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Identification of desirable pharmacy preceptor characteristics and behaviors: A qualitative content analysis approach.

机译：鉴定所需的药学受体特征和行为：一种定性的内容分析方法。

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摘要

Thirty percent of the doctor of pharmacy degree program, the sole degree recognized by the Accreditation Council for Pharmacy Education (APCE), is dedicated to experiential education. Experiential education is comprised of introductory pharmacy practice experiences (IPPE's), which are interwoven throughout the first three years of the professional curriculum, and advanced pharmacy practice experiences (APPE's), which serve as a capstone in the final year of the degree program. The majority of these experiences are supervised by external pharmacist practitioners or preceptors. Although ACPE mandates adequate preparation and development for preceptors, it does not define the content of such training. Little is understood regarding effective preceptor characteristics and behaviors. The pharmacy literature in this area is scant.;Studies in the medical, nursing, and other health-related professional literature suggest that students and preceptors do not always agree on preceptor characteristics and behaviors that are conducive to student learning. Other studies suggest that students who are more experienced may value preceptor characteristics and behaviors differently than novice students.;This study conducted a qualitative content analysis to identify preceptor characteristics and behaviors that are valued by experiential experts and pharmacy students. It further examined whether there are differences in the value placed on these characteristics and behaviors between experiential experts and students and between the IPPE and APPE students. Preceptor evaluation instruments as developed by experiential experts from 44 schools of pharmacy and open-ended comments derived from preceptor evaluation instruments completed by IPPE and APPE students from Duquesne University Mylan School of Pharmacy over the 2009-2010 and 2010-2011 academic years were analyzed.;Results uncovered four distinct themes: preceptor as professional, instructor, support, and partner. These themes find their roots in transformational leadership theory, adult learning theory, social cognitive theory, and experiential learning models. Results also demonstrated that IPPE and APPE students closely resemble each other in the value they place on desirable preceptor characteristics and behaviors. There was weak correlation between the experiential expert and student voices. Results from this study can be foundational to future research and used to inform preceptor selection criteria, preceptor development programs, and the design of preceptor evaluation instruments.
机译：药学学位课程的30％是药学教育认可委员会（APCE）认可的唯一学位，专门用于体验式教育。体验式教育由药学专业入门课程（IPPE's）和高级药学实践经验（APPE's）组成，这些入门课程在整个专业课程的前三年中交织在一起，而高级药学实践经验（APPE's）在该学位课程的最后一年中起到了重要作用。这些经验中的大多数是由外部药剂师从业人员或主持人监督的。尽管ACPE要求为接收器进行充分的准备和开发，但并未定义此类培训的内容。对于有效的受体特征和行为知之甚少。该领域的药学文献很少。医学，护理和其他与健康相关的专业文献的研究表明，学生和导师并不总是在有益于学生学习的导师特征和行为上达成共识。其他研究表明，经验丰富的学生可能对感受器特征和行为的评价不同于新手。;本研究进行了定性内容分析，以找出经验丰富的专家和药学专业学生重视的感受器特征和行为。它进一步研究了经验丰富的专家和学生之间以及IPPE和APPE学生之间在这些特征和行为的价值上是否存在差异。分析了由44个药学院的经验专家开发的感受器评估工具，以及来自杜肯大学Mylan药房的IPPE和APPE学生在2009-2010和2010-2011学年完成的感受器评估工具的开放式评论。 ；结果揭示了四个不同的主题：作为专业的导师，指导者，支持者和伙伴。这些主题起源于变革型领导理论，成人学习理论，社会认知理论和体验式学习模型。结果还表明，IPPE和APPE学生在期望的感受器特征和行为上的价值非常相似。经验丰富的专家和学生的声音之间的相关性较弱。这项研究的结果可以为将来的研究奠定基础，并可以用于指导受体选择标准，受体发展计划以及受体评估工具的设计。

著录项

  • 作者

    Astle, Janet K.;

  • 作者单位

    Duquesne University.;

  • 授予单位 Duquesne University.;
  • 学科 Education Leadership.;Education Health.;Education Adult and Continuing.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 249 p.
  • 总页数 249
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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