Journal article
Factors influencing the transition of pharmacy students from pre-clinical to clinical years at university
Pharmacy Education, Vol.20(1), pp.336-345
2020
Abstract
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.
Details
- Title
- Factors influencing the transition of pharmacy students from pre-clinical to clinical years at university
- Authors
- Aaron Drovandi (Author) - James Cook UniversityMary Adu (Author) - James Cook UniversityFaith Alele (Author) - James Cook UniversityKarina Jones (Author) - James Cook UniversityGillian Knott (Author) - James Cook UniversityBunmi S. Malau-Aduli (Corresponding Author) - James Cook University
- Publication details
- Pharmacy Education, Vol.20(1), pp.336-345
- Publisher
- International Pharmaceutical Federation, Federation Internationale Pharmaceutique
- DOI
- 10.46542/pe.2020.201.336345
- ISSN
- 1477-2701
- Organisation Unit
- School of Health - Public Health
- Language
- English
- Record Identifier
- 99967697602621
- Output Type
- Journal article
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- Education, Scientific Disciplines
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