Supporting students toward a successful transition to university: Preparing for Pharmacy - a first-year student’s perspective.
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| Title: | Supporting students toward a successful transition to university: Preparing for Pharmacy - a first-year student’s perspective. |
|---|---|
| Authors: | Harrington, Carl R.1 Carl.Harrington@uea.ac.uk, Norton, Rosemary2 r.norton@uea.ac.uk, Yogarajah, Akshika2 r.norton@uea.ac.uk |
| Source: | Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 1, p17-22. 6p. |
| Subject Terms: | *Academic support programs, *First year experience programs, *College student adjustment, *School dropout prevention, *Right to education, *Pharmacy education, Participation, Mentoring |
| Company/Entity: | University of East Anglia |
| Abstract: | This vignette explores the lived experience of a first-year pharmacy student from a widening participation background and the impact of the University of East Anglia’s Preparing for Pharmacy (PfP) programme (Harrington and Norton, 2024). It briefly introduces PfP and the BECOME model we developed to build around the programme. The vignette’s main focus is combining student narrative with academic reflection to illustrate how targeted support initiatives can transform access, transition, and belonging in education. The student's journey highlights a non-traditional path - facing academic setbacks and ultimately discovering pharmacy through PfP. The programme’s outreach activities, exposure to professional tools, hands-on workshops, and sustained staff mentorship shaped both academic confidence and career identity. These elements reflect wider themes of inclusion and student retention. The article interweaves personal accounts with literature-informed academic commentary, creating a reflective dialogue between student voice and academic practice. This hybrid approach provides insights into how programmes like PfP scaffold first-year success and break down systemic barriers. The contribution complements wider discussions within the EFYE community around belonging, identity, and transition, offering both practical and emotional resonance. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Perspectives in Applied Academic Practice is the property of Edinburgh Napier University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195296404 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Supporting students toward a successful transition to university: Preparing for Pharmacy - a first-year student’s perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Harrington%2C+Carl+R%2E%22">Harrington, Carl R.</searchLink><relatesTo>1</relatesTo><i> Carl.Harrington@uea.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Norton%2C+Rosemary%22">Norton, Rosemary</searchLink><relatesTo>2</relatesTo><i> r.norton@uea.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Yogarajah%2C+Akshika%22">Yogarajah, Akshika</searchLink><relatesTo>2</relatesTo><i> r.norton@uea.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Perspectives+in+Applied+Academic+Practice%22">Journal of Perspectives in Applied Academic Practice</searchLink>. 2026, Vol. 14 Issue 2, Part 1, p17-22. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br />*<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22College+student+adjustment%22">College student adjustment</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br />*<searchLink fieldCode="DE" term="%22Pharmacy+education%22">Pharmacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22University+of+East+Anglia%22">University of East Anglia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This vignette explores the lived experience of a first-year pharmacy student from a widening participation background and the impact of the University of East Anglia’s Preparing for Pharmacy (PfP) programme (Harrington and Norton, 2024). It briefly introduces PfP and the BECOME model we developed to build around the programme. The vignette’s main focus is combining student narrative with academic reflection to illustrate how targeted support initiatives can transform access, transition, and belonging in education. The student's journey highlights a non-traditional path - facing academic setbacks and ultimately discovering pharmacy through PfP. The programme’s outreach activities, exposure to professional tools, hands-on workshops, and sustained staff mentorship shaped both academic confidence and career identity. These elements reflect wider themes of inclusion and student retention. The article interweaves personal accounts with literature-informed academic commentary, creating a reflective dialogue between student voice and academic practice. This hybrid approach provides insights into how programmes like PfP scaffold first-year success and break down systemic barriers. The contribution complements wider discussions within the EFYE community around belonging, identity, and transition, offering both practical and emotional resonance. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Perspectives in Applied Academic Practice is the property of Edinburgh Napier University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195296404 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 17 Subjects: – SubjectFull: Academic support programs Type: general – SubjectFull: First year experience programs Type: general – SubjectFull: College student adjustment Type: general – SubjectFull: School dropout prevention Type: general – SubjectFull: Right to education Type: general – SubjectFull: Pharmacy education Type: general – SubjectFull: Participation Type: general – SubjectFull: Mentoring Type: general – SubjectFull: University of East Anglia Type: general Titles: – TitleFull: Supporting students toward a successful transition to university: Preparing for Pharmacy - a first-year student’s perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Harrington, Carl R. – PersonEntity: Name: NameFull: Norton, Rosemary – PersonEntity: Name: NameFull: Yogarajah, Akshika IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 20519788 Numbering: – Type: volume Value: 14 – Type: issue Value: 2, Part 1 Titles: – TitleFull: Journal of Perspectives in Applied Academic Practice Type: main |
| ResultId | 1 |
