Professional Dilemmas Experienced by Pharmacy Graduates in the United Kingdom When Transitioning to Practice

Allinson, Maria; Black, Patricia; White, Simon

Abstract

Objective. For many UK pharmacy students there are minimal opportunities to learn, or be exposed to, different ways of dealing with ethical and professional dilemmas in real life practice during undergraduate education. This study aimed to explore the experiences of graduates during their pre-registration year and early practice (up to two years post qualification) on their perceived preparedness to make professional decisions when faced with problems or dilemmas once in practice.Method. Semi-structured interviews were undertaken with pre-registration trainees and early careers pharmacists (up to two years qualified). Interviews were transcribed verbatim and analysed thematically using the Framework Approach. Ethical approval was obtained to undertake the study.Results. Eighteen interviews were conducted: nine pre-registration trainees and nine qualified pharmacists. Four key themes emerged: continued learning in practice; exposure to role-modelling; moral courage; and stress and moral distress.Conclusion. This study found that there is a perceived need for further support, challenge and positive role-modelling to help pre-registration trainees and early career pharmacists continue to develop their ethical and professional decision-making skills in the practice setting. The level and quality of support reported was variable, and there was a reliance on informal networks of peer support in many cases. This study suggests a need to raise awareness among pre-registration tutors and line managers to improve and increase support in this area.

Citation

Allinson, M., Black, P., & White, S. (2022). Professional Dilemmas Experienced by Pharmacy Graduates in the United Kingdom When Transitioning to Practice. American journal of pharmaceutical education, 86(5), Article 8643. https://doi.org/10.5688/ajpe8643

• Journal Article Type: Article
• Acceptance Date: Aug 22, 2021
• Online Publication Date: Jul 24, 2023
• Publication Date: Jun 1, 2022
• Publicly Available Date: May 30, 2023
• Journal: American Journal of Pharmaceutical Education
• Print ISSN: 0002-9459
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 86
• Issue: 5
• Article Number: 8643
• DOI: https://doi.org/10.5688/ajpe8643
• Publisher URL: https://www.ajpe.org/content/early/2021/08/21/ajpe8643