ArticleAdvances in health sciences education : theory and practice2026
Stories of who we are: exploring trainee pharmacists' professional identity constructions through workplace narratives.
Article in Advances in health sciences education : theory and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- The delicate dance of debriefing: exploring how behavioural marker systems influence the socio-emotional dynamics of simulation practice.Advances in simulation (London, England) · 2026Article
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4 authors.
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Abstract
Professional identity formation is central to developing resilient, ethical, and practice-ready healthcare professionals. While well-studied in medicine, professional identity formation in pharmacy remains underexplored. Recognising some of the unique challenges of the pharmacy profession, there is a need for empirically grounded studies that examine how pharmacy learners actively construct professional identities in real-world contexts. This nuanced perspective also adds depth and contextual relevance to the wider discourse on professional identity formation. This study examines how trainee pharmacists construct professional identities through narratives of challenging workplace experiences. Using Bamberg’s positioning analysis, we conducted a narrative inquiry into 13 micro-narratives derived from semi-structured interviews with trainee pharmacists in Scotland. Each narrative was analysed through three levels of positioning: self within the story, self in relation to the audience, and self in relation to broader cultural master narratives. We identified five core identity positions: the transforming practitioner (creative, value-adding problem-solver), the shield-bearer (protector of patient safety in the face of structural risk), the quiet subversive (agent of resistance), the compassionate witness (emotionally attuned and morally engaged observer), and the shadow contributor (invisible yet operationally essential team member). The findings highlight the emotional, relational, and narrative work underpinning identity formation. They call for educational practices that legitimise uncertainty, acknowledge and support emotional labour, and openly discuss the dissonance and complexity inherent in becoming a professional. Recognising and engaging with the identities learners inhabit, and indeed those that they resist, can foster more inclusive, authentic, and supportive environments for professional growth.
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