scholarly journals Factors influencing the transition of pharmacy students from pre-clinical to clinical years at university

2020 ◽  
pp. 336-345
Author(s):  
Aaron Drovandi ◽  
Mary Adu ◽  
Faith Alele ◽  
Karina Jones ◽  
Gillian Knott ◽  
...  

Introduction: The transition to clinical studies can be a source of stress, though little is known about how pharmacy students manage this transition. This mixed-methods study investigated factors influencing student transition from pre-clinical to clinical years of an Australian pharmacy degree. Methods: Students rated and discussed their confidence in performing pharmacy-related skills, factors influencing their ability to carry out these skills and key enabling factors and barriers that influenced their transition. Results: Differences in teaching and assessment style and placement workload affected the transition experience. Self-confidence in the clinical learning environment was enhanced by patient contact, previous pharmacy work experience, case-based learning and supportive placement supervisors. A perceived lack of relevance of pre-clinical learning and heavy workload during placement were major barriers to a smooth transition. Conclusions: Support systems are essential to foster transition into the clinical learning environment with confidence and effective application of theoretical knowledge to real-world practice.

2016 ◽  
Vol 69 (3) ◽  
Author(s):  
Sébastien Dupuis ◽  
Alexis Martel ◽  
Taha Arfa ◽  
Joannah Valma ◽  
David R Williamson ◽  
...  

<p><strong>ABSTRACT</strong></p><p><strong>Background: </strong>The Canadian Society of Hospital Pharmacists promotes the recruitment of residency-trained pharmacists for work in hospitals and related health care settings. However, Quebec hospitals are still hiring non–residency trained pharmacists, in part because of a severe shortage of hospital pharmacists. To date, no studies have examined the factors influencing the career choices of fourth-year pharmacy students in Canada.</p><p><strong>Objectives: </strong>To identify motivating factors and barriers influencing students’ decision to pursue a hospital pharmacy residency.</p><p><strong>Methods: </strong>All 186 fourth-year students in the Faculty of Pharmacy, Université de Montréal, were invited by e-mail to participate in a validated and institutionally approved survey that was available online between March and May 2014.</p><p><strong>Results:</strong>Of the 138 respondents who returned a completed survey (74% response rate), 36 (26%) planned to apply for a hospital pharmacy residency. Those planning to apply for a residency were older (<em>p </em>= 0.037) and had more hospital work experience (36% versus 3%, <em>p </em>&lt; 0.001) than those not planning to apply. The most important motivators for pursuing a residency were potential gains in knowledge (reported by 88% of respondents, whether or not they were planning to pursue a residency), experience (80%), and self-confidence (62%). The most frequently reported barriers were recognition that a hospital pharmacy residency is a highly demanding program (65%), having work available upon graduation from the undergraduate program (43%), and financial obligations (34%). Hospital experiential rotations influenced, either positively or negatively, 23 (72%) of the 32 students who changed their decision to pursue or not pursue residency training over the course of their studies.</p><p><strong>Conclusions: </strong>The potential gain in knowledge and experience acquired through residency, the fact that it is considered a highly demanding program, and having work available upon graduation from undergraduate studies were the most influential factors in fourth-year pharmacy students’ decision of whether to pursue a hospital pharmacy residency.</p><p><strong>RÉSUMÉ</strong></p><p><strong>Contexte : </strong>La Société canadienne des pharmaciens d’hôpitaux encourage les établissements de santé à embaucher des pharmaciens qui ont fait une résidence. Or, les hôpitaux du Québec continuent d’embaucher des pharmaciens dénués de cette formation, entre autres à cause d’une importante pénurie de pharmaciens hospitaliers. À ce jour, aucune étude n’a examiné les facteurs qui influencent les choix de carrière des étudiants en quatrième année de pharmacie au Canada.</p><p><strong>Objectifs : </strong>Découvrir les facteurs qui motivent les étudiants à faire une résidence en pharmacie d’hôpital et les facteurs qui les en dissuadent.</p><p><strong>Méthodes : </strong>L’ensemble des 186 étudiants en quatrième année à la Faculté de pharmacie de l’Université de Montréal ont été invités par courriel à participer à un sondage validé, approuvé par l’établissement, qui était disponible en ligne entre mars et mai 2014.</p><p><strong>Résultats : </strong>Parmi les 138 répondants ayant rempli et retourné le sondage (taux de réponse de 74 %), 36 (26 %) avaient l’intention de s’inscrire à la résidence en pharmacie d’hôpital. Ces derniers étaient plus âgés (<em>p </em>= 0,037) et possédaient une plus grande expérience de travail en hôpital (36 % contre 3 %, <em>p </em>&lt; 0,001) que ceux qui n’envisageaient pas de s’inscrire à la résidence. Les facteurs qui motivaient le plus tous les répondants (dont ceux qui ne planifiaient pas faire une résidence) à entreprendre une résidence étaient la possibilité : d’acquérir les connaissances (88 %), de gagner de l’expérience (80 %) et d’augmenter la confiance en soi (62 %). Les facteurs qui dissuadaient le plus souvent l’ensemble des répondants étaient : la conviction que la résidence en pharmacie d’hôpital est un programme très exigeant (65 %), l’accès à un travail dès qu’ils obtiennent le diplôme de premier cycle (43 %) et les obligations financières (34 %). Les stages en milieu hospitalier ont influencé, positivement ou négativement, 23 (72 %) des 32 étudiants qui ont changé d’idée quant à la poursuite ou non d’une résidence pendant leurs études.</p><p><strong>Conclusions : </strong>La possibilité d’acquérir des connaissances et de l’expérience grâce à la résidence, le fait que le programme soit considéré comme très exigeant et l’accès à un emploi dès l’obtention du diplôme de premier cycle : ces facteurs influençaient le plus le choix des étudiants en quatrième année pour ce qui est d’entreprendre ou non une résidence en pharmacie d’hôpital.</p>


2016 ◽  
Vol 7 (3) ◽  
pp. 470-475 ◽  
Author(s):  
Elena Gurková ◽  
Katarína Žiaková ◽  
Silvia Cibríková ◽  
Dagmar Magurová ◽  
Anna Hudáková ◽  
...  

2021 ◽  
Author(s):  
Lihong Zeng ◽  
Qirong Chen ◽  
Sisi Fan ◽  
Qifeng Yi ◽  
Wenhong An ◽  
...  

Abstract Background: Clinical learning environment is an important stage for nursing students, it will affect the cultivation of professional identity of nursing students. This study to explore the factors influencing the cultivation of professional identity among nursing students in a clinical learning environment. Methods: This was a cross-sectional study.Convenience sampling was applied to recruit 398 nursing students from The Third Xiangya Hospital of Central South University in Hunan Province. After the nursing students completed their clinical learning, data on the participants’ characteristics, professional identification and nursing clinical learning environment were collected. Descriptive statistics, including the mean ± standard deviation, were calculated. The data were analysed by t-test, one-way analysis of variance, Pearson’s correlation analysis and multiple linear regression. Results: The results showed that the nursing students’ highest professional identity score was in professional cognition (16.07±2.78). The nursing students’ professional identity was significantly related to educational background, willingness to choose the nursing major and school level (P<0.05).In the clinical learning environment, the students’ voluntary selection of the nursing major and teaching methods and interpersonal relationships were most important. Conclusion: The clinical learning environment and nursing’ students personal characteristics are the most important factors influencing the professional identity of nursing students. Based on these results, hospitals should flexibly adapt teaching methods according to students’ personal characteristics, improve the professional skills of teachers, and create a good working atmosphere. In addition, faculty members should reform their teaching methods and encourage students to establish good interpersonal relationships to provide more learning opportunities for nursing students and to enhance the recognition of nursing students in the nursing profession.


2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Iwona Bodys-Cupak

Abstract Background Clinical experience is a crucial activity for nursing students. The way students` perceive clinical placement exerts an immense influence on the learning process. This study aims to test the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory under Polish clinical conditions. Method For this study, Discriminant validity and Cronbach’s alpha reliabilities were computed. In order to measure content validity, the criterion validity Generalized Self Efficacy Scale and the Life Orientation Test - Revised were used. Results Cronbach’s Alpha for the Clinical Facilitator Support of Learning Scale and the Satisfaction with Clinical Placement scale is 0.949 and 0.901, respectively. The Spearman’s rank correlation coefficient indicates the existence of a positive correlation between the students’ satisfaction with clinical placement and their [overall] life optimism. Age correlates negatively with perceived teacher support and positively with satisfaction with clinical placement. The sense of self-efficacy correlates negatively with their satisfaction with clinical placement. Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions.


Nursing Open ◽  
2020 ◽  
Author(s):  
Camilla Olaussen ◽  
Lars‐Petter Jelsness‐Jørgensen ◽  
Christine Raaen Tvedt ◽  
Dag Hofoss ◽  
Ingunn Aase ◽  
...  

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