Theresa J Schindel1, Nese Yuksel1, Rene Breault1, Jason Daniels2, Stanley Varnhagen2, Christine A Hughes3. 1. Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, 3-171 Edmonton Clinic Health Academy, 11405 87 Avenue NW, Edmonton, Alberta, T6G 1C9, Canada. 2. Faculty of Extension, University of Alberta, 2-198 Enterprise Square, 10230 Jasper Avenue, Edmonton, Alberta, T5J 4P6, Canada. 3. Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, 3-171 Edmonton Clinic Health Academy, 11405 87 Avenue NW, Edmonton, Alberta, T6G 1C9, Canada. Electronic address: christine.hughes@ualberta.ca.
Abstract
BACKGROUND: Continuing professional development fosters advancement in knowledge and skills and can support changes in practice. Research suggests that pharmacists perceive the need for additional training to take on expanded roles. However, the types of professional development and preferred learning methods are unclear. OBJECTIVE: To identify pharmacists' professional learning needs in order to support expanded roles in practice. METHODS: A mixed-methods approach was used. In focus groups made up of pharmacists and pharmacy students, learning needs associated with their perceptions of pharmacists' roles were examined. A web-based survey of Albertan pharmacists determined the knowledge, experience, and confidence required to engage in professional activities, preferred learning methods, and professional development needed to support pharmacists currently and in future. RESULTS: Analysis of data obtained from 5 focus groups (n = 42) revealed learning needs related to changes in pharmacists' roles. Pharmacists valued the social aspect of learning as well as the role of certification in building confidence. Survey data (n = 416) indicated that a high proportion of pharmacists reported training needs in the areas of physical assessment, interpreting laboratory tests, and making decisions about complex drug therapy. Community pharmacists and those with bachelor degrees were more likely to indicate a need for additional training in various patient care skills. Pharmacists reported a preference for learning with peers and learning at work within teams. CONCLUSION: Meeting various learning needs will foster pharmacists in their current and future professional roles, including situated learning in the workplace. These findings will be of interest to employers and educators in supporting pharmacists' evolving roles in practice.
BACKGROUND: Continuing professional development fosters advancement in knowledge and skills and can support changes in practice. Research suggests that pharmacists perceive the need for additional training to take on expanded roles. However, the types of professional development and preferred learning methods are unclear. OBJECTIVE: To identify pharmacists' professional learning needs in order to support expanded roles in practice. METHODS: A mixed-methods approach was used. In focus groups made up of pharmacists and pharmacy students, learning needs associated with their perceptions of pharmacists' roles were examined. A web-based survey of Albertan pharmacists determined the knowledge, experience, and confidence required to engage in professional activities, preferred learning methods, and professional development needed to support pharmacists currently and in future. RESULTS: Analysis of data obtained from 5 focus groups (n = 42) revealed learning needs related to changes in pharmacists' roles. Pharmacists valued the social aspect of learning as well as the role of certification in building confidence. Survey data (n = 416) indicated that a high proportion of pharmacists reported training needs in the areas of physical assessment, interpreting laboratory tests, and making decisions about complex drug therapy. Community pharmacists and those with bachelor degrees were more likely to indicate a need for additional training in various patient care skills. Pharmacists reported a preference for learning with peers and learning at work within teams. CONCLUSION: Meeting various learning needs will foster pharmacists in their current and future professional roles, including situated learning in the workplace. These findings will be of interest to employers and educators in supporting pharmacists' evolving roles in practice.
Authors: Shane P Desselle; Michelle L Blakely; Justin Gatwood; Maguy Saffouh El Hajj; Sara McMillan Journal: Explor Res Clin Soc Pharm Date: 2021-02-19