Self-perceived professional identity of pharmacy educators
- Authors: Burton, Susan
- Date: 2012
- Subjects: Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10139 , http://hdl.handle.net/10948/d1008352 , Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Description: The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
- Full Text:
- Date Issued: 2012
- Authors: Burton, Susan
- Date: 2012
- Subjects: Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10139 , http://hdl.handle.net/10948/d1008352 , Academic identity , Communities of practice , Identity (Philosophical concept) , Pharmacy -- Study and teaching , Pharmacy
- Description: The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
- Full Text:
- Date Issued: 2012
Audit of community pharmacy activities
- Authors: Blignault, Suzette Martha
- Date: 2010
- Subjects: Pharmacy , Community health services
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10130 , http://hdl.handle.net/10948/1533 , Pharmacy , Community health services
- Description: In South Africa the pharmacy profession has experienced a number of changes around the turn of the century such as the introduction of the National Drug Policy (NDP), pharmacy ownership and price regulation. With this the role and earnings of the pharmacy profession, as well as to what extent the pharmacist adds value to the profession and society, are being questioned. Community pharmacists are thus faced with the challenge to prove that the value that they add to society is meaningful. Therefore, the aim of the study was to document community pharmacy availability and activities in South Africa and based on this to quantify the perceived value that the community pharmacist adds to society through the delivery of pharmaceutical services and pharmaceutical care. In order to determine the pharmacist’s true value added two surveys were conducted in 2006; an original pharmacist survey and a general public survey. The results obtained were verified by a follow–up pharmacist survey in 2009 to confirm or reject the results obtained in the original survey. The study was representative of both the community pharmacies and the general public in South Africa and was primarily quantitative in design and analysis. More than half of the responding pharmacies (63.16%) were open seven days a week. The average hours of service per day ranged from 10 hours (Monday to Friday) through to 6.45 hours on Saturdays and 3 hours on Sundays. Pharmacists continuously upgraded their professional knowledge. More than three quarters of pharmacies had the necessary equipment available to perform the services investigated in the study. The general public was not aware of all the services provided by pharmacists and as a result, depending on the service, many people did not make use of these services. The general public that made use of services delivered by community pharmacies mainly perceived the services delivered to be of good quality. The main barrier to practicing pharmaceutical care was indicated by pharmacists as not receiving payment for the advice given followed by pharmaceutical care being time consuming, and that there was not enough time to talk to patients. The general public indicated that they found it difficult to ask questions in pharmacies because other patients could hear what was discussed, or other patients had to wait longer if they asked something, and pharmacy staff being too busy. The results of the original pharmacist and the general public survey were confirmed by the results of the follow-up survey with the exception of dispensing prescription medicine (8 minutes 28 seconds), OTC medicine (7 minutes 23 seconds), counselling of prescription medicine (8 minutes 51 seconds) and OTC medicine (8 minutes) which on average took longer to conduct than in the previous analysis. The study highlighted the value added to the wellness and quality of life of the community of South Africa through the delivery of pharmaceutical care and pharmaceutical services by community pharmacy staff, and proved that pharmacists are committed to the provision of pharmaceutical care and pharmaceutical services.
- Full Text:
- Date Issued: 2010
- Authors: Blignault, Suzette Martha
- Date: 2010
- Subjects: Pharmacy , Community health services
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10130 , http://hdl.handle.net/10948/1533 , Pharmacy , Community health services
- Description: In South Africa the pharmacy profession has experienced a number of changes around the turn of the century such as the introduction of the National Drug Policy (NDP), pharmacy ownership and price regulation. With this the role and earnings of the pharmacy profession, as well as to what extent the pharmacist adds value to the profession and society, are being questioned. Community pharmacists are thus faced with the challenge to prove that the value that they add to society is meaningful. Therefore, the aim of the study was to document community pharmacy availability and activities in South Africa and based on this to quantify the perceived value that the community pharmacist adds to society through the delivery of pharmaceutical services and pharmaceutical care. In order to determine the pharmacist’s true value added two surveys were conducted in 2006; an original pharmacist survey and a general public survey. The results obtained were verified by a follow–up pharmacist survey in 2009 to confirm or reject the results obtained in the original survey. The study was representative of both the community pharmacies and the general public in South Africa and was primarily quantitative in design and analysis. More than half of the responding pharmacies (63.16%) were open seven days a week. The average hours of service per day ranged from 10 hours (Monday to Friday) through to 6.45 hours on Saturdays and 3 hours on Sundays. Pharmacists continuously upgraded their professional knowledge. More than three quarters of pharmacies had the necessary equipment available to perform the services investigated in the study. The general public was not aware of all the services provided by pharmacists and as a result, depending on the service, many people did not make use of these services. The general public that made use of services delivered by community pharmacies mainly perceived the services delivered to be of good quality. The main barrier to practicing pharmaceutical care was indicated by pharmacists as not receiving payment for the advice given followed by pharmaceutical care being time consuming, and that there was not enough time to talk to patients. The general public indicated that they found it difficult to ask questions in pharmacies because other patients could hear what was discussed, or other patients had to wait longer if they asked something, and pharmacy staff being too busy. The results of the original pharmacist and the general public survey were confirmed by the results of the follow-up survey with the exception of dispensing prescription medicine (8 minutes 28 seconds), OTC medicine (7 minutes 23 seconds), counselling of prescription medicine (8 minutes 51 seconds) and OTC medicine (8 minutes) which on average took longer to conduct than in the previous analysis. The study highlighted the value added to the wellness and quality of life of the community of South Africa through the delivery of pharmaceutical care and pharmaceutical services by community pharmacy staff, and proved that pharmacists are committed to the provision of pharmaceutical care and pharmaceutical services.
- Full Text:
- Date Issued: 2010
Pharmacy - yesterday to-day and to-morrow : inaugural lecture delivered at Rhodes University
- Authors: Price, C H
- Date: 1962
- Subjects: Pharmacy , Pharmacy -- History
- Language: English
- Type: Text
- Identifier: vital:658 , http://hdl.handle.net/10962/d1020727
- Description: Inaugural lecture delivered at Rhodes University. , Rhodes University Libraries (Digitisation)
- Full Text:
- Date Issued: 1962
- Authors: Price, C H
- Date: 1962
- Subjects: Pharmacy , Pharmacy -- History
- Language: English
- Type: Text
- Identifier: vital:658 , http://hdl.handle.net/10962/d1020727
- Description: Inaugural lecture delivered at Rhodes University. , Rhodes University Libraries (Digitisation)
- Full Text:
- Date Issued: 1962
Drugs: cures or curse?
- McCarthy, T J (Terence John)
- Authors: McCarthy, T J (Terence John)
- Subjects: Drugs , Pharmacy , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21887 , vital:29798
- Description: With Pharmacy established in our midst at UPE it seems fitting to speak about drugs, since the name pharmacy is derived from pharmakon, the Greek word for drug. The derivation of apteker from the English word apothecary and the German Apotheker is also relevant. Interestingly the Greek root for apothecary means storekeeper, so perhaps things have not changed much in the last few centuries. However, the use of drugs precedes the Greeks, English or Germans by many centuries, and both the Chinese (over 2000 years BC) and the Babylonians (over 4000 years BC) had drug lists or pharmacopoeias. In fact the Babylonians also had a strict medical code and I recall reading that "if the surgeons's knife should slip, the surgeon's hand will be cut off" which seems far better than the modern idea of trying to sue the surgeon after the event, but must have seriously hampered the recruitment of surgeons in those days.
- Full Text: false
- Authors: McCarthy, T J (Terence John)
- Subjects: Drugs , Pharmacy , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21887 , vital:29798
- Description: With Pharmacy established in our midst at UPE it seems fitting to speak about drugs, since the name pharmacy is derived from pharmakon, the Greek word for drug. The derivation of apteker from the English word apothecary and the German Apotheker is also relevant. Interestingly the Greek root for apothecary means storekeeper, so perhaps things have not changed much in the last few centuries. However, the use of drugs precedes the Greeks, English or Germans by many centuries, and both the Chinese (over 2000 years BC) and the Babylonians (over 4000 years BC) had drug lists or pharmacopoeias. In fact the Babylonians also had a strict medical code and I recall reading that "if the surgeons's knife should slip, the surgeon's hand will be cut off" which seems far better than the modern idea of trying to sue the surgeon after the event, but must have seriously hampered the recruitment of surgeons in those days.
- Full Text: false
The four P's of Pharmacy: potions, products, profits and people
- Authors: Truter, Ilse
- Subjects: Pharmacy , Pharmacy -- Study and teaching , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21626 , vital:29721
- Description: A short overview of my academic journey by focusing on the three pillars of academia, followed by what I consider to be the four "P's" of Pharmacy, a question about a further "P", and in conclusion what I consider to be the way forward for Pharmacy.
- Full Text: false
- Authors: Truter, Ilse
- Subjects: Pharmacy , Pharmacy -- Study and teaching , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21626 , vital:29721
- Description: A short overview of my academic journey by focusing on the three pillars of academia, followed by what I consider to be the four "P's" of Pharmacy, a question about a further "P", and in conclusion what I consider to be the way forward for Pharmacy.
- Full Text: false
- «
- ‹
- 1
- ›
- »