Need and relevance of a teaching pharmacy at the Central University of Nicaragua
Keywords:
education pharmacy, faculty pharmacy, pharmaceutical services, student’s pharmacy, universitiesAbstract
Introduction: in Nicaragua, few universities offer a Pharmacy degree, and none have professional practice spaces for students. This limits or hinders their training in technical and communication competencies, which—together with professional ethics—are essential for comprehensive pharmaceutical practice.
Objective: to analyze the relevance and urgency of designing and implementing a community teaching pharmacy model as a supervised professional practice space for competency-based curricular training.
Methods: a study with a mixed-methods approach and descriptive design was carried out. An online structured survey was administered to 61 Pharmacy students. Their perception of the importance of a teaching pharmacy was assessed using a Likert scale. Data were processed with the statistical program SPSS 30.0.0. Semi-structured interviews were conducted with three faculty members, and a literature review was carried out using Google Scholar, SciELO, and PubMed.
Results: among the surveyed students, 77 % considered it very important to have a teaching pharmacy, while 86.90 % felt it would significantly benefit their practical learning. All three faculty members agreed on the educational relevance of the proposal.
Conclusions: knowledge building through a community teaching pharmacy is a pertinent, innovative pedagogical strategy that adds value to the comprehensive training of pharmaceutical professionals. The significant interest expressed by the student community and the perceived relevance of the proposal by faculty demonstrate the positive impact it would have on the development of professional and personal competencies in the institution’s graduates.
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