Relevant bibliographies by topics / Bachelor of Pharmacy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Bachelor of Pharmacy'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Bachelor of Pharmacy"

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Kosari, Sam, Vera H. Buss, Gregory M. Peterson, Kwang Choon Yee, Mark Naunton, Mary Bushell, Leroy Chiu, and Jackson Thomas. "Evaluation of Pharmaceutical Compounding Training in the Australian Undergraduate Pharmacy Curricula." Pharmacy 8, no. 1 (February 26, 2020): 27. http://dx.doi.org/10.3390/pharmacy8010027.

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Introduction: In recent decades the role of the Australian community pharmacist has evolved to focus primarily on pharmaceutical care provision. Despite this, compounding remains an important product service offered by pharmacists. The aim of this study was to qualitatively describe the current integration of training in compounding within Bachelor of Pharmacy courses in Australia. Methods: The Australian Health Practitioner Regulatory Agency website was searched to identify eligible university courses. Subsequently, the educational providers’ homepages were consulted, and Bachelor of Pharmacy handbooks and curricula perused. All relevant information regarding training in compounding was extracted. Results: In total, 16 Bachelor of Pharmacy courses were identified. All of these contain compounding training in their curricula, including laboratory classes. Most curricula have units specifically dedicated to compounding and drug formulation. Three universities offer a curriculum which is organ-systems based, and include compounding relevant to the individual organ systems. Discussion and Conclusions: In Australia, the training in compounding is well integrated into pharmacy curriculum and is more emphasised than in many other developed countries. This is congruent with the International Pharmaceutical Federation’s needs-based approach to local pharmacy education. In Australia there is a need for pharmacists to routinely dispense simple compounded products. Further research is required to evaluate Australian pharmacy graduates’ compounding abilities and how best to promote the achievement of the required knowledge and skills to enable simple compounding.
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Ashames, Akram. "Bachelor of Pharmacy Programs in United Arab Emirates." Universal Journal of Educational Research 7, no. 8 (August 2019): 1650–62. http://dx.doi.org/10.13189/ujer.2019.070804.

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M A, Nurlina, Ku Aizuddin K A, M. M. R. Meor Mohd Affandi, and Ismail M S. "BACHELOR OF PHARMACY INDUSTRIAL TRAINING: PERFORMANCE AND PRECEPTOR PERCEPTION." International Research Journal of Pharmacy 4, no. 5 (May 28, 2013): 86–91. http://dx.doi.org/10.7897/2230-8407.04518.

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Martínez Sánchez, Alina de las Mercedes. "Bachelor of Pharmacy Degree in Cuba: New Educational Challenges." American Journal of Pharmaceutical Education 75, no. 1 (February 10, 2011): 13d. http://dx.doi.org/10.5688/ajpe75113d.

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Maharaj, Sandeep, Aanila D. Balroop, Ameera Ali, Naseema Baksh, Adele Beckles, Nareena Dwarika, Neeshalaa Seetaram, Rian Marie Extavour, and Manthan Janodia. "Bachelor of pharmacy graduates' perceptions of the pharmacy administration curriculum in Trinidad and Tobago." Currents in Pharmacy Teaching and Learning 12, no. 5 (May 2020): 558–63. http://dx.doi.org/10.1016/j.cptl.2020.01.015.

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Lawal, B. K., B. Audu, K. B. David, and A. Haruna. "Experiences and Expectations of Bachelor of Pharmacy Graduates of a Newly Accredited Pharmacy School in Nigeria about Pharmacy Education and Practice." Journal of Basic and Social Pharmacy Research 2, no. 3 (2022): 1–12. http://dx.doi.org/10.52968/27455502.

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Background: Pharmacy education in Africa continually faces challenges that influence students learning experiences making pharmacy students overwhelmed and anxious about life both in school and after school. Objectives: To explore recent pharmacy graduates’ experiences and expectations from university about the workplace. Methods: A qualitative study using semi-structured interviews was conducted via a Google survey form that contained open ended questions. Recent Bachelor of Pharmacy graduates from Kaduna State University (KASU) who were undertaking their internship were invited to participate in the interviews to explore their perceptions about pharmacy education and practice based on their expectations and experiences. Data was analysed using simple thematic analysis. Results: Thirteen (13) participants responded to the online interview. Eight (8) themes were generated which include decision and choice of university, expectations of studying pharmacy at the university, experiences at the faculty, expectations after graduating, experiences as an intern pharmacist, perceptions about degree obtained, perception of Pharmacy practice and theory, and suggestions for improvement. Conclusion: The eight (8) themes deduced from the interviews reflect on the expectations and experiences that the recent graduates of the Faculty of Pharmaceutical Sciences, KASU had regarding pharmacy education and practice. The results could be utilised in improving student teaching and learning and in improving pharmacy education in the school.
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Akel, Marwan El, Mohamad Rahal, Mariam Dabbous, Nisreen Mourad, Ahmad Dimassi, and Fouad Sakr. "Experiential Education in Pharmacy Curriculum: The Lebanese International University Model." Pharmacy 9, no. 1 (December 29, 2020): 5. http://dx.doi.org/10.3390/pharmacy9010005.

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Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.
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Furletti, Simon G., Meredith L. Wiseman, and Kirsten J. Galbraith. "Experiential Education in the Time of COVID-19: An Australian Experience." Senior Care Pharmacist 35, no. 11 (November 1, 2020): 476–78. http://dx.doi.org/10.4140/tcp.n.2020.476.

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The pharmacy degree at Monash University is a four year undergraduate Bachelor of Pharmacy with Honours (BPharm(Hons)), followed by a one year Master of Pharmacy incorporating a preregistration year of supervised practice, known in Australia as internship. The first cohort of the BPharm(Hons) will graduate in 2020. A key principle of the new curriculum was that clinical experiential placements should commence early in the curriculum, be fully integrated with the didactic curriculum, and prepare students for internship by developing their competence in performing useful and relevant tasks in the workplace. Entrustable Professional Activities (EPA) are used as the framework for their experiences.
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Furletti, Simon G., Meredith L. Wiseman, and Kirsten J. Galbraith. "Experiential Education in the Time of COVID-19: An Australian Experience." Senior Care Pharmacist 35, no. 11 (November 1, 2020): 476–78. http://dx.doi.org/10.4140/tcp.n.2020.476.

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The pharmacy degree at Monash University is a four year undergraduate Bachelor of Pharmacy with Honours (BPharm(Hons)), followed by a one year Master of Pharmacy incorporating a preregistration year of supervised practice, known in Australia as internship. The first cohort of the BPharm(Hons) will graduate in 2020. A key principle of the new curriculum was that clinical experiential placements should commence early in the curriculum, be fully integrated with the didactic curriculum, and prepare students for internship by developing their competence in performing useful and relevant tasks in the workplace. Entrustable Professional Activities (EPA) are used as the framework for their experiences.
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Teoh, SiewLi. "Postgraduate study prospect for pharmacy bachelor′s degree holder in Malaysia." Archives of Pharmacy Practice 6, no. 1 (2015): 11. http://dx.doi.org/10.4103/2045-080x.151281.

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Dissertations / Theses on the topic "Bachelor of Pharmacy"

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Nagel, Timothy Shaun. "Factors relating to academic success in the first semester of the bachelor of pharmacy degree at NMMU." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14201.

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Student throughput rates and academic achievement at universities are a concern at a national level in South Africa. Statistics have shown that on average, only ±17% of students who enrolled at a university, managed to graduate. The aim of the study was to determine the factors pertaining to student achievement and success in the first semester of the first year Bachelor of Pharmacy degree at the Nelson Mandela Metropolitan University. This study was a longitudinal, observational study which incorporated only quantitative aspects. Factors included in the investigation were: student motivation; learning styles; prior academic achievement; language use and sources of financial support. In order to determine student motivation, an Academic Motivation Scale (AMS) was used. Learning styles were assessed using a Kolb Learning Style Inventory (LSI) tool. The student’s National Senior Certificate (NSC) results were compared to the students 2016 semester one final marks, to correlate student readiness and prior academic achievement with current academic achievement. Home language and sources of financial support were also evaluated using a purpose-designed questionnaire. Results showed that only the Life Sciences module was practically and statistically significant as a predictor of academic success, with a p-value of .001 and a correlation coefficient |r| value of .369. The minimum entry requirements for the BPharm Degree do not include Life Science, however, based on this study, inclusion of Life Sciences at a specific achievement level should be considered.
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(9783902), Barry Bryant. "Apprenticeship to degree: The co-evolution of twentieth-century pharmacy practice and education from a Queensland and regional perspective." Thesis, 2012. https://figshare.com/articles/thesis/Apprenticeship_to_degree_The_co-evolution_of_twentieth-century_pharmacy_practice_and_education_from_a_Queensland_and_regional_perspective/13430729.

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This thesis explores and describes the history of professional entry-level pharmacy education and its relationship to contemporary pharmacy practice in Queensland, in consequence of the transition from an Apprenticeship based training scheme to a university based Bachelor of Pharmacy Degree course in 1960. In so doing, particular reference is made to the development of pharmacy practice in Rockhampton, a major Central Queensland regional centre. The review program is undertaken within a broad historical background eliciting the changing role of pharmacy from historical arcane craft to complex science. Firstly, the evolution of pharmacy practice in Great Britain as the progenitor of Australian pharmacy is mapped; secondly, aspects of pre-degree pharmacy practice and education in Australia are explored; thirdly, the transition era spanning the advocacy, establishment, progression and consolidation of a pharmacy degree course at the University of Queensland is traversed by means of the retrospective perceptions of contemporary students in the light of their subsequent career path experiences. Influences on the replacement of an apprenticeship education in Queensland by a university degree are examined and the sometimes conflicting demands of contemporary education philosophies and professional practice realities are investigated. Refinements in educational philosophy and its implementation during the maturing phases of the degree course are charted and changes appraised during a time span over which the essential and recognisable elements of modern pharmaceutical practice and education strategy became manifest. The academic peaks and troughs of the new educational format in the context of contemporary practice are discussed and from them are derived conclusions for the further successful consolidation of multidisciplinary healthcare education and practice. The incursion of pharmacy practice into the domain of acute patient care in private hospitals - formerly the almost exclusive prerogative of medical and nursing personnel - is investigated through a regional case study. The local acceptance of clinical pharmacy by members of the health care team is evaluated and implications for practice are considered.
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Books on the topic "Bachelor of Pharmacy"

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Kaur, Parmeet, and Gaurav Agarwal. Computer Application in Pharmacy: Theory and Practical for Second Semester Bachelor in Pharmacy. CBS Publishers & Distributors, 2021.

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Book chapters on the topic "Bachelor of Pharmacy"

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Ming, Long Chiau, Yee Siew Mei, Ahmad Mazli Muhammad, Mumtaz Hussain, and Mohamed Mansor Manan. "Outcome Base Approach for a New Pharmacoinformatics Course for Bachelor of Pharmacy Programme." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 399–410. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_37.

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Conference papers on the topic "Bachelor of Pharmacy"

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Jurado Sánchez, Beatriz, and Ana María Díez Pascual. "Aprendizaje basado en problemas en el diseño de prácticas de laboratorio online." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13720.

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This communication describes the use of problem-based learning methodology for remote teaching of laboratory practices of Chemistry subjects in the Bachelor's Degree in Pharmacy. The virtualization was carried out using explanatory videos of each laboratory practice and questionnaires with queries and fictitious data equivalent to those the students would obtain in the laboratory to carry out the resolution of the laboratory practices. The contents were integrated into the virtual platform Blackboard Collaborate, where tutorials and remote support from the teacher were combined to solve the problems raised.The evaluation of the impact of this teaching methodology was carried out by comparing the marks with those obtained in the full presential model and questionnaires to the students. The degree of satisfaction was very high, 100% percentage of passing students as compared to the 70% obtained in the full presential model. It can be concluded that the introduction of problem-based learning methodologies increased the interest of the students, favoring the assimilation of knowledge, as is also demonstrated in the general improvement of grades, satisfaction surveys and a higher number of students passing the exams.
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Martinez, Rosario, Garyfallia Kapravelou, Cristina Mesas, Milagros Galisteo, Francisco Arrebola, Luis Miguel De Pablos, Francisco Amaro, Reyes Artacho, Jesús María Porres, and María López-Jurado. "DIGITAL TECHNOLOGY IMPLEMENTED TO IMPROVE THE COORDINATION OF TEACHING IN PHARMACY, NUTRITION AND FOOD TECHNOLOGY: THE BACHELOR'S DEGREES ELEVEN YEARS LATER." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0336.

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Journal articles
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