Exploring the Professional Identity Formation of Student Pharmacists through Self-Authorship: An Interpretative Phenomenological Analysis
Location
DeSantis Room 1047
Format Type
Plenary
Format Type
Paper
Start Date
15-1-2020 8:45 AM
End Date
15-1-2020 9:05 AM
Abstract
The purpose of this study was to explore how student pharmacists at a top ten school of pharmacy in the Pacific Northwest conceive and experience the process of professional identity formation. Using the theoretical framework of self-authorship, final-year student pharmacists participated in semi-structured interviews covering their expectations and experiences while enrolled in the Doctor of Pharmacy program. Analysis of interview transcripts led to the identification of four superordinate themes. The first three superordinate themes that emerged represent domains of professional identity formation: Defining the Profession, Building Confidence & Competence, and Discerning Values. Development in each domain occurred across three stages that align with the self-authorship framework, which emphasizes the transition between defining one’s experiences based on external factors to relying on an internalized sense of understanding. A fourth superordinate theme, Significant Experiences, illustrated factors that helped to support participants in the professional identity formation process: Early & Sustained Practice Opportunities, Exposure to Multiple Practice Models/Settings, and a Supportive Learning Environment. The results of this study emphasize important considerations for professional training programs in the health professions that may extend to other higher education disciplines.
Keywords
interpretative phenomenological analysis, professional identity formation, self-authorship, pharmacy education
Exploring the Professional Identity Formation of Student Pharmacists through Self-Authorship: An Interpretative Phenomenological Analysis
DeSantis Room 1047
The purpose of this study was to explore how student pharmacists at a top ten school of pharmacy in the Pacific Northwest conceive and experience the process of professional identity formation. Using the theoretical framework of self-authorship, final-year student pharmacists participated in semi-structured interviews covering their expectations and experiences while enrolled in the Doctor of Pharmacy program. Analysis of interview transcripts led to the identification of four superordinate themes. The first three superordinate themes that emerged represent domains of professional identity formation: Defining the Profession, Building Confidence & Competence, and Discerning Values. Development in each domain occurred across three stages that align with the self-authorship framework, which emphasizes the transition between defining one’s experiences based on external factors to relying on an internalized sense of understanding. A fourth superordinate theme, Significant Experiences, illustrated factors that helped to support participants in the professional identity formation process: Early & Sustained Practice Opportunities, Exposure to Multiple Practice Models/Settings, and a Supportive Learning Environment. The results of this study emphasize important considerations for professional training programs in the health professions that may extend to other higher education disciplines.