Support needed by Pharmacy students in experiential placements: Stakeholders' expectations

Owen, S; Stupans, I; Ryan, G; McKauge, L; Woulfe, J

Support needed by Pharmacy students in experiential placements: Stakeholders' expectations

Owen, S Stupans, I Ryan, G McKauge, L Woulfe, J

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Publisher:: Society of Hospital Pharmacists of Australia
Publication Type:: Journal Article
Citation:: Journal of Pharmacy Practice and Research, 2010, 40 (2), pp. 97 - 100
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Owen, S	en_US
dc.contributor.author	Stupans, I	en_US
dc.contributor.author	Ryan, G	en_US
dc.contributor.author	McKauge, L	en_US
dc.contributor.author	Woulfe, J https://orcid.org/0000-0001-8643-6777	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Journal of Pharmacy Practice and Research, 2010, 40 (2), pp. 97 - 100	en_US
dc.identifier.issn	1445-937X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31346
dc.description.abstract	From July 2010, Australian state and territory pharmacy registration boards will be replaced by a national body that will register health professionals and also accredit university pharmacy programs. Traditionally, assessment during the pharmacy internship year and national examination provide consistency at the post-graduation stages, but the endpoints of university programs have been derived within state and territory contexts. Aim: To determine the skills needed to gain competence within university pharmacy programs; and to identify the levels of support required by early and late placement students. Method: Students, academics and professional/ registration/preceptors were involved in state and territory focus groups. 140 participants completed a chart about their expectations regarding levels of supervising preceptor support required by students during experiential placements. Manual collation and comparative analysis was undertaken for early and late placement students. Results: Early placement students were consistently viewed by all stakeholder groups as needing assistance or minimal assistance. For late placement students, there were wide variations in responses in regard to levels of support expectations for competency functional areas and within and across state and territory groups, especially among academics from various institutions. Conclusion: There is variability across states and territories with respect to competency development in academic programs. This may present challenges within a national accreditation and registration context.	en_US
dc.publisher	Society of Hospital Pharmacists of Australia	en_US
dc.relation.ispartof	Journal of Pharmacy Practice and Research	en_US
dc.subject.classification	Pharmacology & Pharmacy	en_US
dc.title	Support needed by Pharmacy students in experiential placements: Stakeholders' expectations	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	40	en_US
utslib.for	1115 Pharmacology and Pharmaceutical Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.issue	2	en_US
pubs.volume	40	en_US

Abstract:

From July 2010, Australian state and territory pharmacy registration boards will be replaced by a national body that will register health professionals and also accredit university pharmacy programs. Traditionally, assessment during the pharmacy internship year and national examination provide consistency at the post-graduation stages, but the endpoints of university programs have been derived within state and territory contexts. Aim: To determine the skills needed to gain competence within university pharmacy programs; and to identify the levels of support required by early and late placement students. Method: Students, academics and professional/ registration/preceptors were involved in state and territory focus groups. 140 participants completed a chart about their expectations regarding levels of supervising preceptor support required by students during experiential placements. Manual collation and comparative analysis was undertaken for early and late placement students. Results: Early placement students were consistently viewed by all stakeholder groups as needing assistance or minimal assistance. For late placement students, there were wide variations in responses in regard to levels of support expectations for competency functional areas and within and across state and territory groups, especially among academics from various institutions. Conclusion: There is variability across states and territories with respect to competency development in academic programs. This may present challenges within a national accreditation and registration context.

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http://hdl.handle.net/10453/31346