(87) Understanding and Addressing Gaps in Preparedness for Pharmacy Students’ Transition to Practice

Objective : Graduating pharmacy students face many challenges as they transition to practice. In addition to practice readiness (i.e., the need for knowledge and patient care skills), graduates also must navigate searching for jobs, evaluating career options, obtaining licensure, and additional stressors related to entering professional employment. These stressors have a negative impact on student well-being. The purpose of this study was to assess student knowledge of and confidence in tasks related to transitioning from a student to pharmacist and design a curriculum to address student needs.

Methods: An anonymous survey was conducted of APPE students using a 4-point Likert scale to assess student perception of preparedness in 29 transition-to-practice tasks. Tasks were grouped into 4 categories: applying for the job, accepting the job, working the job and other (including loan repayment, licensure, liability insurance, etc.). The findings of the survey were used to develop a curriculum to address student needs.

Results: 42/66 (63.6%) students completed the survey. While most felt practice ready, students frequently disagreed that they were prepared to negotiate pay (57.5% disagreed), evaluate benefit packages (55%), understand professional liability insurance (50%) and sign-on bonuses (47.5%). The interview process, loan repayment and licensure requirements were other areas students felt unprepared. Most students (95%) indicated wanting additional training from the school on these topics. A resulting “just in time” seminar (delivered in fall and spring semester of P4 year) was designed to address gaps in confidence. The seminar includes reflection and debriefing activities along with six different transition-to-practice topics.

Conclusions: While most students surveyed feel practice ready, they are less confident applying for, evaluating and accepting job opportunities. Students desire support in these areas from their institution.