Article Sidebar

Download
Statistic
Read Counter : 16

Downloads

Download data is not yet available.

Main Article Content

Abstract

Preceptors are essential in guiding and being role models for students' knowledge, skills, and practices in implementing pharmacy internship program (PKPA) based on experiential learning. Guidance takes place in a clinical environment in a healthcare system that allows students to experience health services, interact with professional teams, and interact directly with the community. This study analyzes preceptors' perceptions regarding their role as educators in implementing PKPA. This study is a descriptive survey with a cross-sectional design using a questionnaire as an instrument. The study subjects were pharmacists who acted as preceptors in implementing PKPA with a purposive sampling technique. The data analysis used descriptive analysis. The results showed that of the 31 preceptors involved, the majority were female (74.19%), with an age range of 36-45 years (58.07%), and the place of practice was in a health center (58.07%). Preceptors' perceptions regarding the implementation of PKPA are generally positive. Aspects rated high with a score of more than 4 are the aspects of recognition/award, teamwork, communication, preparation, evaluation, appreciation, and the impact of student attendance. Meanwhile, the lowest ratings are in workload (3.75 ± 0.84) and facilities and infrastructure (3.86 ± 0.72). Preceptors provide positive perceptions about their role as educators in implementing the pharmacy internship program.

Keywords

Pharmacist Experiential learning Competency Perception Preceptorship

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author Biographies

Herningtyas Nautika Lingga, Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Difa Intannia, Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Anna Khumaira Sari, Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Normaidah Normaidah, Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Program Studi Pendidikan Profesi Apoteker, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Muhammad Ikhwan Rizki, Program Studi Farmasi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia

Program Studi Farmasi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Lambung Mangkurat, Banjarbaru, Indonesia
How to Cite
Lingga, H. N., Intannia, D., Khumaira Sari, A., Normaidah, N., & Ikhwan Rizki, M. (2025). Persepsi Preseptor Klinik Dan Komunitas Mengenai Peran Sebagai Pendidik Dalam Praktek Kerja Profesi Apoteker. Borneo Journal of Pharmascientech, 9(2). Retrieved from https://jurnalstikesborneolestari.ac.id/index.php/borneo/article/view/755
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abdullahi, A. K., Salaudeen, M. A., Mosanya, A. U., Haruna, A. A., Elechi, K. W., Musa, M. K., & Khalid, G. M. (2023). Exploring Nigerian pharmacists’ attitudes and perceptions to continuing education and professional development. Pharmacy Education, 23(1), 89–99. https://doi.org/10.46542/pe.2023.231.8999
  2. Ardiningtyas, B. (2017). Gambaran Pelaksanaan Praktek Kerja Profesi Apoteker Di Apotek Di Daerah Istimewa Yogyakarta. Jurnal Ilmiah Farmasi, 13(1), 19–26. https://doi.org/10.20885/jif.vol13.iss1.art4
  3. Ardiningtyas, B., Marchaban, M., Kusnanto, H., & Fudholi, A. (2017). Persepsi Preseptor Terhadap Key Indicators Kompetensi Pharmaceutical Care Pada Praktek Kerja Profesi Apoteker Di Apotek. JURNAL MANAJEMEN DAN PELAYANAN FARMASI (Journal of Management and Pharmacy Practice), 7(1), 9. https://doi.org/10.22146/jmpf.362
  4. BPS Provinsi Kalimantan Selatan. (2025). Provinsi Kalimantan Selatan Dalam Angka 2025. 24.
  5. Broadbent, M., Moxham, L., Sander, T., Walker, S., & Dwyer, T. (2014). Supporting bachelor of nursing students within the clinical environment: Perspectives of preceptors. Nurse Education in Practice, 14(4). https://doi.org/10.1016/j.nepr.2013.12.003
  6. Dornan, T., Boshuizen, H., King, N., & Scherpbier, A. (2007). Experience-based learning: A model linking the processes and outcomes of medical students’ workplace learning. Medical Education, 41(1). https://doi.org/10.1111/j.1365-2929.2006.02652.x
  7. Fejzic, J., Henderson, A., Smith, N. A., & Mey, A. (2013). Community pharmacy experiential placement: Comparison of preceptor and student perspectives in an Australian postgraduate pharmacy programme. Pharmacy Education, 13(1), 15–21.
  8. Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., García, P. J., Ke, Y., Kelley, P., Kistnasamy, B., Meleis, A., Naylor, D., Pablos-Méndez, A., Reddy, S., Scrimshaw, S., Sepúlveda, J., Serwadda, D., & Zurayk, H. (2015). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Educacion Medica, 16(1). https://doi.org/10.1016/j.edumed.2015.04.011
  9. Gholizadeh, L., Shahbazi, S., Valizadeh, S., Mohammadzad, M., Ghahramanian, A., & Shohani, M. (2022). Nurse preceptors’ perceptions of benefits, rewards, support, and commitment to the preceptor role in a new preceptorship program. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03534-0
  10. Girotto, L. C., Enns, S. C., De Oliveira, M. S., Mayer, F. B., Perotta, B., Santos, I. S., & Tempski, P. (2019). Preceptors’ perception of their role as educators and professionals in a health system. BMC Medical Education, 19(1), 4–11. https://doi.org/10.1186/s12909-019-1642-7
  11. Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: A long and winding road. In Medical Education (Vol. 35, Issue 9). https://doi.org/10.1046/j.1365-2923.2001.00919.x
  12. Irby, D. M. (2014). Excellence in clinical teaching: Knowledge transformation and development required. Medical Education, 48(8). https://doi.org/10.1111/medu.12507
  13. Johnston, A., Malhi, R., Cofie, N., Jokic, R., Goertzen, J., Smith-Windsor, T., Makwarimba, E., Girouard, M.-H., Badcock, S., & Bell, A. (2022). Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? MedEdPublish, 12. https://doi.org/10.12688/mep.17540.1
  14. Mills, J. E., Francis, K. L., & Bonner, A. (2005). Mentoring, clinical supervision and preceptoring: clarifying the conceptual definitions for Australian rural nurses. A review of the literature. In Rural and remote health (Vol. 5, Issue 3). https://doi.org/10.22605/rrh410
  15. O’Sullivan, H., Van Mook, W., Fewtrell, R., & Wass, V. (2012). Integrating professionalism into the curriculum: AMEE Guide No. 61. Medical Teacher, 34(2). https://doi.org/10.3109/0142159X.2012.655610
  16. Panzavecchia, L., & Pearce, R. (2014). Are preceptors adequately prepared for their role in supporting newly qualified staff? Nurse Education Today, 34(7). https://doi.org/10.1016/j.nedt.2014.03.001
  17. Sally, B., & Knight, P. (2012). Assessing Learners in Higher Education. Routledge. https://doi.org/https://doi.org/10.4324/9780203062036
  18. Sarbini, Sunyoto, Alif, N. H., Elyzabeth, W., & Yulyan, C. P. (2018). Perbandingan Analisis Pengaruh Usia dan Jam Kerja pada Tingkat Produktivitas Tenaga Kerja Giling Sigaret Kretek Tangan di PT “G” dan PR “X.” SISTEM Jurnal Ilmu Ilmu Teknik, 14(2), 30–38.
  19. Seabrook, M. A. (2004). Clinical students’ initial reports of the educational climate in a single medical school. Medical Education, 38(6). https://doi.org/10.1111/j.1365-2929.2004.01823.x
  20. Seo, H., Ryu, K., Lee, S., Noh, J., La, H., & Kim, E. (2018). Stress, satisfaction, and competency of hospital pharmacy preceptors under the new pharmacy program in south korea. American Journal of Pharmaceutical Education, 82(8). https://doi.org/10.5688/AJPE6351
  21. Shraim, N. Y., Al Taha, T. A., Qawasmeh, R. F., Jarrar, H. N., Shtaya, M. A. N., Shayeb, L. A., & Sweileh, W. M. (2017). Knowledge, attitudes and practices of community pharmacists on generic medicines in Palestine: A cross-sectional study. BMC Health Services Research, 17(1). https://doi.org/10.1186/s12913-017-2813-z