Supporting newly qualified pharmacists in transitioning to independent practice: a qualitative analysis of the role of supervision
Authors: McDermott I , Schafheutle E , Willis S 
Published: April 2024

Abstract

Introduction
Newly qualified pharmacists (NQPs) face a demanding and challenging work environment during their transition to independent practice.[1,2] They also face challenges related to the changing nature of pharmacy practice, with pharmacists playing an increasingly important clinical role in patient care, which can be daunting for NQPs. Supporting NQPs during this transition period is essential for ensuring the sustainable development of health services. In 2021, Health Education England introduced the Newly Qualified Pharmacist Pathway, which included access to the Royal Pharmaceutical Society (RPS) e-Portfolio, formal learning of clinical and other skills, and access to educational supervision. The learning programmes were delivered by different providers in different settings/sectors. In hospitals, the Pathway was intended to complement existing programmes. Those in community pharmacy, general practice, community health services, health and justice, and care homes had access to a 12-month structured programme.

Aim
To discuss how supervision works and its contribution to supporting NQPs during their transition to independent practice.

Methods
Semi-structured qualitative interviews with NQPs (n=7) and supervisors (n=14). Email invitations were sent via learning providers. Participants were selected to capture NQPs and supervisors from various learning programmes and settings/sectors. Interviews were analysed thematically.

Results
The transition to independent practitioners meant NQPs were required to work with a high degree of autonomy in their practice. Yet, NQPs reported a lack of confidence in this. Supervisors reported that being an independent practitioner also meant that NQPs needed to be accountable for their decisions, learn to prioritise in a high-pressure environment, lead more experienced colleagues and manage a team. Supervision was an important part of the Pathway. Both NQPs and supervisors reported that supervisors provided NQPs with guidance, support, and feedback during their transition period. Supervisors added that they conducted learning needs assessments to foster a learner-centred approach that aided NQPs in expanding their skills and knowledge. They also supported NQPs in developing reflective practice as part of their professional development and progression to advanced practice. How supervision was conducted in practice varied across different settings/sectors. NQPs and hospital supervisors described that NQPs had a clinical work-based supervisor and an educational supervisor. In community pharmacies where NQPs often lacked access to support and structured learning opportunities, NQPs and supervisors claimed that remote educational supervision offered through the Pathway provided a support system for NQPs who would otherwise have been without any support structure.

Conclusion
Our study highlights that both NQPs and supervisors noted the importance of the support provided by educational supervisors to address learning/support needs in the early year of practice. However, the extent to which NQPs received what they needed varied widely. This support will likely become increasingly important from 2026, when pharmacists will require support as they become independent prescribers. We need to develop processes and infrastructure to ensure high-quality supervision is available to NQPs in all settings/sectors. The strength of the study lies in the in-depth interviews that provided rich and insightful data, effectively addressing the limitation posed by the relatively small number of participating NQPs.

References
1. Magola E, Willis SC, Schafheutle EI. What can community pharmacy learn from the experiences of transition to practice for novice doctors and nurses? A narrative review. Int J Pharm Pract. 2018;26(1):4–15.
2. Jee SD, Schafheutle EI, Noyce PR. Using longitudinal mixed methods to study the development of professional behaviours during pharmacy work-based training. Health Soc Care Community. 2017;25(3):975–86.