Professional Dilemmas Experienced by Pharmacy Graduates in the United Kingdom When Transitioning to Practice

Abstract

Objective. For many pharmacy students in the United Kingdom there are few opportunities during undergraduate education to learn, or be exposed to, different ways of dealing with ethical and professional dilemmas in real life practice. This study aimed to explore the experiences of graduates during their pre-registration year and early practice (up to two years post-qualification) on their perceived pre-paredness to make professional decisions when faced with problems or dilemmas once in practice. Method. Semi-structured interviews were undertaken with preregistration trainees and early careers pharmacists (up to two years qualified). Interviews were transcribed verbatim and analyzed thematically using the Framework Approach. Results. Eighteen interviews (nine preregistration trainees and nine qualified pharmacists) were con-ducted. Four key themes emerged: continued learning in practice, exposure to role-modelling, moral courage, and stress and moral distress. Conclusion. This study found that preregistration trainees and early career pharmacists perceive a need to be challenged and to receive further support and positive role-modelling to help them continue to develop their ethical and professional decision-making skills in the practice setting. The level and quality of support reported was variable, and there was a reliance on informal networks of peer support in many cases. This study suggests a need to raise awareness among preregistration tutors (preceptors) and line managers (supervisors) to improve and increase support in this area.