is crucial to adopt the most appropriate approach in pharmacy education and prepare the curriculum based on that approach. Professional Socialization (PS), the objective of which is to integrate knowledge and skills with professional values and norms rather than centering simply on providing knowledge and skills, is an approach that may suit the needs of pharmacy education. As for the regulations launched in pharmacy education in Turkey, it is important to proceed with the assistance of appropriate methods and in environments that will allow students to imagine themselves as pharmacists. Besides, students should observe role models that perform their professional roles properly both in academy and in practice. It is also imperative that their workplace environment, where they will have the opportunity to experience their roles as pharmacists, be arranged rationally and scientifically and in a sense that will contribute to their professional identity formation. Assessment of whether the students should be carried out using different methods rather than simply giving written examinations. The present study is significant in that it offers explanatory suggestions on the regulations launched in pharmacy education in Turkey based on PS.K Ke ey yw wo or rd ds s: : Pharmacy education; competecy-based education; problem-based learning; pharmacy students Ö ÖZ ZE ET T Dünyada eczacılık mesleğinin işleyişi ile ilgili değişen paradigma ve eczacıların genişleyen rolleri doğrultusunda eczacılık eğitiminde de değişim şart olmuştur. Çeşitli meslek kuruluşları eczacıların sahip olması gereken yeterlilikleri belirlemektedir. Bu yeterlilikler çerçevesinde "iyi eczacı" tanımı da şekillenmiştir. İyi bir eczacının yetiştirilmesi için eczacılık fakültelerinde verilen lisans eğitiminin de etkili hale gelmesi ve kalite güvencesinin sağlanması gerekmektedir. Bu sebeple eczacılık eğitimi için uygun yaklaşımı belirlemek ve eğitim programlarını bu yaklaşımı temel alarak hazırlamak önemlidir. Profesyonel Sosyalizasyon (PS) yaklaşımı eczacılık eğitimi için uygun görülebilecek bir yaklaşımdır. Öğrenciye salt bilgi ve becerinin verilmesinden ziyade, bu bilgi ve beceriyi, mesleğe ait değerler, normlar ile bütünleştirmesi amaçlanır. Türkiye'de başlatılan eczacılık eğitimi düzenlemeleri için öğrencilerin kendini eczacı olarak hayal etmesine olanak tanıyan ortamlarda, uygun yöntem ve tekniklerin yardımı ile yol almak gerekir. Öğrencilerin akademide ve sahada mesleki rollerini doğru bir şekilde gerçekleştiren rol modelleri gözlemlemesi konusunda hassasiyet gösterilmelidir. Eczacı olarak rollerini deneyimleme şans...

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“…4,13 Although the knowledge, skills and abilities required may be the same as for clinical pharmacy, it is the orientation of professional attitudes and values that need to change so as to reflect responsibility, advocacy and interdependence in caring for the patient. 3 As a result, more attention has been directed towards pharmacy education, as it not only involves academic learning but also professional socialisation, 3,14,15 whereby individuals selectively acquire not only the knowledge and skills but also behaviours, beliefs, perceptions and values about their profession. 16 Socialisation is a continuous process which can occur via two mechanisms: professional socialisation, where lay perspectives and knowledge are transformed to professional perspectives and knowledge, and developmental socialisation, where professional perspectives mature and continue to develop.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy students' perceptions of their profession relative to other health care professions

Kritikos

Sainsbury

Bosnic‐Anticevich

et al. 2003

International Journal of Pharmacy Practice

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Objectives (1) To investigate pharmacy students' perceptions of 10 occupations within the medical and allied professions: community pharmacists, dentists, dietitians, general medical practitioners (GPs), hospital pharmacists, medical specialists, nurses, occupational therapists, physiotherapists and social workers. (2) To explore students' perceptions of community and hospital pharmacists at different stages of a four‐year undergraduate programme and at the year of pre‐registration training. Method A 90‐item questionnaire was administered to 543 pharmacy undergraduates and 95 graduates undergoing their pre‐registration year training in 2001. Setting Faculty of Pharmacy, The University of Sydney, Australia. Key findings Students perceived the health care professions along three major dimensions, relating to “empathy”, “potency” and “expertise”. On an empathy dimension, students rated community pharmacists the highest and medical specialists the lowest. On a potency dimension, students rated medical specialists the most powerful, community and hospital pharmacists significantly lower, and nurses the lowest. On an expertise dimension, students rated medical specialists the highest and dietitians the lowest. A significant pattern of differences was noted in students' perceptions and a possible decline was identified in the potency rating of pharmacists at different stages of the pharmacy programme. Conclusion These differences may be attributed to the differences in the students' value systems, skills and experiences, the influence of reference groups and the content and structure of the educational and training programme in each year.

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Transitions in pharmacy practice, part 2: who does what and why

Cited by 33 publications

References 10 publications

Undergraduate pharmacy students’ perceptions of research in general and attitudes towards pharmacy practice research

Undergraduate pharmacy students’ perceptions of research in general and attitudes towards pharmacy practice research

Pharmacy Education in Turkey From Professional Socialization Perspective

Pharmacy students' perceptions of their profession relative to other health care professions

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