Supporting student development through a cooperative education coaching program
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Date
2016
Authors
Armstrong, Lisa
Waite, Nancy
Rosenthal, Meagen
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Work-Integrated Learning
Abstract
Uptake of new scopes of practice by pharmacists has been slow and inconsistent, which the literature suggests may be related to disconnects between pharmacists' established professional identities and the identities needed to adopt these new practices. This study evaluated the use of coaches to help pharmacy students during their cooperative education work terms develop professional identities more aligned with the new scopes of practice. In this longitudinal cross-sectional survey, trained pharmacist coaches met individually and in groups with students in the intervention arm of the study. Students and coaches in the intervention arm completed reflective questions and student intervention and control groups completed a self-assessment survey. Reflective comments indicated that both students and coaches identified student gains in career and professional planning, workplace navigation skills, ability to reflect on professional development topics, and contextualizing classroom learning within practice. Work-integrated learning combined with coaching can contribute to students' career and professional identity development.
Description
First published by International Journal of Work-Integrated Learning, https://www.ijwil.org/. This article may not be used for commercial gain unless by permission of the editor-in-chief.
Keywords
Coach, mentor, cooperative education, student, reflective practitioner, pharmacist