Design and Evaluation of a New National Pharmacy Internship Programme in Ireland

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Abstract

Objective. To design, deliver and evaluate a National Pharmacy Internship Programme to meet the educational needs of pharmacy graduates for registration as competent pharmacists, recognising the learning by way of an educational award.
Methods. The programme was designed as a twelve month, full-time, blended-learning, competency-based programme leading to an educational award at Master’s Level. Intern performance was assessed academically and by pharmacy tutor (preceptor) appraisals. Interns who demonstrated competency were invited to sit the Professional Registration Examination (PRE). Feasibility and performance were evaluated and a longitudinal approach allowed intern and tutor views to be compared to the former pre-registration year.
Results. Overall performance in the PRE was good and relatively consistent with almost all interns proceeding to register as pharmacists. Interns expressed a view that the programme had enabled them to develop the knowledge, skills and overall competencies required for future independent practice as a pharmacist. Tutors considered the programme to have built on prior learning and provided a
sufficiently rounded experience for professional practice. Tutors also expressed the view that the programme was an improved educational experience over the former, less structured, pre-registration training.
Conclusion. The National Pharmacy Internship Programme was a structured, competency-based programme at Master’s Level. The education and training was perceived to be an improvement on the previous pre-registration year. The programme quality assured pharmacy education outcomes at entry-to-practice on a national basis, and uniquely recognised the learning by way of an educational award.

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Original languageEnglish
JournalAmerican Journal of Pharmaceutical Education
Early online date27 Dec 2017
DOIs
Publication statusPublished - 27 Dec 2017

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© Copyright 2017 American Journal of Pharmaceutical Education.

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