Perceived importance of tailored education to prevent second victim phenomenon in clinical pharmacy practice: a focus group study with community pharmacists

Perceived importance of tailored education to prevent second victim phenomenon in clinical pharmacy practice: a focus group study with community pharmacists | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Perceived importance of tailored education to prevent second victim phenomenon in clinical pharmacy practice: a focus group study with community pharmacists Ivana Zimonjić, Valentina Marinković, Dragana Jocić, Lazar Dražeta, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5920957/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract Background : The second victim phenomenon, referring to the impact of patient safety incidents on healthcare professionals, also affects pharmacists. Dispensing errors or inadequate counselling cause anxiety, reduced motivation, and staff turnover. Support programmes for healthcare professionals have been developed, but not specifically for pharmacists. Aim : This study aimed to investigate pharmacists' perceptions of tailored education to enhance competencies in overcoming second victim phenomenon, including (i) potential impacts of such programmes, (ii) recommended content for continuous professional development and undergraduate curricula, (iii) preferred design and delivery methods, and (iv) experience with existing programmes. Method : A qualitative focus group study involved 25 community pharmacists. Data were collected using a semi-structured guide for focus group discussions and a self-reporting questionnaire. Discussions continued until data saturation. Recordings were transcribed and analysed using MAXQDA software with an inductive thematic approach. Statistical analysis examined the relationships between participation in existing programmes and outcomes. Results : Participants perceived tailored education as essential for improving crisis response, empowering individuals and profession, and enhancing pharmaceutical care. Key topics for professional development include soft skills, risk and stress management, and strengthening the role of pharmacists, while undergraduate curricula should focus on soft skills, motivation, and career development. Preferred learning methods included roundtable workshops and blended learning, with stakeholder engagement. Majority of participants (80%) attended existing support programmes, with 76% reporting improved competencies and 80% recommending the programmes to colleagues. Conclusion : Community pharmacy practitioners perceived tailored education for overcoming second victim phenomenon outcomes as essential for professional success and improving pharmaceutical care. Community Pharmacy Services Medication Errors Patient Safety Occupational Health Second Victims Continuing Pharmacy Education Figures Figure 1 IMPACT STATEMENTS There is limited evidence regarding the importance of tailored education and support in preventing the second victim phenomenon, though participants viewed it as key to improving crisis response and enhancing pharmaceutical care quality. .Our study suggests that tailored educational programmes could empower pharmacists and strengthen their role in healthcare, benefiting both the profession and patient care. The findings of this study could serve as a base of educational topics in soft skills, risk and stress management for relevant stakeholders in pharmacy education and professional development, guiding the creation of future programmes. INTRODUCTION The role of community pharmacists in primary healthcare is increasingly extended, particularly in therapy optimisation and patient safety [ 1 , 2 ]. Pharmacists, as the most accessible healthcare professionals, are now providing advanced services [ 3 ], including pharmacists' prescribing [ 4 ]. However, research indicates that pharmacists are often reluctant to take responsibility for therapy outcomes [ 5 ]. Errors in pharmaceutical care, such as wrong dispensing and inadequate counselling, occur [ 6 ]. These incidents, where patient safety is compromised, can also impact the pharmacist. The consequences typically include anxiety about patient outcomes and self-doubt, which may lead to demotivation and even staff turnover in community pharmacies [ 7 ]. This phenomenon, known as the "second victim", is well-documented among healthcare professionals [ 8 , 9 ]. Studies in medicine and nursing demonstrate that common outcomes include anxiety, self-directed anger, fear of future mistakes, reduced self-confidence, and diminished job performance [ 10 ]. There is also an increased likelihood of further errors, absenteeism, and departure from the profession [ 11 ]. Research on pharmacists is limited but suggests similar patterns [ 7 ]. Following the COVID-19 pandemic, the safety of healthcare professionals has been increasingly recognised as a prerequisite for patient safety. The World Health Organisation has released documents recognising "soft skills" as essential for patient safety [ 12 ] and, in collaboration with the International Labour Organisation, has developed guidelines for creating support programmes to ensure the safety of healthcare professionals in the workplace [ 13 ]. The European Research Consortium ERNST has also addressed this issue during the period 2020–2024, with numerous publications available on how to prevent and effectively reduce the impact of this phenomenon on healthcare professionals [ 14 – 17 ]. Given the potential harm to practice quality and pharmacist well-being, tailored educational programmes could be essential to prevent or reduce the impact of such events in pharmaceutical practice. AIM This study aimed to investigate pharmacists' perceptions about tailored education created to enhance pharmacists’ competencies in overcoming second victim phenomenon outcomes, as follows (i) the potential impact of such programmes, (ii) recommended content of supporting continuous professional development programmes and undergraduate curricula, (iii) preferable design and modes of delivery, and (iv) experience with already available programmes. ETHICS APPROVAL The Ethics Committee of the Pharmaceutical Chamber of Serbia approved this study (Reference number: 75/5 − 4, dated October 8th, 2024). METHOD Study design and tools The study was designed as a qualitative focus group study conducted in December 2024. A semi-structured guide for focus groups was developed and pretested among three independent experts in pharmacy practice, human resources management, and organisational development, not involved as the study participants. It was constructed based on a literature review on the second victim topic, grounded in qualitative research methodology [ 18 – 20 ]. Suggestions from the pretest were incorporated into the final version, which was more concise and finalised during a consensus meeting containing six questions as follows: (i) Introduce yourself and your practice area. (ii) How can tailored education support pharmacists in adverse outcomes? (iii) What education topics are needed for patient safety? (iv) Should this be included in pharmacy programmes? (v) How would you develop competencies to address this phenomenon? and (vi) Any additional suggestions? (For details, see Supplementary material 1). A validated self-reported questionnaire on participation in available supporting programmes and satisfaction was also developed by a group of experts in pharmaceutical practice, psychology, and human resource management. Suggestions from experienced trainers in professional development were also considered. Five practice experts validated the questionnaire according to Polit and Beck's guideline [ 21 ]. The final version, consisting of 11 questions on available programmes and 10 demographic questions, was distributed to participants at the beginning of the study (Supplementary material 2) The study followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) [ 22 ] and Standards for Reporting Qualitative Research: a Synthesis of Recommendations (SRQR) [ 23 ] guidelines for qualitative research reporting. The complete method is illustrated in Fig. 1 for detailed visual elucidation. Please insert Fig. 1 here. Overview of vital methodological steps Setting, sampling, and recruitment The study included 25 community pharmacists, organised into three focus groups (FGs) in accordance with relevant guidelines [ 24 , 25 ], with two groups of eight and one group of nine participants. All participants had prior experience in direct patient contact and providing pharmaceutical care. They worked in diverse working positions across various pharmacies and regions in the Republic of Serbia, offering multiple perspectives on the value of education. Recruitment used purposive snowball sampling [ 26 ], ensuring diversity in age, gender, and geographic location. Participants were required to have prior experience in community pharmacies and an active working licence issued by the Pharmaceutical Chamber of Serbia. Educational workshop At the start of the research, all 25 participants attended an educational session titled "Second Victims in Healthcare." This session aimed to standardise participants' understanding of the second victim phenomenon and prepare them for the subsequent FG discussions. Following the session, participants were divided into three groups and assigned to distinct areas of the conference room to ensure independent and uninterrupted discussions. Data collection - The FG discussion Three researchers, including a PhD student (I.Z., MPharm) and two professors (V.M., PhD and M.O., PhD), facilitated the FG discussions assigned to each group. Three additional researchers (L.D., PhD, D.J., PhD, and I.S., MPharm), familiar with the study’s aims and methodology, acted as observers, recording the session and taking field notes during the discussions. A tailored facilitation and observer protocol guided the process. At the start of each session, researchers explained the study's objectives and methodology. All participants provided written informed consent before participating, which included explicit permission for audio recording. The consent form also contained a demographic section and a questionnaire on participation in support programmes, distributed in paper form. The FGs were conducted in the local language and lasted 1.5 hours each. No participants declined to participate or withdrew during the process. Data analysis, interpretation and storage The lead researcher (I.Z.) verbatim transcribed audio recordings using artificial intelligence (AI) assistance in MAXQDA software (MAXQDA 24.0 Analytics Pro Academia, Verbi GmbH, Germany) and verified the transcripts against original recordings with the research team. All data, including questionnaire responses, were anonymised with unique participant codes, stored in Microsoft Word and Excel, and securely managed with password-protected access. Data analysis followed three approaches: (i) coding of verbatim transcripts using MAXQDA software, (ii) qualitative thematic analysis of transcripts with assigned codes and field notes to identify key themes, and (iii) statistical analysis of demographic data and questionnaire responses regarding available programmes, and relationships between programme participation and outcomes for pharmacists. Coding was independently performed by two researchers, with a codebook ensuring consistency and saturation [ 27 ], maintaining a minimum 80% agreement for reliability, following recommendations [ 28 ]. MAXQDA software analysed code frequencies. Inductive thematic analysis was conducted by a multidisciplinary team, ensuring an accurate definition of themes according to guideline [ 20 , 29 ], particularly in relation to the semi-structured guide. Statistical analysis was conducted using SPSS (SPSS 29.0 for Windows, SPSS Inc., Chicago, IL, USA), applying nonparametric methods. Descriptive statistics categorised the sample by demographics, and chi-square tests assessed group differences. Homogeneity tests ensured group comparability. Statistical significance was set at p < 0.05. Chi-square analysis examined the relationship between programme participation and pharmacist outcomes, with Phi, Cramer's V, and the contingency coefficient used to assess the strength of relationships. RESULTS Demographic characteristics of the participants In the total sample, 80% of the participants were females, with a mean age of 46 years (range 29–60 years, Standard deviation (SD) = ± 8.5). Participant demographic details are available in Table 1 . Table 1 Characteristics of the study participants (n = 25) Sociodemographic variables Categories n (%) Mean (min-max) (SD) Age 46 (29–60) (± 8.5) Years of working experience 20 (1–35) (± 9.5) Gender Female 20 (80) Male 5 (20) Level of education University Degree 10 (40) Postgraduate certificate 12 (48) Health Specialisation 2 (8) Doctorate 1 (4) Job position Practicing pharmacists 5 (20.) Low-level manager 12 (48) High-level manager 8 (32) Type of institution Private Pharmacy Chain 23 (92) State Pharmacy Chain 2 (8. Size of the city Rural area 1 (4) Smaller town (up to 100,000 inhabitants) 3 (12) Medium-sized city (100–200,000 inhabitants) 4 (16) Large city (over 200,000 inhabitants) 17 (68) Have you ever heard about the phenomenon known as the "Second Victim"? Yes 24 (96) No 1 (4) Please insert Table 1 here. Characteristics of the study participants (n = 25) Chi-square tests for demographic characteristics showed no significant differences between groups (gender: p = 0.324; age: p = 0.544; education: p = 0.198; job position: p = 0.198; work experience: p = 0.285p; city size: p = 0.399). Satisfaction survey on available support programmes Of the 25 participants, 80% attended support programmes, with the most attended being the modular educational programme "Galenika Academy" (60%), followed by the XVI Marketing in Pharmacy Conference on the topic "Patient and Healthcare Professionals Safety – A Prerequisite for the Service Quality" (24%). Satisfaction ratings averaged 4.1 for content, 4.2 for quality, 4.4 for lecturers, and 3.8 for test materials (on a 5-point Likert scale). Awareness of programmes on Organisation, Management, and Professional Behaviour was reported by 48%, while 44% completed online courses approved by the Health Council of Serbia as a part of the "Galenika Academy" programme on patient safety. Competency improvement was noted by 80%, and 80% would recommend the programmes to colleagues. Details are presented in Table 2 . Table 2 Satisfaction survey on available supporting programmes results (n = 25) Sociodemographic variables Categories n (%) Mean (min-max) (SD) Have you participated in any supporting programmes? Yes 20 (80) No 5 (20) Which programmes have you participated in? "Galenika Academy" competency-based modular education for pharmacy professionals 15 (60) XVI Marketing in Pharmacy Conference "Patient and Healthcare Professionals Safety – A Prerequisite for the Service Quality " 6 (24) "Pharmacist safety as a prerequisite for patient safety", programme provided by the Pharmaceutical Chamber of Serbia 4 (16) "Empowering Soft Skills in Preventing Adverse Events in Pharmaceutical Practice", programme provided by Pharmacy Chain “Benu” 3 (12) ERNST V International Forum, Cost Action 19113 1 (4) Evaluation results How much are you satisfied with the content of the educational programmes? 4.1 (3–5) (± 0.67) How satisfied are you with the quality of the educational programmes (organisation, technical support, interaction,)? 4.2 (3–5) (± 0.75) How satisfied are you with the selection of the speakers? 4.4 (3–5) (± 0.81) How satisfied are you with the quality of the educational materials? 3.8 (3–5) (± 0.74) Are you aware of programmes on Organisation, Management, and Professional Behaviour? Yes 12 (48) No 13 (52) Have you completed assignments on patient safety topics? Yes 11 (44) No 14 (56) Do you perceive that the programme(s) you attended improved your competence? Yes 20 (80) No 2 (8) Would you recommend the programme to colleagues? Yes 20 (80) No 1 (4.0) Likert scale (1 - Very dissatisfied, 2 – Dissatisfied, 3 – Neutral, 4 – Satisfied, 5 - Very satisfied); ERNST – The European Researchers’ Network Working on Second Victims Please insert Table 2 here. Satisfaction survey on available support programmes results (n = 25) Coding and frequency distribution After the analysis of all the 83 codes (topics) identified in 303 coded segments in transcripts, related to all the six topics discussed in three FGs, the top 10 most frequent codes (topics) include "Psychological safety" (4.6%), "Communication" (4.0%), "Effective incident management" (3.7%), "Personal accountability" (3.3%), and "Experience-sharing workshops" (3.0%). Other prominent codes were "Learning from practice", "Procedures", "Anti-blaming culture - System approach", "Leadership empowerment", and "Professional identity", each contributing 2.6%. These findings highlight key areas in the context of pharmacist development and safety practices. Detailed information is available in Table 3 . Table 3 The top 25 codes in descending frequency order Codes Segmentsᵃ (n) Percentage (%) Psychological safety 14 4.6 Communication 12 4.0 Effective incident management 11 3.7 Personal accountability 10 3.3 Experience-sharing workshops 9 3.0 Learning from practice 8 2.6 Procedures 8 2.6 Anti-blaming culture - system approach 8 2.6 Leadership empowerment 8 2.6 Professional identity 8 2.6 Self-awareness raising 7 2.3 Inspirational influence 7 2.3 Collaboration of all stakeholders - practice, chamber, industry, associations 7 2.3 Conflict resolution 7 2.3 Risk register guideline 6 2.0 Self-empowerment 6 2.0 Organisational culture 5 1.7 Open Communication 5 1.7 Importance of mentorship 5 1.7 Hybrid model of training 5 1.7 Education and reporting 5 1.7 Pharmacists may make mistakes! 4 1.3 Incident categorisation 4 1.3 Multi-professional workshops 4 1.3 Business skills 4 1.3 ᵃ The total number of coded segments was 303 Please insert Table 3 here. The top 25 codes in descending frequency order Thematic analysis After grouping related codes into categories, key categories emerged: "Crisis management", "Soft skills development", "Stress management", "Professional enhancement", "Pharmaceutical care quality", and "Organisational impact", which were further organised into themes addressing the potential impact, professional development content and undergraduate curricula, and preferred design and delivery. The results of the thematic analysis, including key themes, categories, and the corresponding codes that defined them, are presented in Table 4 . Table 4 Results of thematic analysis – participants’ opinions and recommendations (n = 25) Theme Categories Codes Impact of tailored educational/supporting programmes Crisis management Risk management, Emergency management, Effective incident management, Incident categorisation, Error reporting, Proper treatment, Procedure for problem solutions, Procedure for contact in incident situations Enhancement Professional integrity, Expectation management, Role model, Competence and confidence, Professional identity, Self-confidence, Inspiration influence, Importance of mentorship, Accountability of Pharmaceutical chamber Skills development Business skills, Professionalism in media, Pharmaceutical legislation, Economics, Pharmacoeconomics Pharmaceutical care quality Improvement of services, Patient safety, Learning from mistakes, Documenting of activities Organisational impact Leadership empowerment, Reduction of absenteeism and turnover, Positive work environment, Organisational culture Educational topics in Continuing Professional Development Programmes (CPD) Soft skills Change management, Critical thinking, Time management/priority management, Leadership development, Emotional intelligence, Resources management, Stress-overcoming techniques, Creativity, Team strengthening, Digital literacy, Communication, Decision-making, Emotional management, Conflict resolution, Self-empowerment, Negotiation skills Risk management Crisis communication, reporting and documenting of incidents Stress management Resilience as a competence Individual role and responsibility Importance of education, Personal accountability Professional organisations’ role Collaboration, Interprofessional collaboration Undergraduate pharmacy curriculum content Soft skills Social skills development, Self-awareness raising, Communication Pharmacy improvement The pharmacist may make a mistake, Lack of vision, Mentor-mentee relationship, Motivation to work in a pharmacy Career development Business skills Incident management Procedures, Consequences of errors, Education and reporting University Competency-based curricula Programme design and delivery Multidisciplinary workshops Interprofessional workshops, Case studies to share experiences Project learning Project-based assignments Blended learning Interes-based training, Hybrid learning Organisational support Multi-level and multi-sectoral, Psychological safety, Anti-blaming culture – system approach, Open communication External support Risk management guidelines, Collaboration of all stakeholders, Accreditation of education, Certificates for specific work positions, Legislation support/Ministry of Health Please insert Table 4 here. Results of thematic analysis – participants’ opinions and recommendations (n = 25) Impact of tailored educational/support programmes Participants recognised the impact of tailored educational programmes in key areas such as crisis management, error reporting, and personal and professional enhancement. One participant noted: "Crisis management education is vital for better preparedness for pharmacy practice. Now, we want to do something in the system so that it doesn't happen again. And then, let's see, let's offer an option." (P19). Empowerment through professional integrity, competence, and mentorship was also emphasised, with a participant stating: "Mentorship and competence-building boost confidence and integrity. Role model, how do we create a professional for her so that she knows that she is a role model and how to train herself to become and to be aware and to train herself to become a role model? We need to raise awareness, in general, of the personal and professional importance that we have." (P4). Skills development in business, pharmaceutical legislation, and pharmacoeconomics was considered essential, as reflected in the comment: "Business skills and understanding legislation are crucial for professional advancement because no one will respect us if we do not document activities, show something, calculate something from it, … draw some pharmacoeconomic analysis. " (P1). Improving patient safety and documentation was viewed as vital, with one participant adding: "Enhancing patient safety and documentation improves care quality. One way we can manage risk is by reporting, documenting and sharing something like that; we will bring it down to the level of the entire organisation and minimise the possibility of the same thing happening." (P20). Leadership empowerment and fostering a positive work environment were seen as crucial for organisational growth, as highlighted by a participant: "Leadership empowerment and a positive environment are key for growth. The most important thing is this umbrella, in principle, that first of all, there is such a culture, meaning from the very top level, that the manager supports it, and with that organisation grows." (P25). Educational topics in Continuing Professional Development (CPD) Participants agreed on the importance of developing soft skills through the CPD programmes, especially teamwork, communication, and leadership. A few participants said: "Teamwork and communication are key for good patient care. This is something new that is emerging, and teams are important. Vision and purpose, how to create purpose in an organisation, in a team, why we do this, not how, but why we do it. Communication is very important. Conflict resolution always starts with communication; we need to teach employees to ask open-ended questions. But maybe you need to work first on leadership. " (P11, P13, P21). Risk management was also seen as vital, with one participant noting: "Risk management education helps reduce mistakes and improve outcomes. Actually, everything has somehow fallen under risk management in pharmaceutical practice. I mean, that's a seriously important thing." (P19). Stress management and resilience were highlighted, with two participants sharing: "Resilience training, like autogenic training, helps handle stress in tough situations. I like that we have established that this resilience is not a personality trait, but rather a competence, that can be learned, that can be acquired. It is very important to convey this to colleagues through this education. " (P24, P25). Participants emphasised the need for stronger individual responsibility in pharmaceutical care. One said: "We must take responsibility for our actions in patient safety. How to empower pharmacists to work with difficult patients, because that will, in turn, lead to them being stronger. Then, we have a balance of errors, to make what are serious what are less serious errors, so how much is that that concept of errors is understood and behaviour in relation to that and responsibility. So, responsibility, error, behaviour." (P16). Undergraduate pharmacy curriculum content Soft skills, including communication, self-awareness, and business skills, were emphasised, with competency-based educational outcomes in the curriculum. One participant stated: "Students must be trained in social skills, preparing them for real-world practice, with curricula outcomes based on the competencies and thinking about the introduction of university pharmacies. Teamwork, time management, communication, leadership, emotional intelligence." (P9) Empowerment in pharmacy, acknowledging mistakes and fostering mentorship were highlighted. A few participants said: "We must teach pharmacy students that making mistakes is acceptable, shifting from the long-held notion that pharmacists must never err, empowering them to speak openly about mistakes. Let's be aware that we can make a mistake. As you well know, we received as a mantra at college that everyone has the right to make mistakes, the last pharmacists. Each of them has the right to make mistakes; you don't have the right to make mistakes. And you've heard that every month from some department. And then when you graduate from college, you have to do a complete reset, and then they have to educate you on the opposite side and tell you that we are human." (P16, P15, P9, P10) Participants also recommended including incident management: "I certainly think that one should be prepared and he must make mistakes, to have everything from an experienced colleague, so that a student, or intern who is already in the first month or two of his career, has everything to pass on to an experienced colleague, even the mistakes he makes." (P15), with motivation to work in pharmacy: "We have a problem of our young pharmaceutical staff not being motivated for pharmacy practice. I would like to focus on that somehow, to empower them, to actually somehow address pharmacy practice, just as doctors study in 90% of cases, 99% to be doctors, so pharmacists should study to be pharmacists in the highest percentage, to provide healthcare to the patient, and not to engage in some other business . " (P1). Programme design and delivery Participants suggested multidisciplinary workshops for practical learning, with a few stating: "Roundtable discussions to share experiences, involving other healthcare professionals, are essential. I think that colleagues lack learning from practice. It's the doctor who drinks water exceptionally well, and that's how they learn from each other. That's sorely lacking with us. Here, I'm always in favour of doing this through some workshops, through some concrete examples, exchanges and through empowerment. Smaller groups are most effective live, most efficient." (P18, P20, P25, P16, P16, P10) The blended learning (an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods) model was preferred, alongside organisational support for psychological safety and open communication. External support, like risk management guidelines and accreditation of educational programmes by relevant bodies, was seen as necessary. A few participants remarked: "A risk management guide with a crisis response plan should be developed with relevant national bodies and professional associations. I mean, that's a seriously important thing. I think, and so, I think I could say, some new guides, something that the faculty could help us with, not to think at the level of every organisation; not all organisations are large, they can't deal with it, but as a profession, somehow, we can deal with risk management in the organisation. And maybe they should also regulate the drugs where the most common errors are" (P20, P25, P22). Another added: "Pharmacists should engage in international projects and present at conferences with doctors and nurses. We need the collaboration of all stakeholders - practice, chamber, industry, and associations. It can also be accredited, all of this that we have been told the chamber can accredit for licence renewal … What is difficult is that an organisation's development brings costs. But in the long run, in collaboration, we have shown it as a benefit for all – pharmacy professionals, patients and organisations financially." (P20, P18, P9, P1) Statistical analysis Chi-square results indicated a significant relationship between programme attendance and pharmacists' outcomes (p < 0.001). 76% of participants reported improved competencies after the programme, while 80% would recommend the programme to their colleagues. Detailed results are presented in Table 5 . Table 5 The association between participation in available programmes and participant outcomes with non-parametric cross-tabulation (Chi-Square analysis) (n = 25) Variable Have you participated in any support programmes? p-value* Yes No Are you aware of programmes on Organisation, Management, and Professional Behaviour? Yes 12 (48.0%) 0 (0.0%) 0.016 No 8 (32.0%) 5 (20.0%) Have you completed assignments on patient safety topics? Yes 10 (40.0%) 1 (4%) 0.227 No 10 (40.0%) 4 (16.0%) Do you perceive that the programme(s) you attended improved your competence? Yes 19 (76.0%) 1 (4.0%) < 0.001 No 1 (4.0%) 1 (4.0%) Would you recommend the programme to colleagues? Yes 20 (80.0%) 1 (4.0%) < 0.001 No 1 (4.0%) 0 (0.0%) *Bold type indicates significant values (p < 0.05) Please insert Table 5 here. The association between participation in available programmes and participant outcomes (Chi-Square analysis) (n = 25) DISCUSSION Statement of key findings To our knowledge, this is the first study to explore the educational needs of community pharmacists related to the second victim phenomenon. This study identified key elements of tailored education programmes to address the second victim phenomenon and improve incident response. These include (a) the potential positive effects of tailored education on crisis management, personal and professional empowerment, skills enhancement, pharmaceutical care, and organisational outcomes; (b) the integration of soft skills content into CPD programmes and undergraduate curricula; (c) the preference for multidisciplinary experience-sharing workshops and blended learning approaches; and (d) notable participation rates and satisfaction with already available programmes. Participants emphasised that tailored education could improve incident response, enhance pharmaceutical care quality, elevate the professional standing of pharmacists, boost motivation, and contribute to the overall success of pharmacies. Key recommendations highlighted the importance of risk management strategies, resilience-building, creating safe work environments, fostering effective communication, adopting competency-based curricula, and prioritising practice-oriented training. Collaboration among individuals, professional organisations, and healthcare professionals was recognised as essential for achieving these goals. While most participants had attended at least one educational programme on this topic and reported improved skills and a willingness to recommend these programmes to colleagues, they also stressed the need to expand access to a larger number of pharmacists. Strengths and Weaknesses The study included a diverse sample of pharmacists in various professional roles, ensuring a comprehensive perspective on educational needs. It also featured education and online courses approved by the Health Council of Serbia on the second victim phenomenon, addressing a knowledge gap. However, the small sample size and underrepresentation of pharmacists from state-owned and rural pharmacies limit the generalisability of findings and the robustness of statistical analysis regarding programme participation and pharmacist outcomes, though this reflects the country’s actual pharmacy ownership and geographical distribution [ 30 ]. Interpretation Psychological safety emerged as a key concept, with participants highlighting the importance of education, particularly for leadership, to address barriers in incident reporting, documentation, and prevention. A psychologically safe and non-blaming culture was seen as essential for strengthening leadership, motivating employees, and reducing staff turnover. Communication was identified as a cornerstone for interprofessional collaboration, pharmaceutical care, and patient safety, prompting recommendations for its inclusion as a mandatory undergraduate subject and as a focus in CPD programmes. Early exposure to patient safety and effective incident management during studies, coupled with experience-sharing workshops involving healthcare professionals, was suggested to enhance practical skills. Participants also stressed the need to address personal accountability in pharmacy education, shifting from a focus on error prevention to constructive approaches for managing errors. Clear procedures for incident response, leadership empowerment, and professional identity building were considered crucial, alongside efforts to motivate students to pursue careers in pharmacy and reinforce pharmacists’ roles as healthcare professionals. Collaboration with academia, professional associations, and industry was deemed vital for advancing risk management and professional growth. Emphasis was placed on soft skills development such as communication, teamwork, time and change management, emotional intelligence, decision-making, and conflict resolution along with stress management and resilience-building. The empowerment of mentors as role models and their inspirational influence were highlighted, along with the importance of building effective mentor-mentee relationships to strengthen practical competencies, foster professional identity, and inspire the next generation of pharmacists. The estimated potential impact of tailored educational programmes aligns with studies evaluating support programmes for physicians and nurses worldwide [ 31 , 32 ]. Research demonstrates that such programmes enhance crisis management, healthcare quality, professional empowerment, and organisational culture and reduce absenteeism and staff turnover while also improving financial outcomes for organisations [ 11 ]. The recommended topics for CPD programmes are consistent with the World Health Organisation’s guidelines, which advocate developing communication, teamwork, and resilience skills [ 33 ]. Similarly, the International Labour Organisation emphasises empowering healthcare professionals to deliver adequate healthcare [ 34 ]. European projects, such as EUVEKA [ 35 ] with Pack for Skills, promote research into the development of soft and digital skills among healthcare professionals. Additionally, the Be Well project [ 36 ] focuses on cultivating green and digital skills in Europe’s healthcare workforce. The International Pharmaceutical Federation (FIP) also incorporates these skills into its competency framework [ 37 , 38 ], categorising them under Public Health, Organisation and Management, and Professional and Personal competencies. Participants’ recommendations to include training on emotional intelligence, resilience development, and autogenic training in CPD and undergraduate curricula align with recent practical research findings [ 39 , 40 ]. Increasingly, studies recommend innovative learning models such as practice-based learning and role-playing, which align with the preferences expressed by our study participants [ 41 – 43 ]. Chi-square analysis reveals a clear link between programme participation and its positive impact on pharmacists. Even minimal involvement leads to improved competencies, underscoring the urgent need for focused efforts to identify and address educational gaps. Relevance for clinical practice The previous research underscores that deviations from practice standards can contribute to second victim experiences among pharmacists, undermining self-esteem and responsibility for complex interventions and hindering the implementation of advanced services [ 7 ]. In our research, participants recommended fostering supportive environments, improving operational processes, enhancing soft skills, and building resilience, with a strong focus on patient safety aligned with practice guidelines [ 44 ] and the FIP 2021–2030 global pharmacy goals [ 45 ] which could improve clinical pharmacy practice. Further research Future research should examine the impact of implemented supporting programmes tailored in line with the pharmacist’s needs on healthcare outcomes, patient safety, pharmacist motivation, staff turnover, and the success of pharmacies as organisations. A comprehensive evaluation using the Kirkpatrick Model [ 46 ] at all four levels (participant satisfaction and engagement, knowledge, skills, and attitudes gained, application of learning in practice, impact on organisational outcomes) could provide valuable insights into the effectiveness of these support mechanisms and their influence on both individual and organisational outcomes. CONCLUSION The findings suggest that tailored education is needed at all educational levels, including CPD and undergraduate curricula, and could improve the quality and safety of pharmaceutical care interventions while positively influencing pharmacists' well-being and professional identity. The topic base can serve as a resource for stakeholders involved in education and content development. Declarations ACKNOWLEDGMENTS: The authors would like to thank The Pharmaceutical Chamber of Serbia and Tatjana Milošević, MPharm, for accrediting the training sessions, Ivana Stević, MPharm, for technical support during the implementation of the FGs and Galenika ad Beograd for support during the implementation of the Galenika Academy programme. AI language models (ChatGPT4, OpenAI, San Francisco, CA, USA; Grammarly, Inc., San Francisco, CA, USA) assisted in refining the language in this manuscript. They were used for the improvement of grammar and sentence reformulation but did not contribute to authorship or content creation. This article/publication is based on work from COST Action CA19113, supported by COST (European Cooperation in Science and Technology). FUNDING: This research was supported by the Ministry of Science, Technological Development and Innovation, Republic of Serbia, through two Grant Agreements with the University of Belgrade-Faculty of Pharmacy No 451-03-65/2024-03/ 200161 and No 451-03-66/2024-03/ 200161. No funding was received to assist with the preparation of this manuscript. CONFLICTS OF INTEREST: The authors have no conflicts of interest to declare. Conflicts of interest and source of funding: None of the remaining authors were declared. This research was supported by the Ministry of Science, Technological Development and Innovation, Republic of Serbia, through two Grant Agreements with the University of Belgrade-Faculty of Pharmacy No 451-03-65/2024-03/ 200161 and No 451-03-66/2024-03/ 200161. No funding was received to assist with the preparation of this manuscript. References Dreischulte T, van den Bemt B, Steurbaut S, et al. European Society of Clinical Pharmacy definition of the term clinical pharmacy and its relationship to pharmaceutical care: a position paper. Int J Clin Pharm. 2022;44(4):837-42. Bader L, Kusynová Z, Duggan C. FIP Perspectives: Realising global patient safety goals requires an integrated approach with pharmacy at the core. Res Social Adm Pharm. 2019;15(7):815-7. Bates I, Bader LR, Galbraith K. A global survey on trends in advanced practice and specialisation in the pharmacy workforce. Int J Pharm Pract. 2020;28(2):173-81. Hazen A, Pouls B, Nazar H, et al. European Society of Clinical Pharmacy: 'the prescribing pharmacist: a prescription for better patient care'. Int J Clin Pharm. 2024;46(6):1245-6. Dreischulte T, Fernandez-Llimos F. Current perceptions of the term Clinical Pharmacy and its relationship to Pharmaceutical Care: a survey of members of the European Society of Clinical Pharmacy. Int J Clin Pharm. 2016;38(6):1445-56. de Las Mercedes Martínez Sánchez A. Medication errors in a Spanish community pharmacy: nature, frequency and potential causes. Int J Clin Pharm. 2013;35(2):185-9. Zimonjić I, Marinković V, Mira JJ, et al. Addressing the second victim phenomenon among community pharmacists and its impact on clinical pharmacy practice: a consensus study. Int J Clin Pharm. 2025;47(1):68-79. doi: 10.1007/s11096-024-01807-w. Busch IM, Moretti F, Purgato M, et al. Dealing With Adverse Events: A Meta-analysis on Second Victims' Coping Strategies. J Patient Saf. 2020;16(2):e51-e60. Edrees HH, Paine LA, Feroli ER, et al. Health care workers as second victims of medical errors. Pol Arch Med Wewn. 2011;121(4):101-8. Busch IM, Moretti F, Purgato M, et al. Psychological and Psychosomatic Symptoms of Second Victims of Adverse Events: a Systematic Review and Meta-Analysis. J Patient Saf. 2020;16(2):e61-e74. Mahat S, Lehmusto H, Rafferty AM, et al. Impact of second victim distress on healthcare professionals' intent to leave, absenteeism and resilience: A mediation model of organizational support. J Adv Nurs. 2024;00:1-13. Astier-Peña MP, Martínez-Bianchi V, Torijano-Casalengua ML, et al. [The Global Patient Safety Action Plan 2021-2030: Identifying actions for safer primary health care]. Aten Primaria. 2021;53(1):102224. Baulin YV, Rohozhyn BA, Vyshnevska IA. LABOUR SAFETY OF MEDICAL WORKERS DURING THE COVID-19 PANDEMIC: LEGAL ASPECT. Wiad Lek. 2020;73(12 cz 2):2709-14. Mira JJ, Carrillo I, Guilabert M, et al. The Second Victim Phenomenon After a Clinical Error: The Design and Evaluation of a Website to Reduce Caregivers' Emotional Responses After a Clinical Error. J Med Internet Res. 2017;19(6):e203. Edrees H, Connors C, Paine L, et al. Implementing the RISE second victim support programme at the Johns Hopkins Hospital: a case study. BMJ Open. 2016;6(9):e011708. Krzan KD, Merandi J, Morvay S, et al. Implementation of a "second victim" program in a pediatric hospital. Am J Health Syst Pharm. 2015;72(7):563-7. Seys D, Panella M, Russotto S, et al. In search of an international multidimensional action plan for second victim support: a narrative review. BMC Health Serv Res. 2023;23(1):816. Krueger RA. Developing questions for focus groups. 1998;1–3. SAGE Publications, Inc., https://doi.org/10.4135/9781483328126. Larsen HG, Adu P. The theoretical framework in phenomenological research: development and application. 1st ed. New York: Routledge; 2022. eBook ISBN: 9781003084259 Huston SA, Hobson EH. Using focus groups to inform pharmacy research. Res Social Adm Pharm. 2008;4(3):186-205. Polit DF, Beck CT. The content validity index: are you sure you know what's being reported? Critique and recommendations. Res Nurs Health. 2006;29(5):489-97. Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349-57. O'Brien BC, Harris IB, Beckman TJ, et al. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med. 2014;89(9):1245-51. Kitzinger J. Qualitative research. Introducing focus groups. BMJ. 1995;311(7000):299-302. Wong LP. Focus group discussion: a tool for health and medical research. Singapore Med J. 2008;49(3):256-60. Goodman LA. Snowball Sampling. Ann Math Stat. 1961;32:148-70. Hennink MM, Kaiser BN, Marconi VC. Code Saturation Versus Meaning Saturation: How Many Interviews Are Enough? Qual Health Res. 2017;27(4):591-608. Burla L, Knierim B, Barth J, et al. From text to codings: intercoder reliability assessment in qualitative content analysis. Nurs Res. 2008;57(2):113-7. Saunders CH, Sierpe A, von Plessen C, et al. Practical thematic analysis: a guide for multidisciplinary health services research teams engaging in qualitative analysis. BMJ. 2023;381:e074256. Statistical Office of the Republic of Serbia. Demographic indicators - Population by type of settlement. 2024. https://www.stat.gov.rs/sr-Latn/oblasti/stanovnistvo/demografski-indikatori. Accessed 27.01.2025. Copley DJ, Burchill CN, Lindell D, et al. Second Victim Phenomenon Educational Program Evaluation. J Nurses Prof Dev. 2024;40(1):10-5. Guerra-Paiva S, Mira JJ, Strametz R, et al. Application and Evaluation of a Multimodal Training on the Second Victim Phenomenon at the European Researchers' Network Working on Second Victims Training School: Mixed Methods Study. JMIR Form Res. 2024;8:e58727. World Health Organisation and the International Labour Organisation. Caring for those who care: Guide for developing and implementing occupational health and safety programmes for health workers. 2022. ISBN (WHO) 978–92–4-004077–9. https://www.who.int/publications/i/item/9789240040779. Accessed 27.01.2025. Friedman EA, Bickford R, Bjork C, et al. The global health and care worker compact: evidence base and policy considerations. BMJ Glob Health. 2023;8(7). European Platform for Vocational Excellence in Health Care. EUVECA Objectives. 2024. https://euveca.eu/about-euveca/objectives/. Accessed 27.01.2025. Blueprint alliance for a future health workforce strategy on digital and green skills. Green and digital skills to improve health outcomes. 2024. https://bewell-project.eu/project/. Accessed 27.01.2025. Meilianti S, Galbraith K, Bader L, et al. The development and validation of a global advanced development framework for the pharmacy workforce: a four-stage multi-methods approach. Int J Clin Pharm. 2023;45(4):940-51. Bajis D, Al-Haqan A, Mhlaba S, et al. An evidence-led review of the FIP global competency framework for early career pharmacists training and development. Res Social Adm Pharm. 2023;19(3):445-56. Senćanski D, Tadić I, Jocić D, et al. Perceived importance of emotional intelligence for clinical pharmacy practice and suggested improvements: a focus group study of postgraduate pharmacists. Int J Clin Pharm. 2024;46(5):1152-62. Carrillo I, Skoumalová I, Bruus I, et al. Correction: Psychological Safety Competency Training During the Clinical Internship From the Perspective of Health Care Trainee Mentors in 11 Pan-European Countries: Mixed Methods Observational Study. JMIR Med Educ. 2024;10:e68503. Rushworth GF, Innes C, Macdonald A, et al. Development of innovative simulation teaching for advanced general practice clinical pharmacists. Int J Clin Pharm. 2021;43(4):817-24. Ballaram S, Perumal-Pillay V, Suleman F. A scoping review of continuing education models and statutory requirements for pharmacists globally. BMC Med Educ. 2024;24(1):343. Batista JPB, Torre C, Sousa Lobo JM, et al. A review of the continuous professional development system for pharmacists. Hum Resour Health. 2022;20(1):3. Earle-Payne K, Forsyth P, Johnson CF, et al. The standards of practice for delivery of polypharmacy and chronic disease medication reviews by general practice clinical pharmacists: a consensus study. Int J Clin Pharm. 2022;44(3):663-72. Koudmani D, Bader LR, Bates I. Developing and validating development goals towards transforming a global framework for pharmacy practice. Res Social Adm Pharm. 2024. Rouse DN. Employing Kirkpatrick's evaluation framework to determine the effectiveness of health information management courses and programs. Perspect Health Inf Manag. 2011;8(Spring):1c. Supplementary Files SupplementarymaterialSVProgrammesIJCP.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 19 Feb, 2025 Reviewers invited by journal 15 Feb, 2025 Editor invited by journal 29 Jan, 2025 Editor assigned by journal 29 Jan, 2025 First submitted to journal 28 Jan, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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healthcare, benefiting both the profession and patient care.\u003c/li\u003e\n \u003cli\u003eThe findings of this study could serve as a base of educational topics in soft skills, risk and stress management for relevant stakeholders in pharmacy education and professional development, guiding the creation of future programmes.\u003c/li\u003e\n\u003c/ul\u003e"},{"header":"INTRODUCTION","content":"\u003cp\u003eThe role of community pharmacists in primary healthcare is increasingly extended, particularly in therapy optimisation and patient safety [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Pharmacists, as the most accessible healthcare professionals, are now providing advanced services [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], including pharmacists' prescribing [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. However, research indicates that pharmacists are often reluctant to take responsibility for therapy outcomes [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Errors in pharmaceutical care, such as wrong dispensing and inadequate counselling, occur [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. These incidents, where patient safety is compromised, can also impact the pharmacist. The consequences typically include anxiety about patient outcomes and self-doubt, which may lead to demotivation and even staff turnover in community pharmacies [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. This phenomenon, known as the \"second victim\", is well-documented among healthcare professionals [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Studies in medicine and nursing demonstrate that common outcomes include anxiety, self-directed anger, fear of future mistakes, reduced self-confidence, and diminished job performance [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. There is also an increased likelihood of further errors, absenteeism, and departure from the profession [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Research on pharmacists is limited but suggests similar patterns [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Following the COVID-19 pandemic, the safety of healthcare professionals has been increasingly recognised as a prerequisite for patient safety. The World Health Organisation has released documents recognising \"soft skills\" as essential for patient safety [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] and, in collaboration with the International Labour Organisation, has developed guidelines for creating support programmes to ensure the safety of healthcare professionals in the workplace [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. The European Research Consortium ERNST has also addressed this issue during the period 2020\u0026ndash;2024, with numerous publications available on how to prevent and effectively reduce the impact of this phenomenon on healthcare professionals [\u003cspan additionalcitationids=\"CR15 CR16\" citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Given the potential harm to practice quality and pharmacist well-being, tailored educational programmes could be essential to prevent or reduce the impact of such events in pharmaceutical practice.\u003c/p\u003e\n\u003ch3\u003eAIM\u003c/h3\u003e\n\u003cp\u003eThis study aimed to investigate pharmacists' perceptions about tailored education created to enhance pharmacists\u0026rsquo; competencies in overcoming second victim phenomenon outcomes, as follows (i) the potential impact of such programmes, (ii) recommended content of supporting continuous professional development programmes and undergraduate curricula, (iii) preferable design and modes of delivery, and (iv) experience with already available programmes.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eETHICS APPROVAL\u003c/h2\u003e \u003cp\u003e The Ethics Committee of the Pharmaceutical Chamber of Serbia approved this study (Reference number: 75/5\u0026thinsp;\u0026minus;\u0026thinsp;4, dated October 8th, 2024).\u003c/p\u003e \u003c/div\u003e"},{"header":"METHOD","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eStudy design and tools\u003c/h2\u003e \u003cp\u003eThe study was designed as a qualitative focus group study conducted in December 2024. A semi-structured guide for focus groups was developed and pretested among three independent experts in pharmacy practice, human resources management, and organisational development, not involved as the study participants. It was constructed based on a literature review on the second victim topic, grounded in qualitative research methodology [\u003cspan additionalcitationids=\"CR19\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Suggestions from the pretest were incorporated into the final version, which was more concise and finalised during a consensus meeting containing six questions as follows: (i) Introduce yourself and your practice area. (ii) How can tailored education support pharmacists in adverse outcomes? (iii) What education topics are needed for patient safety? (iv) Should this be included in pharmacy programmes? (v) How would you develop competencies to address this phenomenon? and (vi) Any additional suggestions? (For details, see Supplementary material 1).\u003c/p\u003e \u003cp\u003eA validated self-reported questionnaire on participation in available supporting programmes and satisfaction was also developed by a group of experts in pharmaceutical practice, psychology, and human resource management. Suggestions from experienced trainers in professional development were also considered. Five practice experts validated the questionnaire according to Polit and Beck's guideline [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The final version, consisting of 11 questions on available programmes and 10 demographic questions, was distributed to participants at the beginning of the study (Supplementary material 2)\u003c/p\u003e \u003cp\u003eThe study followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] and Standards for Reporting Qualitative Research: a Synthesis of Recommendations (SRQR) [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] guidelines for qualitative research reporting. The complete method is illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e for detailed visual elucidation.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003ePlease insert Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e here. Overview of vital methodological steps\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSetting, sampling, and recruitment\u003c/h3\u003e\n\u003cp\u003eThe study included 25 community pharmacists, organised into three focus groups (FGs) in accordance with relevant guidelines [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], with two groups of eight and one group of nine participants. All participants had prior experience in direct patient contact and providing pharmaceutical care. They worked in diverse working positions across various pharmacies and regions in the Republic of Serbia, offering multiple perspectives on the value of education. Recruitment used purposive snowball sampling [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], ensuring diversity in age, gender, and geographic location. Participants were required to have prior experience in community pharmacies and an active working licence issued by the Pharmaceutical Chamber of Serbia.\u003c/p\u003e\n\u003ch3\u003eEducational workshop\u003c/h3\u003e\n\u003cp\u003eAt the start of the research, all 25 participants attended an educational session titled \"Second Victims in Healthcare.\" This session aimed to standardise participants' understanding of the second victim phenomenon and prepare them for the subsequent FG discussions. Following the session, participants were divided into three groups and assigned to distinct areas of the conference room to ensure independent and uninterrupted discussions.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData collection - The FG discussion\u003c/h2\u003e \u003cp\u003eThree researchers, including a PhD student (I.Z., MPharm) and two professors (V.M., PhD and M.O., PhD), facilitated the FG discussions assigned to each group. Three additional researchers (L.D., PhD, D.J., PhD, and I.S., MPharm), familiar with the study\u0026rsquo;s aims and methodology, acted as observers, recording the session and taking field notes during the discussions. A tailored facilitation and observer protocol guided the process.\u003c/p\u003e \u003cp\u003eAt the start of each session, researchers explained the study's objectives and methodology. All participants provided written informed consent before participating, which included explicit permission for audio recording. The consent form also contained a demographic section and a questionnaire on participation in support programmes, distributed in paper form. The FGs were conducted in the local language and lasted 1.5 hours each. No participants declined to participate or withdrew during the process.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eData analysis, interpretation and storage\u003c/h3\u003e\n\u003cp\u003eThe lead researcher (I.Z.) verbatim transcribed audio recordings using artificial intelligence (AI) assistance in MAXQDA software (MAXQDA 24.0 Analytics Pro Academia, Verbi GmbH, Germany) and verified the transcripts against original recordings with the research team. All data, including questionnaire responses, were anonymised with unique participant codes, stored in Microsoft Word and Excel, and securely managed with password-protected access.\u003c/p\u003e \u003cp\u003eData analysis followed three approaches: (i) coding of verbatim transcripts using MAXQDA software, (ii) qualitative thematic analysis of transcripts with assigned codes and field notes to identify key themes, and (iii) statistical analysis of demographic data and questionnaire responses regarding available programmes, and relationships between programme participation and outcomes for pharmacists.\u003c/p\u003e \u003cp\u003eCoding was independently performed by two researchers, with a codebook ensuring consistency and saturation [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], maintaining a minimum 80% agreement for reliability, following recommendations [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. MAXQDA software analysed code frequencies.\u003c/p\u003e \u003cp\u003eInductive thematic analysis was conducted by a multidisciplinary team, ensuring an accurate definition of themes according to guideline [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], particularly in relation to the semi-structured guide.\u003c/p\u003e \u003cp\u003eStatistical analysis was conducted using SPSS (SPSS 29.0 for Windows, SPSS Inc., Chicago, IL, USA), applying nonparametric methods. Descriptive statistics categorised the sample by demographics, and chi-square tests assessed group differences. Homogeneity tests ensured group comparability. Statistical significance was set at p\u0026thinsp;\u0026lt;\u0026thinsp;0.05. Chi-square analysis examined the relationship between programme participation and pharmacist outcomes, with Phi, Cramer's V, and the contingency coefficient used to assess the strength of relationships.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eDemographic characteristics of the participants\u003c/h2\u003e \u003cp\u003eIn the total sample, 80% of the participants were females, with a mean age of 46 years (range 29\u0026ndash;60 years, Standard deviation (SD)\u0026thinsp;=\u0026thinsp;\u0026plusmn;\u0026thinsp;8.5). Participant demographic details are available in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCharacteristics of the study participants (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSociodemographic variables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003en (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean (min-max) (SD)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e46 (29\u0026ndash;60) (\u0026plusmn;\u0026thinsp;8.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears of working experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e20 (1\u0026ndash;35) (\u0026plusmn;\u0026thinsp;9.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (80)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (20)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLevel of education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity Degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (40)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePostgraduate certificate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12 (48)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHealth Specialisation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDoctorate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eJob position\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePracticing pharmacists\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (20.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLow-level manager\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12 (48)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHigh-level manager\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 (32)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of institution\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate Pharmacy Chain\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23 (92)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eState Pharmacy Chain\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (8.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSize of the city\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRural area\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSmaller town (up to 100,000 inhabitants)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (12)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMedium-sized city (100\u0026ndash;200,000 inhabitants)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (16)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLarge city (over 200,000 inhabitants)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17 (68)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHave you ever heard about the phenomenon known as the \"Second Victim\"?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24 (96)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePlease insert Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e here. Characteristics of the study participants (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003cp\u003eChi-square tests for demographic characteristics showed no significant differences between groups (gender: p\u0026thinsp;=\u0026thinsp;0.324; age: p\u0026thinsp;=\u0026thinsp;0.544; education: p\u0026thinsp;=\u0026thinsp;0.198; job position: p\u0026thinsp;=\u0026thinsp;0.198; work experience: p\u0026thinsp;=\u0026thinsp;0.285p; city size: p\u0026thinsp;=\u0026thinsp;0.399).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eSatisfaction survey on available support programmes\u003c/h2\u003e \u003cp\u003eOf the 25 participants, 80% attended support programmes, with the most attended being the modular educational programme \"Galenika Academy\" (60%), followed by the XVI Marketing in Pharmacy Conference on the topic \"Patient and Healthcare Professionals Safety \u0026ndash; A Prerequisite for the Service Quality\" (24%). Satisfaction ratings averaged 4.1 for content, 4.2 for quality, 4.4 for lecturers, and 3.8 for test materials (on a 5-point Likert scale). Awareness of programmes on Organisation, Management, and Professional Behaviour was reported by 48%, while 44% completed online courses approved by the Health Council of Serbia as a part of the \"Galenika Academy\" programme on patient safety. Competency improvement was noted by 80%, and 80% would recommend the programmes to colleagues. Details are presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSatisfaction survey on available supporting programmes results (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSociodemographic variables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003en (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean (min-max) (SD)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHave you participated in any supporting programmes?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (80)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (20)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhich programmes have you participated in?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\"Galenika Academy\" competency-based modular education for pharmacy professionals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15 (60)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eXVI Marketing in Pharmacy Conference \"Patient and Healthcare Professionals Safety \u0026ndash; A Prerequisite for the Service Quality \"\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6 (24)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\"Pharmacist safety as a prerequisite for patient safety\", programme provided by the Pharmaceutical Chamber of Serbia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (16)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\"Empowering Soft Skills in Preventing Adverse Events in Pharmaceutical Practice\", programme provided by Pharmacy Chain \u0026ldquo;Benu\u0026rdquo;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (12)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eERNST V International Forum, Cost Action 19113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEvaluation results\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow much are you satisfied with the content of the educational programmes?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e4.1 (3\u0026ndash;5) (\u0026plusmn;\u0026thinsp;0.67)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow satisfied are you with the quality of the educational programmes (organisation, technical support, interaction,)?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e4.2 (3\u0026ndash;5) (\u0026plusmn;\u0026thinsp;0.75)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow satisfied are you with the selection of the speakers?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e4.4 (3\u0026ndash;5) (\u0026plusmn;\u0026thinsp;0.81)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow satisfied are you with the quality of the educational materials?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c4\"\u003e \u003cp\u003e3.8 (3\u0026ndash;5) (\u0026plusmn;\u0026thinsp;0.74)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAre you aware of programmes on Organisation, Management, and Professional Behaviour?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12 (48)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13 (52)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHave you completed assignments on patient safety topics?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11 (44)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14 (56)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDo you perceive that the programme(s) you attended improved your competence?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (80)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWould you recommend the programme to colleagues?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (80)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (4.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eLikert scale (1 - Very dissatisfied, 2 \u0026ndash; Dissatisfied, 3 \u0026ndash; Neutral, 4 \u0026ndash; Satisfied, 5 - Very satisfied); ERNST \u0026ndash; The European Researchers\u0026rsquo; Network Working on Second Victims\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePlease insert Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e here. Satisfaction survey on available support programmes results (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eCoding and frequency distribution\u003c/h2\u003e \u003cp\u003eAfter the analysis of all the 83 codes (topics) identified in 303 coded segments in transcripts, related to all the six topics discussed in three FGs, the top 10 most frequent codes (topics) include \"Psychological safety\" (4.6%), \"Communication\" (4.0%), \"Effective incident management\" (3.7%), \"Personal accountability\" (3.3%), and \"Experience-sharing workshops\" (3.0%). Other prominent codes were \"Learning from practice\", \"Procedures\", \"Anti-blaming culture - System approach\", \"Leadership empowerment\", and \"Professional identity\", each contributing 2.6%. These findings highlight key areas in the context of pharmacist development and safety practices. Detailed information is available in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe top 25 codes in descending frequency order\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCodes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSegmentsᵃ (n)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsychological safety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEffective incident management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonal accountability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExperience-sharing workshops\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning from practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProcedures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnti-blaming culture - system approach\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLeadership empowerment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProfessional identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-awareness raising\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInspirational influence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCollaboration of all stakeholders - practice, chamber, industry, associations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConflict resolution\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRisk register guideline\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-empowerment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOrganisational culture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOpen Communication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImportance of mentorship\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHybrid model of training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducation and reporting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePharmacists may make mistakes!\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIncident categorisation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMulti-professional workshops\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBusiness skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eᵃ The total number of coded segments was 303\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePlease insert Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e here. The top 25 codes in descending frequency order\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eThematic analysis\u003c/h2\u003e \u003cp\u003e After grouping related codes into categories, key categories emerged: \"Crisis management\", \"Soft skills development\", \"Stress management\", \"Professional enhancement\", \"Pharmaceutical care quality\", and \"Organisational impact\", which were further organised into themes addressing the potential impact, professional development content and undergraduate curricula, and preferred design and delivery.\u003c/p\u003e \u003cp\u003eThe results of the thematic analysis, including key themes, categories, and the corresponding codes that defined them, are presented in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of thematic analysis \u0026ndash; participants\u0026rsquo; opinions and recommendations (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCodes\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImpact of tailored educational/supporting programmes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCrisis management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRisk management, Emergency management, Effective incident management, Incident categorisation, Error reporting, Proper treatment, Procedure for problem solutions, Procedure for contact in incident situations\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEnhancement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProfessional integrity, Expectation management, Role model, Competence and confidence, Professional identity, Self-confidence, Inspiration influence, Importance of mentorship, Accountability of Pharmaceutical chamber\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSkills development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBusiness skills, Professionalism in media, Pharmaceutical legislation, Economics, Pharmacoeconomics\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePharmaceutical care quality\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImprovement of services, Patient safety, Learning from mistakes, Documenting of activities\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOrganisational impact\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLeadership empowerment, Reduction of absenteeism and turnover, Positive work environment, Organisational culture\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational topics in Continuing Professional Development Programmes (CPD)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSoft skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eChange management, Critical thinking, Time management/priority management, Leadership development, Emotional intelligence, Resources management, Stress-overcoming techniques, Creativity, Team strengthening, Digital literacy, Communication, Decision-making, Emotional management, Conflict resolution, Self-empowerment, Negotiation skills\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRisk management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCrisis communication, reporting and documenting of incidents\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStress management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResilience as a competence\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndividual role and responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImportance of education, Personal accountability\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfessional organisations\u0026rsquo; role\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCollaboration, Interprofessional collaboration\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUndergraduate pharmacy curriculum content\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSoft skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSocial skills development, Self-awareness raising, Communication\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePharmacy improvement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe pharmacist may make a mistake, Lack of vision, Mentor-mentee relationship, Motivation to work in a pharmacy\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCareer development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBusiness skills\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIncident management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProcedures, Consequences of errors, Education and reporting\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCompetency-based curricula\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProgramme design and delivery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMultidisciplinary workshops\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInterprofessional workshops, Case studies to share experiences\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProject learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProject-based assignments\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBlended learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInteres-based training, Hybrid learning\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOrganisational support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMulti-level and multi-sectoral, Psychological safety, Anti-blaming culture \u0026ndash; system approach, Open communication\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExternal support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRisk management guidelines, Collaboration of all stakeholders, Accreditation of education, Certificates for specific work positions, Legislation support/Ministry of Health\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePlease insert Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e here. Results of thematic analysis \u0026ndash; participants\u0026rsquo; opinions and recommendations (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eImpact of tailored educational/support programmes\u003c/h2\u003e \u003cp\u003eParticipants recognised the impact of tailored educational programmes in key areas such as crisis management, error reporting, and personal and professional enhancement. One participant noted: \u003cem\u003e\"Crisis management education is vital for better preparedness for pharmacy practice. Now, we want to do something in the system so that it doesn't happen again. And then, let's see, let's offer an option.\"\u003c/em\u003e (P19). Empowerment through professional integrity, competence, and mentorship was also emphasised, with a participant stating: \u003cem\u003e\"Mentorship and competence-building boost confidence and integrity. Role model, how do we create a professional for her so that she knows that she is a role model and how to train herself to become and to be aware and to train herself to become a role model? We need to raise awareness, in general, of the personal and professional importance that we have.\"\u003c/em\u003e (P4). Skills development in business, pharmaceutical legislation, and pharmacoeconomics was considered essential, as reflected in the comment: \u003cem\u003e\"Business skills and understanding legislation are crucial for professional advancement because no one will respect us if we do not document activities, show something, calculate something from it, \u0026hellip; draw some pharmacoeconomic analysis. \"\u003c/em\u003e (P1). Improving patient safety and documentation was viewed as vital, with one participant adding: \u003cem\u003e\"Enhancing patient safety and documentation improves care quality. One way we can manage risk is by reporting, documenting and sharing something like that; we will bring it down to the level of the entire organisation and minimise the possibility of the same thing happening.\"\u003c/em\u003e (P20). Leadership empowerment and fostering a positive work environment were seen as crucial for organisational growth, as highlighted by a participant: \u003cem\u003e\"Leadership empowerment and a positive environment are key for growth. The most important thing is this umbrella, in principle, that first of all, there is such a culture, meaning from the very top level, that the manager supports it, and with that organisation grows.\"\u003c/em\u003e (P25).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eEducational topics in Continuing Professional Development (CPD)\u003c/h2\u003e \u003cp\u003e Participants agreed on the importance of developing soft skills through the CPD programmes, especially teamwork, communication, and leadership. A few participants said: \u003cem\u003e\"Teamwork and communication are key for good patient care. This is something new that is emerging, and teams are important. Vision and purpose, how to create purpose in an organisation, in a team, why we do this, not how, but why we do it. Communication is very important. Conflict resolution always starts with communication; we need to teach employees to ask open-ended questions. But maybe you need to work first on leadership. \"\u003c/em\u003e (P11, P13, P21). Risk management was also seen as vital, with one participant noting: \u003cem\u003e\"Risk management education helps reduce mistakes and improve outcomes. Actually, everything has somehow fallen under risk management in pharmaceutical practice. I mean, that's a seriously important thing.\"\u003c/em\u003e (P19). Stress management and resilience were highlighted, with two participants sharing: \u003cem\u003e\"Resilience training, like autogenic training, helps handle stress in tough situations. I like that we have established that this resilience is not a personality trait, but rather a competence, that can be learned, that can be acquired. It is very important to convey this to colleagues through this education. \"\u003c/em\u003e (P24, P25). Participants emphasised the need for stronger individual responsibility in pharmaceutical care. One said: \u003cem\u003e\"We must take responsibility for our actions in patient safety. How to empower pharmacists to work with difficult patients, because that will, in turn, lead to them being stronger. Then, we have a balance of errors, to make what are serious what are less serious errors, so how much is that that concept of errors is understood and behaviour in relation to that and responsibility. So, responsibility, error, behaviour.\"\u003c/em\u003e (P16).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eUndergraduate pharmacy curriculum content\u003c/h2\u003e \u003cp\u003eSoft skills, including communication, self-awareness, and business skills, were emphasised, with competency-based educational outcomes in the curriculum. One participant stated: \u003cem\u003e\"Students must be trained in social skills, preparing them for real-world practice, with curricula outcomes based on the competencies and thinking about the introduction of university pharmacies. Teamwork, time management, communication, leadership, emotional intelligence.\"\u003c/em\u003e (P9) Empowerment in pharmacy, acknowledging mistakes and fostering mentorship were highlighted. A few participants said: \u003cem\u003e\"We must teach pharmacy students that making mistakes is acceptable, shifting from the long-held notion that pharmacists must never err, empowering them to speak openly about mistakes. Let's be aware that we can make a mistake. As you well know, we received as a mantra at college that everyone has the right to make mistakes, the last pharmacists. Each of them has the right to make mistakes; you don't have the right to make mistakes. And you've heard that every month from some department. And then when you graduate from college, you have to do a complete reset, and then they have to educate you on the opposite side and tell you that we are human.\"\u003c/em\u003e (P16, P15, P9, P10) Participants also recommended including incident management: \u003cem\u003e\"I certainly think that one should be prepared and he must make mistakes, to have everything from an experienced colleague, so that a student, or intern who is already in the first month or two of his career, has everything to pass on to an experienced colleague, even the mistakes he makes.\"\u003c/em\u003e (P15), with motivation to work in pharmacy: \u003cem\u003e\"We have a problem of our young pharmaceutical staff not being motivated for pharmacy practice. I would like to focus on that somehow, to empower them, to actually somehow address pharmacy practice, just as doctors study in 90% of cases, 99% to be doctors, so pharmacists should study to be pharmacists in the highest percentage, to provide healthcare to the patient, and not to engage in some other business\u003c/em\u003e.\u003cem\u003e\"\u003c/em\u003e (P1).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eProgramme design and delivery\u003c/h2\u003e \u003cp\u003eParticipants suggested multidisciplinary workshops for practical learning, with a few stating: \u003cem\u003e\"Roundtable discussions to share experiences, involving other healthcare professionals, are essential. I think that colleagues lack learning from practice. It's the doctor who drinks water exceptionally well, and that's how they learn from each other. That's sorely lacking with us. Here, I'm always in favour of doing this through some workshops, through some concrete examples, exchanges and through empowerment. Smaller groups are most effective live, most efficient.\"\u003c/em\u003e (P18, P20, P25, P16, P16, P10) The blended learning (an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods) model was preferred, alongside organisational support for psychological safety and open communication. External support, like risk management guidelines and accreditation of educational programmes by relevant bodies, was seen as necessary. A few participants remarked: \u003cem\u003e\"A risk management guide with a crisis response plan should be developed with relevant national bodies and professional associations. I mean, that's a seriously important thing. I think, and so, I think I could say, some new guides, something that the faculty could help us with, not to think at the level of every organisation; not all organisations are large, they can't deal with it, but as a profession, somehow, we can deal with risk management in the organisation. And maybe they should also regulate the drugs where the most common errors are\"\u003c/em\u003e (P20, P25, P22). Another added: \u003cem\u003e\"Pharmacists should engage in international projects and present at conferences with doctors and nurses. We need the collaboration of all stakeholders - practice, chamber, industry, and associations. It can also be accredited, all of this that we have been told the chamber can accredit for licence renewal \u0026hellip; What is difficult is that an organisation's development brings costs. But in the long run, in collaboration, we have shown it as a benefit for all \u0026ndash; pharmacy professionals, patients and organisations financially.\"\u003c/em\u003e (P20, P18, P9, P1)\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eStatistical analysis\u003c/h2\u003e \u003cp\u003eChi-square results indicated a significant relationship between programme attendance and pharmacists' outcomes (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). 76% of participants reported improved competencies after the programme, while 80% would recommend the programme to their colleagues. Detailed results are presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe association between participation in available programmes and participant outcomes with non-parametric cross-tabulation (Chi-Square analysis) (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHave you participated in any support programmes?\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ep-value*\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAre you aware of programmes on Organisation, Management, and Professional Behaviour?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12 (48.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e0.016\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 (32.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHave you completed assignments on patient safety topics?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (40.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.227\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (40.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (16.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDo you perceive that the programme(s) you attended improved your competence?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19 (76.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e\u0026lt;\u0026thinsp;0.001\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWould you recommend the programme to colleagues?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (80.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e\u0026lt;\u0026thinsp;0.001\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e*Bold type indicates significant values (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePlease insert Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e here. The association between participation in available programmes and participant outcomes (Chi-Square analysis) (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e"},{"header":"DISCUSSION","content":"\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eStatement of key findings\u003c/h2\u003e \u003cp\u003eTo our knowledge, this is the first study to explore the educational needs of community pharmacists related to the second victim phenomenon. This study identified key elements of tailored education programmes to address the second victim phenomenon and improve incident response. These include (a) the potential positive effects of tailored education on crisis management, personal and professional empowerment, skills enhancement, pharmaceutical care, and organisational outcomes; (b) the integration of soft skills content into CPD programmes and undergraduate curricula; (c) the preference for multidisciplinary experience-sharing workshops and blended learning approaches; and (d) notable participation rates and satisfaction with already available programmes. Participants emphasised that tailored education could improve incident response, enhance pharmaceutical care quality, elevate the professional standing of pharmacists, boost motivation, and contribute to the overall success of pharmacies. Key recommendations highlighted the importance of risk management strategies, resilience-building, creating safe work environments, fostering effective communication, adopting competency-based curricula, and prioritising practice-oriented training. Collaboration among individuals, professional organisations, and healthcare professionals was recognised as essential for achieving these goals. While most participants had attended at least one educational programme on this topic and reported improved skills and a willingness to recommend these programmes to colleagues, they also stressed the need to expand access to a larger number of pharmacists.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eStrengths and Weaknesses\u003c/h2\u003e \u003cp\u003eThe study included a diverse sample of pharmacists in various professional roles, ensuring a comprehensive perspective on educational needs. It also featured education and online courses approved by the Health Council of Serbia on the second victim phenomenon, addressing a knowledge gap. However, the small sample size and underrepresentation of pharmacists from state-owned and rural pharmacies limit the generalisability of findings and the robustness of statistical analysis regarding programme participation and pharmacist outcomes, though this reflects the country\u0026rsquo;s actual pharmacy ownership and geographical distribution [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eInterpretation\u003c/h2\u003e \u003cp\u003ePsychological safety emerged as a key concept, with participants highlighting the importance of education, particularly for leadership, to address barriers in incident reporting, documentation, and prevention. A psychologically safe and non-blaming culture was seen as essential for strengthening leadership, motivating employees, and reducing staff turnover. Communication was identified as a cornerstone for interprofessional collaboration, pharmaceutical care, and patient safety, prompting recommendations for its inclusion as a mandatory undergraduate subject and as a focus in CPD programmes. Early exposure to patient safety and effective incident management during studies, coupled with experience-sharing workshops involving healthcare professionals, was suggested to enhance practical skills. Participants also stressed the need to address personal accountability in pharmacy education, shifting from a focus on error prevention to constructive approaches for managing errors. Clear procedures for incident response, leadership empowerment, and professional identity building were considered crucial, alongside efforts to motivate students to pursue careers in pharmacy and reinforce pharmacists\u0026rsquo; roles as healthcare professionals. Collaboration with academia, professional associations, and industry was deemed vital for advancing risk management and professional growth. Emphasis was placed on soft skills development such as communication, teamwork, time and change management, emotional intelligence, decision-making, and conflict resolution along with stress management and resilience-building. The empowerment of mentors as role models and their inspirational influence were highlighted, along with the importance of building effective mentor-mentee relationships to strengthen practical competencies, foster professional identity, and inspire the next generation of pharmacists.\u003c/p\u003e \u003cp\u003eThe estimated potential impact of tailored educational programmes aligns with studies evaluating support programmes for physicians and nurses worldwide [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Research demonstrates that such programmes enhance crisis management, healthcare quality, professional empowerment, and organisational culture and reduce absenteeism and staff turnover while also improving financial outcomes for organisations [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. The recommended topics for CPD programmes are consistent with the World Health Organisation\u0026rsquo;s guidelines, which advocate developing communication, teamwork, and resilience skills [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Similarly, the International Labour Organisation emphasises empowering healthcare professionals to deliver adequate healthcare [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. European projects, such as EUVEKA [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] with Pack for Skills, promote research into the development of soft and digital skills among healthcare professionals. Additionally, the Be Well project [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] focuses on cultivating green and digital skills in Europe\u0026rsquo;s healthcare workforce. The International Pharmaceutical Federation (FIP) also incorporates these skills into its competency framework [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e], categorising them under Public Health, Organisation and Management, and Professional and Personal competencies. Participants\u0026rsquo; recommendations to include training on emotional intelligence, resilience development, and autogenic training in CPD and undergraduate curricula align with recent practical research findings [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Increasingly, studies recommend innovative learning models such as practice-based learning and role-playing, which align with the preferences expressed by our study participants [\u003cspan additionalcitationids=\"CR42\" citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eChi-square analysis reveals a clear link between programme participation and its positive impact on pharmacists. Even minimal involvement leads to improved competencies, underscoring the urgent need for focused efforts to identify and address educational gaps.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eRelevance for clinical practice\u003c/h2\u003e \u003cp\u003eThe previous research underscores that deviations from practice standards can contribute to second victim experiences among pharmacists, undermining self-esteem and responsibility for complex interventions and hindering the implementation of advanced services [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. In our research, participants recommended fostering supportive environments, improving operational processes, enhancing soft skills, and building resilience, with a strong focus on patient safety aligned with practice guidelines [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e] and the FIP 2021\u0026ndash;2030 global pharmacy goals [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] which could improve clinical pharmacy practice.\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003eFurther research\u003c/h2\u003e \u003cp\u003eFuture research should examine the impact of implemented supporting programmes tailored in line with the pharmacist\u0026rsquo;s needs on healthcare outcomes, patient safety, pharmacist motivation, staff turnover, and the success of pharmacies as organisations. A comprehensive evaluation using the Kirkpatrick Model [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e] at all four levels (participant satisfaction and engagement, knowledge, skills, and attitudes gained, application of learning in practice, impact on organisational outcomes) could provide valuable insights into the effectiveness of these support mechanisms and their influence on both individual and organisational outcomes.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe findings suggest that tailored education is needed at all educational levels, including CPD and undergraduate curricula, and could improve the quality and safety of pharmaceutical care interventions while positively influencing pharmacists' well-being and professional identity. The topic base can serve as a resource for stakeholders involved in education and content development.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eACKNOWLEDGMENTS:\u0026nbsp;\u003c/strong\u003eThe authors would like to thank The Pharmaceutical Chamber of Serbia and Tatjana Milošević, MPharm, for accrediting the training sessions, Ivana Stević, MPharm, for technical support during the implementation of the FGs and Galenika ad Beograd for support during the implementation of the Galenika Academy programme. AI language models (ChatGPT4, OpenAI, San Francisco, CA, USA; Grammarly, Inc., San Francisco, CA, USA) assisted in refining the language in this manuscript. They were used for the improvement of grammar and sentence reformulation but did not contribute to authorship or content creation. This article/publication is based on work from COST Action CA19113, supported by COST (European Cooperation in Science and Technology).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFUNDING:\u0026nbsp;\u003c/strong\u003eThis research was supported by the Ministry of Science, Technological Development and Innovation, Republic of Serbia, through two Grant Agreements with the University of Belgrade-Faculty of Pharmacy No 451-03-65/2024-03/ 200161 and No 451-03-66/2024-03/ 200161. No funding was received to assist with the preparation of this manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCONFLICTS OF INTEREST:\u0026nbsp;\u003c/strong\u003eThe authors have no conflicts of interest to declare.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of interest and source of funding:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone of the remaining authors were declared.\u003c/p\u003e\n\u003cp\u003eThis research was supported by the Ministry of Science, Technological Development and Innovation, Republic of Serbia, through two Grant Agreements with the University of Belgrade-Faculty of Pharmacy No 451-03-65/2024-03/ 200161 and No 451-03-66/2024-03/ 200161. No funding was received to assist with the preparation of this manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eDreischulte T, van den Bemt B, Steurbaut S, et al. 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Current perceptions of the term Clinical Pharmacy and its relationship to Pharmaceutical Care: a survey of members of the European Society of Clinical Pharmacy. Int J Clin Pharm. 2016;38(6):1445-56.\u003c/li\u003e\n\u003cli\u003ede Las Mercedes Mart\u0026iacute;nez S\u0026aacute;nchez A. Medication errors in a Spanish community pharmacy: nature, frequency and potential causes. Int J Clin Pharm. 2013;35(2):185-9.\u003c/li\u003e\n\u003cli\u003eZimonjić I, Marinković V, Mira JJ, et al. Addressing the second victim phenomenon among community pharmacists and its impact on clinical pharmacy practice: a consensus study. Int J Clin Pharm. 2025;47(1):68-79. doi: 10.1007/s11096-024-01807-w. \u003c/li\u003e\n\u003cli\u003eBusch IM, Moretti F, Purgato M, et al. Dealing With Adverse Events: A Meta-analysis on Second Victims\u0026apos; Coping Strategies. J Patient Saf. 2020;16(2):e51-e60.\u003c/li\u003e\n\u003cli\u003eEdrees HH, Paine LA, Feroli ER, et al. 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Practical thematic analysis: a guide for multidisciplinary health services research teams engaging in qualitative analysis. BMJ. 2023;381:e074256.\u003c/li\u003e\n\u003cli\u003eStatistical Office of the Republic of Serbia. Demographic indicators - Population by type of settlement. 2024. https://www.stat.gov.rs/sr-Latn/oblasti/stanovnistvo/demografski-indikatori. Accessed 27.01.2025.\u003c/li\u003e\n\u003cli\u003eCopley DJ, Burchill CN, Lindell D, et al. Second Victim Phenomenon Educational Program Evaluation. J Nurses Prof Dev. 2024;40(1):10-5.\u003c/li\u003e\n\u003cli\u003eGuerra-Paiva S, Mira JJ, Strametz R, et al. Application and Evaluation of a Multimodal Training on the Second Victim Phenomenon at the European Researchers\u0026apos; Network Working on Second Victims Training School: Mixed Methods Study. JMIR Form Res. 2024;8:e58727.\u003c/li\u003e\n\u003cli\u003eWorld Health Organisation and the International Labour Organisation. Caring for those who care: Guide for developing and implementing occupational health and safety programmes for health workers. 2022. ISBN (WHO) 978\u0026ndash;92\u0026ndash;4-004077\u0026ndash;9. https://www.who.int/publications/i/item/9789240040779. Accessed 27.01.2025.\u003c/li\u003e\n\u003cli\u003eFriedman EA, Bickford R, Bjork C, et al. The global health and care worker compact: evidence base and policy considerations. BMJ Glob Health. 2023;8(7).\u003c/li\u003e\n\u003cli\u003eEuropean Platform for Vocational Excellence in Health Care. EUVECA Objectives. 2024. https://euveca.eu/about-euveca/objectives/. Accessed 27.01.2025.\u003c/li\u003e\n\u003cli\u003eBlueprint alliance for a future health workforce strategy on digital and green skills. Green and digital skills to improve health outcomes. 2024. https://bewell-project.eu/project/. Accessed 27.01.2025.\u003c/li\u003e\n\u003cli\u003eMeilianti S, Galbraith K, Bader L, et al. The development and validation of a global advanced development framework for the pharmacy workforce: a four-stage multi-methods approach. Int J Clin Pharm. 2023;45(4):940-51.\u003c/li\u003e\n\u003cli\u003eBajis D, Al-Haqan A, Mhlaba S, et al. An evidence-led review of the FIP global competency framework for early career pharmacists training and development. Res Social Adm Pharm. 2023;19(3):445-56.\u003c/li\u003e\n\u003cli\u003eSenćanski D, Tadić I, Jocić D, et al. Perceived importance of emotional intelligence for clinical pharmacy practice and suggested improvements: a focus group study of postgraduate pharmacists. Int J Clin Pharm. 2024;46(5):1152-62.\u003c/li\u003e\n\u003cli\u003eCarrillo I, Skoumalov\u0026aacute; I, Bruus I, et al. Correction: Psychological Safety Competency Training During the Clinical Internship From the Perspective of Health Care Trainee Mentors in 11 Pan-European Countries: Mixed Methods Observational Study. JMIR Med Educ. 2024;10:e68503.\u003c/li\u003e\n\u003cli\u003eRushworth GF, Innes C, Macdonald A, et al. Development of innovative simulation teaching for advanced general practice clinical pharmacists. Int J Clin Pharm. 2021;43(4):817-24.\u003c/li\u003e\n\u003cli\u003eBallaram S, Perumal-Pillay V, Suleman F. A scoping review of continuing education models and statutory requirements for pharmacists globally. BMC Med Educ. 2024;24(1):343.\u003c/li\u003e\n\u003cli\u003eBatista JPB, Torre C, Sousa Lobo JM, et al. A review of the continuous professional development system for pharmacists. Hum Resour Health. 2022;20(1):3.\u003c/li\u003e\n\u003cli\u003eEarle-Payne K, Forsyth P, Johnson CF, et al. The standards of practice for delivery of polypharmacy and chronic disease medication reviews by general practice clinical pharmacists: a consensus study. Int J Clin Pharm. 2022;44(3):663-72.\u003c/li\u003e\n\u003cli\u003eKoudmani D, Bader LR, Bates I. Developing and validating development goals towards transforming a global framework for pharmacy practice. Res Social Adm Pharm. 2024.\u003c/li\u003e\n\u003cli\u003eRouse DN. Employing Kirkpatrick\u0026apos;s evaluation framework to determine the effectiveness of health information management courses and programs. Perspect Health Inf Manag. 2011;8(Spring):1c.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"international-journal-of-clinical-pharmacy","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"ijcp","sideBox":"Learn more about [International Journal of Clinical Pharmacy](https://www.springer.com/journal/11096)","snPcode":"11096","submissionUrl":"https://submission.nature.com/new-submission/11096/3","title":"International Journal of Clinical Pharmacy","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Community Pharmacy Services, Medication Errors, Patient Safety, Occupational Health, Second Victims, Continuing Pharmacy Education","lastPublishedDoi":"10.21203/rs.3.rs-5920957/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5920957/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: The second victim phenomenon, referring to the impact of patient safety incidents on healthcare professionals, also affects pharmacists. Dispensing errors or inadequate counselling cause anxiety, reduced motivation, and staff turnover. Support programmes for healthcare professionals have been developed, but not specifically for pharmacists.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAim\u003c/strong\u003e: This study aimed to investigate pharmacists' perceptions of tailored education to enhance competencies in overcoming second victim phenomenon, including (i) potential impacts of such programmes, (ii) recommended content for continuous professional development and undergraduate curricula, (iii) preferred design and delivery methods, and (iv) experience with existing programmes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod\u003c/strong\u003e: A qualitative focus group study involved 25 community pharmacists. Data were collected using a semi-structured guide for focus group discussions and a self-reporting questionnaire. Discussions continued until data saturation. Recordings were transcribed and analysed using MAXQDA software with an inductive thematic approach. Statistical analysis examined the relationships between participation in existing programmes and outcomes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: Participants perceived tailored education as essential for improving crisis response, empowering individuals and profession, and enhancing pharmaceutical care. Key topics for professional development include soft skills, risk and stress management, and strengthening the role of pharmacists, while undergraduate curricula should focus on soft skills, motivation, and career development. Preferred learning methods included roundtable workshops and blended learning, with stakeholder engagement. Majority of participants (80%) attended existing support programmes, with 76% reporting improved competencies and 80% recommending the programmes to colleagues.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e: Community pharmacy practitioners perceived tailored education for overcoming second victim phenomenon outcomes as essential for professional success and improving pharmaceutical care.\u003c/p\u003e","manuscriptTitle":"Perceived importance of tailored education to prevent second victim phenomenon in clinical pharmacy practice: a focus group study with community pharmacists","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-30 11:25:40","doi":"10.21203/rs.3.rs-5920957/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"","date":"2025-02-19T16:23:33+00:00","index":0,"fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-02-15T09:46:39+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"International Journal of Clinical Pharmacy","date":"2025-01-29T14:03:23+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-01-29T13:03:50+00:00","index":"","fulltext":""},{"type":"submitted","content":"International Journal of Clinical Pharmacy","date":"2025-01-28T16:36:51+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"international-journal-of-clinical-pharmacy","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"ijcp","sideBox":"Learn more about [International Journal of Clinical Pharmacy](https://www.springer.com/journal/11096)","snPcode":"11096","submissionUrl":"https://submission.nature.com/new-submission/11096/3","title":"International Journal of Clinical Pharmacy","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"1776863f-a4fc-40fb-a7eb-f13d18119fba","owner":[],"postedDate":"April 30th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-07-14T13:12:42+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-30 11:25:40","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5920957","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5920957","identity":"rs-5920957","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}