Selection of attributes

Selection of attributes was initially given the code picking and choosing and

refers to the way participants decided what aspects of behaviour they did or did not want to be part of their professional identity. The table below summarises the dimensions of this property:

Table 9.3: Table summarising the dimensions of selection of attributes

Property Dimension

Selection of attributes Unprofessional---Professional Absent---Implicit---Explicit

All participants in this study wanted to integrate behaviours and attitudes that they perceived to be professional, and not those that they perceived to be unprofessional.

Many participants stated that they did this very consciously and explicitly throughout the process:

“It was good to sort of go in and then identify people’s flaws and then […] pick up on their sort of positives” #2, p42.

“The way I saw my pre-reg was that I was looking, watching for mistakes, things that I won’t make in future” #5, p15.

“The things I realised were good about them [different pharmacists] and the things that I realised were bad.” #11, p12. “I’d see the differences and which ones I prefer and I’d think oh right so I’ll do it that way of yours [person A] but I’d do that way of yours [person B].” #14, p17.

Others were less explicit but were clearly undertaking a process of considering the professional and unprofessional aspects of what they observed:

“It’s like he’s slacking from his duties […] your basics are going to work on time, […] having a good appearance. So that’s your basics. If you can’t do the basics right, how can you be trusted as a professional?” #1, p11.

“I can say this is what I took from that job, this is what I took from my next six months” #10, p23.

Interestingly, participants struggled to specify how they knew what was professional or unprofessional behaviour. They felt it was a part of them and they ‘just knew’:

“I think that’s just me as a person […] yes I think that’s just me […] I think it could [be taught] in the degree programme but I don’t know how it would.” #1, p5.

"I think largely it’s something that you either know or you don’t. You’re either the sort of person who will do these things or you’re the sort of person who won’t do these things” #8, p20. “I mean it’s erm, I think it’s just, it’s not sort of common sense but it’s erm you know, it’s something that you, you just sort of know. You know its erm” #9, p17 (distracters left in to illustrate the

participant’s uncertainty).

9.1.4. Professional socialisation

All participants had undertaken at least some work experience in a pharmacy before their PRTP, some had done very little and others worked in a pharmacy regularly. Therefore they were professionally socialised to varying extents. As summarised in the table below, the dimensions of this category span from an

entirely external view of the profession to complete professional socialisation (i.e. internalisation of professional values as defined in Section 2.3.2.1):

Table 9.4: Table summarising the dimensions of professional socialisation

Property Dimension

Professional socialisation External view---Internalised

Several participants described how they had seen at least one pharmacist who they considered to be an ‘ideal’ level of professionalism, and therefore had an external view of the kind of professional they wanted to be:

“I saw her doing a really good job and there being good outcomes […] I don’t know, it’s nice to have an example of it so you know what you’re working towards” #7, p15.

“I’d have to say it’s largely come from my experiences seeing other pharmacists such as the one I just described […] somebody who’s got lots of qualifications, lots of extra training on top of their degree, somebody who clearly enjoys their job” #8, p17.

They also identified aspects of unprofessional behaviour that they did not want to emulate:

“They were doing MURs (medicines use reviews) […] like if there was nobody else in the shop they were like so how’s your meds? Alright? Yes. OK, right that’s fine, it’s a MUR” #5, p30.

“I think, I felt uncomfortable seeing them do it so I’m not gonna make anyone else feel uncomfortable me doing it in the future.” #7, p14.

Most participants had taken on an increasing amount of responsibility throughout their placement:

“I did ask my tutor if she has any concerns with me stepping into any […] learning opportunity that I see or any problem that I could think that I could deal with, or I could learn from” #6, p17. “For instance if anyone in the team had any issues with anything, they wanted them to come to me first […] I then go to the manager if needs be” #9, p6.

Due to their position as pre-registration pharmacist this was necessarily always under the supervision of a qualified pharmacist, however, there were clear examples of participants demonstrating professional socialisation:

“In the out-patient department at the hospital […] when patients are getting really frustrated, you make sure you’re smiling, you’re not showing that oh you’re panicking, you can see a queue so you’ve got to really stay composed and like professional” #1, p5. “The way I felt in that situation [having had little support from a mentor], it would make me think that whenever another, any of my staff or anyone I work with is in that situation that I would step in […] a few weeks later when I was working on a Saturday morning a patient came in complaining and there was only the Saturday girl there […] so I stepped in then and I explained, and I think because I stepped in straightaway […] the patient calmed down and kind of started to realise that I, yes I understand now” #4, p10.

“I had to do ‘cause it was a disaster […] the dispensary was quite small and you get these, a lot of dressings sent to us and if I’m not there, then no-one is allowed to touch them. That was how it was […] when I finished my placement I had to come in one day just to come and train the new pre-reg” #13, p16.

For the most part however, the extent of the participants’ professional socialisation at this stage can only be gauged by their descriptions of what they

would do in a particular situation, or their reaction to a situation. Here, there was

also evidence of developing professional socialisation:

“You need to do it properly [a MUR] in the consultation room.” #5, p30. “I want people to say she’s the approachable one and I don’t mind asking her for help […] I wouldn’t want people to be worried about coming to me with anything and I want a good reputation so people trust my decisions.” #7, p9.

“I would like to be the kind of person that takes responsibility for things rather than just passing it on to someone else” #11, p20.

Interestingly, one participant described how she had partially internalised some unprofessional aspects of behaviour she had seen on placement:

“The rule in sort of the hospital was 9 o’clock start and then people, ‘cause I’d see pharmacists coming in five or ten minutes late as well […] These were the [high up the] hierarchy pharmacists as well

So you were, so you were initially on time and then was it as you saw other pharmacists coming in late

I think so

That you kind of thought this is

We’ll get away with it.” #2, p31.

Her explanation for this was:

“They’re sort of our role models aren’t they so we just sort of do follow what they do whether it’s right or wrong” #2, p37.

No other participants gave examples of changing their behaviour in this way, however this does highlight the potential negative aspects of professional socialisation.