Jill J Hall, Haley Tong, Kaitlyn E Watson, Ross T Tsuyuki, Catherine Biggs, Theresa L Charrois
{"title":"专业禁欲对药学专业学生的影响：从他们的角度观察和解决方法。","authors":"Jill J Hall, Haley Tong, Kaitlyn E Watson, Ross T Tsuyuki, Catherine Biggs, Theresa L Charrois","doi":"10.1177/17151635241306458","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>As the scope of practice continues to evolve for pharmacists, professional abstinence is being observed by students in workplaces and practicums. Professional abstinence is defined as \"consciously choosing not to provide the full scope of patient care activities\". Exposure of students to professional abstinence may cause cognitive dissonance, as they are challenged by practices that do not match what they are taught in school. This study explores pharmacy student perspectives on professional abstinence in community practice settings and their thoughts on how it could be addressed.</p><p><strong>Methods: </strong>Pharmacy students enrolled at an accredited Canadian pharmacy school with previous experience at a community practice site were invited to participate via email and social media. Data were collected between March and November 2021 through virtual individual interviews using a semistructured guide and the Zoom platform. Recordings were transcribed verbatim, and data were analyzed using cognitive dissonance theory to guide the inductive coding and interpretation of results.</p><p><strong>Results: </strong>Twenty students representing 6 pharmacy schools were recruited. Themes identified regarding students' experiences with professional abstinence were \"introspection and reflection\" and \"the system\", with the subthemes of emotion, excuses, professional identity and infrastructure, and inertia/disengagement, respectively. Regarding how to address professional abstinence, the themes \"self as professional\" and \"empowering professionals\" emerged. Self as professional included the subthemes of continuous learning, role modelling/mentorship, and internal drive/initiative, while empowering professionals included improved logistics, self-care, and advocacy.</p><p><strong>Conclusion: </strong>Students' experiences with professional abstinence led to mixed feelings and influences on their professional identity. Pharmacy schools should be made aware of the phenomenon of professional abstinence and its effect on students, as they can potentially help manage learners' cognitive dissonance and best prepare them for their future full-scope practices.</p>","PeriodicalId":46612,"journal":{"name":"Canadian Pharmacists Journal","volume":" ","pages":"150-160"},"PeriodicalIF":1.7000,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11760073/pdf/","citationCount":"0","resultStr":"{\"title\":\"Navigating the influence of professional abstinence on pharmacy students: Observations and solutions from their perspective.\",\"authors\":\"Jill J Hall, Haley Tong, Kaitlyn E Watson, Ross T Tsuyuki, Catherine Biggs, Theresa L Charrois\",\"doi\":\"10.1177/17151635241306458\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>As the scope of practice continues to evolve for pharmacists, professional abstinence is being observed by students in workplaces and practicums. Professional abstinence is defined as \\\"consciously choosing not to provide the full scope of patient care activities\\\". Exposure of students to professional abstinence may cause cognitive dissonance, as they are challenged by practices that do not match what they are taught in school. This study explores pharmacy student perspectives on professional abstinence in community practice settings and their thoughts on how it could be addressed.</p><p><strong>Methods: </strong>Pharmacy students enrolled at an accredited Canadian pharmacy school with previous experience at a community practice site were invited to participate via email and social media. Data were collected between March and November 2021 through virtual individual interviews using a semistructured guide and the Zoom platform. Recordings were transcribed verbatim, and data were analyzed using cognitive dissonance theory to guide the inductive coding and interpretation of results.</p><p><strong>Results: </strong>Twenty students representing 6 pharmacy schools were recruited. Themes identified regarding students' experiences with professional abstinence were \\\"introspection and reflection\\\" and \\\"the system\\\", with the subthemes of emotion, excuses, professional identity and infrastructure, and inertia/disengagement, respectively. Regarding how to address professional abstinence, the themes \\\"self as professional\\\" and \\\"empowering professionals\\\" emerged. Self as professional included the subthemes of continuous learning, role modelling/mentorship, and internal drive/initiative, while empowering professionals included improved logistics, self-care, and advocacy.</p><p><strong>Conclusion: </strong>Students' experiences with professional abstinence led to mixed feelings and influences on their professional identity. Pharmacy schools should be made aware of the phenomenon of professional abstinence and its effect on students, as they can potentially help manage learners' cognitive dissonance and best prepare them for their future full-scope practices.</p>\",\"PeriodicalId\":46612,\"journal\":{\"name\":\"Canadian Pharmacists Journal\",\"volume\":\" \",\"pages\":\"150-160\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2025-01-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11760073/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Canadian Pharmacists Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/17151635241306458\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/5/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q3\",\"JCRName\":\"PHARMACOLOGY & PHARMACY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Pharmacists Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/17151635241306458","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/5/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"PHARMACOLOGY & PHARMACY","Score":null,"Total":0}
Navigating the influence of professional abstinence on pharmacy students: Observations and solutions from their perspective.
Purpose: As the scope of practice continues to evolve for pharmacists, professional abstinence is being observed by students in workplaces and practicums. Professional abstinence is defined as "consciously choosing not to provide the full scope of patient care activities". Exposure of students to professional abstinence may cause cognitive dissonance, as they are challenged by practices that do not match what they are taught in school. This study explores pharmacy student perspectives on professional abstinence in community practice settings and their thoughts on how it could be addressed.
Methods: Pharmacy students enrolled at an accredited Canadian pharmacy school with previous experience at a community practice site were invited to participate via email and social media. Data were collected between March and November 2021 through virtual individual interviews using a semistructured guide and the Zoom platform. Recordings were transcribed verbatim, and data were analyzed using cognitive dissonance theory to guide the inductive coding and interpretation of results.
Results: Twenty students representing 6 pharmacy schools were recruited. Themes identified regarding students' experiences with professional abstinence were "introspection and reflection" and "the system", with the subthemes of emotion, excuses, professional identity and infrastructure, and inertia/disengagement, respectively. Regarding how to address professional abstinence, the themes "self as professional" and "empowering professionals" emerged. Self as professional included the subthemes of continuous learning, role modelling/mentorship, and internal drive/initiative, while empowering professionals included improved logistics, self-care, and advocacy.
Conclusion: Students' experiences with professional abstinence led to mixed feelings and influences on their professional identity. Pharmacy schools should be made aware of the phenomenon of professional abstinence and its effect on students, as they can potentially help manage learners' cognitive dissonance and best prepare them for their future full-scope practices.
期刊介绍：
Established in 1868, the Canadian Pharmacists Journal is the oldest continuously published periodical in Canada. Our mission is to enhance patient care through advancement of pharmacy practice, with continuing professional development, peer-reviewed research, and advocacy. Our vision is to become the foremost journal for pharmacy practice and research.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
