Building A Pharmacy Preceptor Development Framework for Nurturing Learner Professional Identity Formation

To explore experiential education (EE) and preceptor development experts' perceptions of priorities for preceptor development aimed at supporting learner professional identity formation (PIF) and create a framework for preceptor development to inform future preceptor training programs. This multi-component study involved: 1) conducting virtual focus groups of EE and preceptor development experts to explore perceived preceptor development needs, including content and learning outcomes, 2) utilizing a modified nominal group technique (NGT) to identify priorities for preceptor development and 3) creating a preceptor development framework for supporting learner PIF. Transcripts were analyzed to identify specific content areas of focus and practical program insights. Main findings from the focus group and NGT priorities, informed by PIF and preceptor development literature, were used to create the preceptor development framework. Twenty preceptor development experts participated in four focus groups. Focus group data yielded five overarching program insights and several priority content areas to inform the preceptor development framework. The framework created contains Content Elements for preceptor learning (i.e., reflecting on the preceptors' own PIF journey, using good precepting practices with a PIF lens) and associated Preceptor Learning Outcomes. To support PIF-related learning and preceptor engagement, the framework describes Program Design Elements related to structure and delivery of programming (i.e., reflection, peer discussion, communities of practice, workplace learning). This study expands on existing frameworks for preceptor development that focus on competency to guide EE and ensures preceptors are equipped to support and nurture learners in their PIF.