Rhodes University

Bachelor of Pharmacy

Health Sciences and Social Services - Promotive Health and Developmental Services

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Purpose and Rationale

Pharmacy Education

The primary aim of pharmacy education is to deliver lifelong learners who can provide a professional service to the community using their knowledge, skills, professional thinking, behavior, and attitudes in all avenues of pharmacy practice. This includes being caring health care providers and managers of health care resources.

Overall Competence

Pharmacy is a dynamic information-driven, patient-orientated profession. The pharmacist, through their competence and skills, is committed to fulfilling the health care needs of the people of South Africa by:

  1. Acting as custodian of medicines.
  2. Being a formulator, manufacturer, distributor, and controller of safe, effective, and quality medicine.
  3. Advising on the safe, rational, and appropriate use of medicine.
  4. Providing essential clinical services including screening and referral services.
  5. Offering health care education and information.
  6. Providing pharmaceutical care by taking responsibility for the outcome of therapy and actively participating in the design, implementation, and monitoring of pharmaceutical care plans.

Motivation for Program

Learners who complete this program have the education and training required to enter the pharmacy profession as interns. This experience provides them with the confidence and skills needed to render a professional service as pharmacists to the community.

Outcomes

  1. Participate in the manufacturing, compounding and packaging of pharmaceutical products
  2. Participate in the procurement, storage and distribution of pharmaceutical materials and products
  3. Dispense and ensure the optimal use of medicines prescribed to the patient
  4. Provide pharmacist-initiated-care to the patient and ensure the optimal use of medicine
  5. Provide education and information on health care and medicine
  6. Promote community health and provide related information and advice
  7. Participate in research to ensure the optimal use of medicine. Specific outcomes The primary aim of pharmacy education is to train life long learners who can provide a professional service to the community using their knowledge, skills, professional thinking, behaviour and attitudes in all avenues of pharmacy practice, as caring health care providers and managers of health care resources. Knowledge outcomes On completion of the undergraduate programme, the learner must demonstrate knowledge and an understanding of
  8. The use of science and technology to formulate, manufacture, distribute and use drugs
  9. The identification and management of diseases, their processes, and their environmental and social determinants
  10. The principles of disease prevention and health promotion, with emphasis on primary health care as an integral part of the health care team
  11. The principles of pharmcotherapy, the effect of drugs in the body, the appropriateness of different drug delivery systems and the ability to assess the effect of the drug in the body
  12. Appropriate and cost-effective use of screening and monitoring procedures
  13. How to solve problems that arise with the use of drugs and how to predict, identify, prevent and/or treat such problems
  14. Human behaviour, relationships and communication, individually and in the context of the community
  15. Ethical and legal issues relevant to the practice of pharmacy
  16. Managerial aspects of the provision of health care at national, community and individual practice level
  17. The promotion and delivery of cost effective health care
  18. The principles and procedures governing research, with particular emphasis on evidence based medicine. Skills On completion of the undergraduate programme, the learners must be able to demonstrate proficiency in the skills required for pharmacy practice, including the following
  19. Laboratory skills
  20. Clinical skills and procedures, including patient history taking, assessing patient data, formulating a treatment plan and a follow-up plan
  21. Practice management skills
  22. Computer skills
  23. Communication skills and language proficiency
  24. The ability to work in a multi-disciplinary team. Attitudinal and behavioural outcomes On completion of the programme, learners should be able to demonstrate behaviour essential to the practice of pharmacy, with particular reference to:
  25. Respect for patients and colleagues, without judgement or prejudice with regard to culture, gender etc.
  26. Recognition of human and patients rights
  27. A positive approach to self-directed life long learning
  28. A positive approach towards primary health care
  29. An awareness of moral and ethical responsibilities
  30. A desire to ensure patient care of the highest possible quality
  31. An awareness of personal limitations and a willingness to seek help when necessary
  32. A positive attitude to wards change and functioning within the uncertainties of our time
  33. A positive attitude to wards the advancement of medical knowledge.

Assessment Criteria

Year 1:

  • Formal Continuing Evaluations:
    • Tutorials, practicals, assignments to demonstrate understanding of basic principles in chemistry, biology, mathematics, statistics, and physics.
  • Formal Continuing Evaluation:
    • Theoretical tests (written), skills, and oral exams to assess proficiency in using laboratory equipment and computers for word processing, data processing, and information retrieval.

Year 2:

  • Formal Continuing Evaluations:
    • Assess knowledge of body systems, organic medicinal compounds, analytical procedures, bio-molecules, infectious diseases, dosage forms, pharmacists' role, and organizational management.
  • Formal End Evaluations:
    • Theoretical and practical examinations to evaluate understanding of the mentioned topics.

Year 3:

  • Formal Continuing Evaluations:
    • Assess understanding of drug classes, drug action, drug delivery systems, family planning, public health problems, health systems, resource management, and marketing research.
  • Formal End Evaluations:
    • Theoretical and practical examinations to test knowledge application in pharmaceutical settings.

Year 4:

  • Formal Continuing Evaluations:
    • Evaluate knowledge of drug design, pharmacokinetics, disease treatment, toxicity assessment, patient counseling, and professional ethics.
  • Formal End Evaluations:
    • Theoretical and practical examinations to assess readiness for professional practice.

Quality Assurance Procedures:

  • Internal and External Examiners:
    • Ensure alignment with accreditation requirements and guidelines.
  • Accreditation Requirements:
    • Pharmacy Council of South Africa, Higher Education Quality Committee, SAQA, and Rhodes University guidelines.
  • Assessment Criteria Insight:
    • Provided to learners for self-assessment and peer assessment.
  • Assessment Elements:
    • Summative and formative assessments to ensure continuous learning and improvement.

Qualification Details

Type
National First Degree
NQF Level
08
Min. Credits
480
SAQA Source
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Rhodes University
Rhodes University
Description
Rhodes University is a public research university located in Grahamstown, South Africa. Established in 1904, it is one of the oldest universities in the country. The university offers a wide range of undergraduate and postgraduate programs across various disciplines, including humanities, social sciences, natural sciences, commerce, and law. Rhodes University is known for its strong academic reputation and commitment to excellence in teaching and research. It has a diverse student body and a vibrant campus life, with numerous student organizations and clubs. The university also places a strong emphasis on community engagement and social responsibility, encouraging students to actively contribute to the local community and address societal challenges.
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.