Pharmaceutical stage III: learning-integration service for reorientation of vocational training

• Autor(a) principal: Batista, Almária Mariz
• Data de Publicação: 2015
• Outros Autores: Silva, Alexandre Wagno Dantas
• Idioma: eng
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/44689
• topic: Primary health care; Pharmacy; Pharmacist

Introduction and objective: The experience of real situations is essential for vocational training. In this regard, the National Curricular Guidelines of degree in Pharmacy (2002) establishes the profile of the egress Pharmacist as generalist, humanist, critical and reflective. Given this context, this paper aims to present the experience lived through discipline Pharmaceutical Stage III Course of Pharmacy. Federal University of Rio Grande do Norte (UFRN). Materials and methods: Characterization of discipline and presentation of activities in it, which will inform the understanding of how vocational training could be shifted by integrating teaching and service in this context. Results and conclusion: The curricular component FAR1002 Pharmaceutical Stage III has implications for the development of activities related to pharmaceutical services in primary health care. In this sense, technical and managerial activities are developed, such as preparation of documents enabling the better implementation of activities in pharmacy basic health unit (BHU) and organization of medicines on the shelves, considering alphabetic order, expiration date, no direct contact of the drug with floor, soil, sunlight. Technical assistance activities were also performed, such as evaluation of prescriptions, waiting room activities, conversation wheel and UBS users' lectures covering topics such as storage and disposal of drugs, self-medication, treatinent adherence, drug interactions, medicinal plants / herbal. In this context, teachers, students, users and multidisciplinary team are integrated, and the experience of real situations, especially within the pharmaceutical care, forms the basis for the vocational training shift. This scenario, considering the direct contact between teachers/ students and infrastructure/human resources / users enables the construction of the professional profile recommended by the Curricular Guidelines