Introduction: Pharmacist prescribers play a critical role in enhancing patient care in hospitals, working closely with multidisciplinary teams (MDTs) to improve patient outcomes. However, there are systemic and organisational challenges that impact the application of their competencies outlined in the Royal Pharmaceutical Society’s (RPS) Competency Framework, in England, UK. This study explores the barriers and facilitators affecting pharmacist prescribers’ daily practices in an inpatient ward environment.
Methods: An ethnographic approach was employed, with non-participant observations conducted over six half-day sessions involving three prescribing pharmacists in an NHS inpatient ward, in Englad UK. Data was typed in an encrypted password-protected file. Data were analysed using framework and thematic analysis. The RPS Competency Framework guided the framework analysis, mapping observations to the behavioural indicators and corresponding contextual practical facilitators and barriers.
Results: Framework analysis highlighted frequently applied competencies, such as accessing and interpreting patient records, MDT collaboration, and adapting prescribing decisions based on clinical assessments. Facilitators included a collaborative MDT culture and access to comprehensive patient information. Barriers, however, such as fragmented IT systems, time constraints, and hierarchical dynamics, limited the consistent application of these competencies, impacting workflow. Thematic analysis revealed two primary themes: Emotional Responses to Systemic and Interpersonal Challenges, where pharmacists faced frustration with IT inefficiencies and high workloads, and Navigating Professional Identity and Hierarchies, which illustrated the challenges pharmacists encounter in asserting expertise within MDT hierarchies.
Conclusion: The findings highlight the importance of addressing systemic barriers and fostering supportive MDT environments to enable prescribing pharmacists in optimising their competencies in practice. Improvements in role integration, emotional intelligence, and interdisciplinary support could enhance prescribing practices and empower pharmacist prescribers to deliver safer, improved patient outcomes in hospital settings.

Introduction: Bargain Chemist operates 22 community pharmacies in New Zealand. Tasked to develop a national intern training programme that complements the PSNZ intern training programme. Providing clear learning and training expectations; and to supporting interns and preceptors. EPAs provide an opportunity for interns to watch their progress develop to independent practice.
Method: Competency and milestone-based training tasks were identified and assessed for adaption to EPAs. EPA were assessed via the EQual rubric to evaluate quality and structure. Tasks were categorised as appropriate EPAs with a score of ≥ 4.07. Scores of <4.07 required further refinement and/or alternative assessment methods.
The Bargain Chemist Intern Training Programme starts with foundation EPAs with additional EPAs being added each month. In June all EPAs are included. From July the preceptor and intern review EPAs at ≤3 until all EPAs have achieved Level 4. By September all EPAs should be achieved at level ≤4 and the intern should be working at the level expected of a first-year pharmacist.
Training is provided for both interns and preceptors on how the EPA levels will be used for assessment.
Results: 94 tasks were identified and assessed via the EQual rubric. 22 were duplicates. Three were not suitable EPAs. 14 scored < 4.07 of those 10 were given alternate assessment and 4 were included. 52 EPAs were included in the final programme. Each EPA was categorised as: Dispensary, Clinical and Communication.
Conclusion: The activities and training needed to design an intern training year cannot be covered by one teaching style. Incorporating EPAs, learning milestones, and intensive weekly teaching programme work together to create a well-rounded learning environment. Using the EQual rubric helped to identify how to create and writ professional activities.

Introduction: More graduates entering diverse employment sectors and shortages of pharmacists to fill patient-facing roles has meant improved predictors of pharmacy workforce capacity are needed. Better understanding of student career preferences will help refine such predictors while also aiding educators to refine pharmacy programme curricula. This study aimed to understand student career intentions and factors influencing both degree and career choice.
Methods: This study gathered data through an online survey consisting of both Likert-scale and multiple-choice questions. The survey was distributed to all students of a pharmacy programme in Ireland in November 2023. Data was coded and analysed quantitatively using descriptive and inferential statistics, whereby p<0.05 denotes statistical significance.
Results: Data from 90.1% (311/345) of the university’s pharmacy students was collected. Over half (56.5%) of students intend on perusing community pharmacy, followed by industry (18.4%) and hospital pharmacy (10.6%). Important factors for choosing to study pharmacy included interest in science/health-related field, desire to help people, career opportunities and knowledge of salaries. Work experience placement was a significant factor for choosing a career for almost all students (98.7%). Factors considered when choosing a future career were compared between students intending to enter patient-facing (community/hospital pharmacy) and non-patient-facing roles. Direct patient contact, impact of job on health and wellbeing and use of pharmacy skills were significantly more important to those intending to pursue patient-facing roles (p<0.05). While, benefits, promotion opportunities and training opportunities were significantly more important to those intending to enter non-patient facing roles (p<0.05).
Conclusion: This study provides an in-depth analysis of intended career choices of students from an Irish pharmacy programme. Information regarding important factors for degree and career choice will be of interest to educators, future employers, and policymakers. The research represents a springboard to refine pharmacy workforce capacity predictions and pharmacy curricula based on student career preferences.