Becoming pharmacists: students’ understanding of pharmacy practice at graduation from an Australian University

Abstract Background In preparing graduates for practice, education programs must transform students into pharmacists based on authentic experiences that integrate knowledge and skills into a broad and deep understanding of what it is to be a pharmacist. Aim This qualitative study aimed to explore how students understood pharmacy practice, nearing completion of an undergraduate program. Method Of the cohort of 252 final year students, 104 (41%) completed an online survey containing open ended questions relating to pharmacy practice. Responses were analysed using a phenomenological approach. Results Despite all students completing the same program, they understood the work of a pharmacist in diverse ways, ranging from dispensing and or providing counselling, information and advice to providing an accessible healthcare service to all members of the community as part of a healthcare team. The most common understanding, expressed by 34/104 (33%) of participating students, focused on dispensing and counselling, which aligns with traditional roles. The remaining understandings became progressively more inclusive, with 12 to 14% of students expressing each of them. Students reported that part-time work in pharmacies and experiential placements were highly influential in how they understood pharmacy practice. Conclusion Graduates’ understanding of professional practice is central to how they enact and develop practice. It is crucial, then, that educators consider and address the variation in how students understand professional practice and influences on how practice is understood. This is necessary to ensure that understanding what it is to be a pharmacist aligns with program goals and the vision for the profession.