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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Utilizing transformative learning theory to enhance professional identity formation.

Christine Pan1, Jennie B Jarrett1, Kathryn Sawyer1

  • 1Department of Pharmacy Practice, Retzky College of Pharmacy, University of Illinois Chicago, Chicago, IL, United States.

Journal of Pharmacy & Pharmaceutical Sciences : a Publication of the Canadian Society for Pharmaceutical Sciences, Societe Canadienne Des Sciences Pharmaceutiques
|June 20, 2025
PubMed
Summary
This summary is machine-generated.

A Transformative Learning Theory (TLT) toolkit showed minimal impact on pharmacy students' professional identity formation (PIF) over 15 weeks. Further research with larger groups and longer study periods is recommended for definitive conclusions.

Keywords:
case vignettepharmacy educationprofessional identity formationself-reflectiontransformative learning theory

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Area of Science:

  • Pharmacy Education
  • Professional Identity Formation

Background:

  • Professional identity formation (PIF) is crucial for pharmacy students.
  • Transformative Learning Theory (TLT) offers a framework for deep learning and identity development.

Purpose of the Study:

  • To evaluate the effect of a TLT-based toolkit on pharmacy students' self-perceived PIF.
  • To analyze changes in professional identity using validated questionnaires.

Main Methods:

  • Prospective, interventional cohort study with pre-clinical pharmacy students.
  • Utilized Professional Self Identity Questionnaire (PSIQ-9) and Macleod Clark Professional Identity Scale (MCPIS-9) at baseline, midpoint, and endpoint.
  • Wilcoxon-Signed Rank Test for primary outcome analysis.

Main Results:

  • A small cohort completed all assessments; 11/79 (14%) at all time points, 39/79 (49%) at baseline and midpoint.
  • PSIQ-9 showed an increase in 'teaching others'; MCPIS-9 showed a decrease in 'feeling ashamed'.
  • Significant PSIQ-9 changes noted in communication, patient records, and teaching others.

Conclusions:

  • The TLT-based toolkit had a minimal impact on pharmacy students' PIF self-evaluation over 15 weeks.
  • Larger sample sizes and extended study durations are necessary for more robust findings.