导航边界:药剂师如何发展他们的临床身份在一个复杂的多学科医疗保健设置。

IF 4.8 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Perspectives on Medical Education Pub Date : 2025-05-07 eCollection Date: 2025-01-01 DOI:10.5334/pme.1597
Lucille Crafford, Malou Stoffels, Chrisna Wagenaar, Elmien Bronkhorst, Andries Gous, Rashmi A Kusurkar, Anouk Wouters
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引用次数: 0

摘要

临床药师对优化药物治疗和改善患者预后至关重要,但在许多低收入和中等收入国家,他们的潜力未得到充分利用。从传统的配药到临床角色的转变需要专业发展和身份转变。在南非的公共医疗保健系统中,这种转变面临着额外的挑战,如缺乏正式职位、资源有限和角色模糊。了解临床药师如何导航这种转变和发展他们的临床身份是必不可少的,他们融入医疗团队和改善患者护理。方法:采用建构主义方法,本定性研究采用半结构化访谈与临床药剂师(n = 12)在南非的公共卫生保健部门。我们通过边界交叉的角度来分析数据。通过专题分析,我们探讨了药剂师如何导航从配药过渡到更广泛的临床角色的复杂性,以及这些经验如何塑造他们的职业身份。结果:临床药师在其角色演变过程中既能驾驭个人界限,也能驾驭人际界限。确定了三个关键主题:(a)弥合内部差距:药剂师在临床身份形成的个人界限中导航;(b)弥合之间的差距:药剂师在合作和身份形成的跨专业界限中导航;(c)建立桥梁:药剂师采用促进合作和认可的策略。讨论:本研究揭示了在塑造临床药师身份的过程中,人际边界(包括等级结构、不明确的角色期望、有限的认可和跨专业合作中的挑战)和人际边界(如角色模糊、自我怀疑、传统配药角色与扩大的临床责任之间的协调以及对指导的需求)之间复杂的相互作用。培养跨界能力和跨专业协作可以帮助克服系统障碍,使药剂师能够定位自己的角色,倡导自己的专业知识,并在医疗保健团队中获得认可,最终增强他们的整合,并改善南非等资源受限环境中的患者护理。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Navigating Boundaries: How Pharmacists Develop Their Clinical Identity in a Complex Multidisciplinary Healthcare Setting.

Introduction: Clinical pharmacists are crucial for optimizing medication therapy and improving patient outcomes, yet their potential is underutilized in many low- to middle-income countries. Shifting from traditional dispensing to clinical roles requires professional development and identity transformation. In South Africa's public healthcare system, this shift faces additional challenges, such as a lack of formal positions, limited resources, and role ambiguity. Understanding how clinical pharmacists navigate this transition and develop their clinical identity is essential for their integration into healthcare teams and for improving patient care.

Methods: Using a constructivist approach, this qualitative study employed semi-structured interviews with clinical pharmacists (n = 12) across South Africa's public healthcare sector. We analyzed data through the lens of boundary crossing. Through thematic analysis we explored how pharmacists navigate the complexities of transitioning from dispensing to broader clinical roles, and how these experiences shape their professional identity.

Results: Clinical pharmacists navigated both intrapersonal and interpersonal boundaries in their evolving roles. Three key themes were identified: (a) Bridging the gap within: Pharmacists navigate intrapersonal boundaries for clinical identity formation, (b) Bridging the gap between: Pharmacists navigate interprofessional boundaries for collaboration and identity formation, and (c) Building bridges: Pharmacists employ strategies to promote collaboration and recognition.

Discussion: This study uncovered the complex interplay between intrapersonal boundaries - such as role ambiguity, self-doubt, reconciling traditional dispensing roles with expanded clinical responsibilities, and the need for mentorship - and interpersonal boundaries, including hierarchical structures, unclear role expectations, limited recognition, and challenges in interprofessional collaboration, in shaping clinical pharmacists' identities. Fostering boundary crossing competence and interprofessional collaboration can help overcome systemic barriers, enabling pharmacists to navigate their roles, advocate for their expertise, and gain recognition within healthcare teams, ultimately enhancing their integration and improving patient care in resource-constrained settings like South Africa.

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来源期刊
CiteScore
5.70
自引率
8.30%
发文量
31
审稿时长
28 weeks
期刊介绍: Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Official journal of the The Netherlands Association of Medical Education (NVMO). Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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