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

Objective: To explore experiential education (EE) and preceptor development experts’ perceptions for priorities for preceptor development aimed at supporting learner professional identity formation (PIF) and to create a framework for preceptor development to inform future preceptor training programs. Methods: This multicomponent study involved: 1) conducting virtual focus groups with EE and preceptor development experts to explore perceived preceptor development needs, including content and learning outcomes; 2) utilizing a modified nominal group technique 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 groups and nominal group technique priorities, informed by PIF and preceptor development literature, were used to create the preceptor development framework. Results: Twenty preceptor development experts participated in 4 focus groups. Focus group data yielded 5 overarching program insights and several priority content areas to inform the preceptor development framework. The framework created contains content elements for preceptor learning (ie, 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 the structure and delivery of programming (ie, reflection, peer discussion, communities of practice, workplace learning). Conclusion: This study expands on existing frameworks for preceptor development that focus on competency to guide EE and ensure preceptors are equipped to support and nurture learners in their PIF.