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.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11760073 | PMC |
| http://dx.doi.org/10.1177/17151635241306458 | DOI Listing |
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