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Pharmaceutical Sciences Notes

Pharmaceutical Sciences Notes, PST Level 4 Semester 1, PST NTA Level 4, PST04102 Disease Control and Prevention

PST04102 Disease Control and Prevention – Complete Full Notes

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NTA Level 4 • Semester 1 • PST04102 Disease Control and Prevention – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. | | UNITED REPUBLIC OF TANZANIA [pic] Ministry of Heath, Community Development, Gender, Elderly and Children Facilitator Guide Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2016 Table of Contents Background v Acknowledgment vi Introduction viii Abbreviations/Acronym xi Session 1: Concepts of Disease Control and Prevention 1 Session 2: Methods of Controlling Common Air-borne Diseases 7 Session 3: Methods of Controlling Diseases Transmitted by Faecal Contamination 12 Session 4: Methods of Controlling Vector-borne Diseases 17 Session 5: Methods of Controlling Disease Transmitted by Animal Bites 22 Session 6: Measures to Improve Hygiene and Sanitation 27 Session 7: Measures for Preventing Water Contamination 32 Session 8: Water Treatment Methods 39 Session 9: Water for Pharmaceutical Use 44 Session 10: Methods for Safe Sewage Disposal 49 Session 11: Health Hazards of Poor Housing and Ventilation 55 Session 12: Air Purification in Pharmaceutical Settings 62 Session 13: Using Antiseptics and Disinfectants 67 Session 14: Introduction to Common Communicable Diseases 75 Session 15: Identification of Patients with Malaria 83 Session 16: Identification of Patients with Common Cold 94 Session 17: Identification of Patients with Tonsillitis 99 Session 18: Identification of Patients with Bronchitis 104 Session 19: Identification of Patients with Pneumonia 109 Session 20: Identification of Patients with Amoebiasis 115 Session 21: Identification of Patients with Typhoid Fever 121 Session 22: Identification of Patients with Food Poisoning 126 Session 23: Identification of Patients with Cholera 133 Session 24: Identification of Patients with Ascariasis 140 Session 25: Identification of Patients with Scabies 147 Session 26: Identification of Patients with Dermatophytes 154 Session 27: Identification of Patients with HIV/AIDS 161 Session 28: Identification of Patients with Tuberculosis 172 Session 29: Identification of Patients with Leprosy 182 Session 30: Identification of Patients with Gonorrhoea 188 Session 31: Identification of Patients with Syphilis 193 Session 32: Identification of Patients with Trichomoniasis 200 Session 33: Identification of Patients with Vaginal Candidiasis 206 Session 34: Introduction to Common Non-communicable Diseases 212 Session 35: Identification of Patients with Hypertension 217 Session 36: Identification of Patients with Diabetes 223 Session 37: Identification of Patients with Peptic Ulcers 230 Session 38: Identification of Patients with Asthma 236 Session 39: Identification of Patients with Allergic Rhinitis 243 Session 40: Prevention and Control of Contamination in Pharmaceutical Settings 248 Session 41: Methods for Disposing Pharmaceutical Wastes 255 Session 42: Introduction to Human Nutrition 270 Session 43: Managing Patients with Nutritional Deficiency Diseases 278 Session 44: Specialised Food Therapy 291 Background There is currently an ever increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholders workshop from18th – 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviwed and harmonized, the process of developing standardised training materials was started in August 2015 through Writer’s Workshop approach. The approach included two workshops (of two weeks each) for developing draft documents and a one-week workshop for reviewing, editing and formatting the sessions of the modules. The goals of writers workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a facilitator guide, assessment plan and practicum. There are 12 modules for NTA level 4 making 12 facilitator guides and one practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to St. Luke Foundation (SLF)/Kilimanjaro School of Pharmacy –Moshi for their tireless efforts to mobilize funds from development partners. Special thanks to John Snow Inc (JSI), Deutsche GesellschaftFür Internationale Zusammenarbeit (GIZ), Merck Kgaa, BoehringerIngelheimGmbhand Bayer Pharma Ag and action medeor.V for the financial and technical support. Particular thanks are due to those who led this important process to its completion, Mrs Stella M. Mpanda Director, Childbirth Survival Intenational, and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating the process. Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Mr.Wilson Mlaki DSt. Luke Foundation/Kilimanjaro School of Pharmacy Mr.Samwel M. Zakayo- Pharmacy Council Ms. Ester A. Tuarira MUHAS Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Ms. Julieth Koimerek KSP Rev. Baraka A.M. Kabudi MEMS Mr. Kelvin E. Mtanililwa Royal Pharmaceutical Training Institute Ms. Rose Bulilo CEDHA Ms. Diana H. Gamuya CEDHA Dr.Melkiory Masatu CEDHA Mr. Habel A. Habel City College of Health and Allied Sciences Ms. Zaina Msami Meru District

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Pharmaceutical Sciences Notes, PST Level 5 Semester 1, PST NTA Level 5, PST05105 Rational Use of Medicines

PST05105 Rational Use of Medicines – Complete Full Notes

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NTA Level 5 • Semester 1 • PST05105 Rational Use of Medicines – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. | | UNITED REPUBLIC OF TANZANIA [pic] Ministry of Health, Community Development, Gender, Elderly and Children Facilitator Guide Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2018 Table of Contents Background 5 Acknowledgment 6 Introduction 8 Session 1: Introduction to Rational use of Medicines 13 Session 2: Introduction to Irrational Use of Medicines 23 Session 3: Factors Contributing to Irrational Use of Medicines 30 Session 4: Problems Associated with Irrational Medicine Usage 36 Session 5: Control Measures for Irrational Medicines Use 42 Session 6: Concept of National Essential Medicines 47 Session 7: Essential Medicines Concept in Promotion of Rational Medicines Use 53 Session 8: Types of Interventions in Promoting Rational Medicines Use 58 Session 9: Factors Hindering Promotion of Rational Use of Medicine 68 Session 10: Importance of (STG) and (EML) in Reducing Irrational Use of Medicines 74 Session 11: Legal limitations on Medicines Marketing and Promotion 82 Session 12: Significances of Uncontrolled Medicines Marketing and Promotion 90 Session13: Role of information in Medicines marketing and promotion 97 Session 14: Ethical Issues in Medicines Marketing and Promotion 103 Session 15: Role of Pharmaceutical Personnel in Promoting Rational Use of Medicines 109 Background There is currently an ever increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs)worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholders workshop from18th to 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviewed and harmonized, the process of developing standardized training materials was started in August 2015 through Writer’s Workshop (WW) approach. The approach included two workshops (of two weeks each) for developing draft documents and a one-week workshop for reviewing, editing and formatting the sessions of the modules. The goals of Writers Workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a Facilitator Guide, Assessment plan and Practicum. There are 12 modules for NTA level 4 making 12 Facilitator guides and one Practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners. Special thanks to Multi Actors Partnership (MAP) for the financial and technical support. Particular thanks are due to those who led this important process to its completion, Centre for Education Development in Health Arusha (CEDHA), Ms. Diana Gamuya, Mr. Dickson Mtalitinya and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating the process. Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania Dr. Catherine Jincen Principal, CEDHA Dr. Saitore Laizer Deputy Principal, CEDHA Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC Ms. Diana Gamuya CEDHA Ms. Emily Mwakibolwa Pharmacy Council Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Basic Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the in the Basic Technician Certificate in Pharmaceutical Sciences (NTA Level 5) Curriculum Target Audience This module is intended for use primarily by tutors of pharmaceutical schools. The module’s sessions give guidance on the time, activities and provide information on how to teach the session. The sessions include different activities which focus on increasing students’ knowledge, skills and attitudes. Organization of the Module The module consists of fifteen (15) sessions; each session is divided into several parts as indicated below: • Session Title: The name of the session • Total Session Time: The estimated time for teaching the session, indicated in minutes • Pre-requisites: A module or session which needs to be covered before teaching the session. • Learning Tasks: Statements which indicate what the student is expected to learn by the end of the session • Resources Needed: All resources needed for the session are listed including handouts and worksheets • Session Overview: The session overview box lists the steps, time for each step, the activity or method used in each step and the step title • Session Content: All the session contents

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Pharmaceutical Sciences Notes, PST Level 5 Semester 1, PST NTA Level 5, PST05106 Pharmaceutical Organic Chemistry

PST05106 Pharmaceutical Organic Chemistry – Complete Full Notes

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NTA Level 5 • Semester 1 • PST05106 Pharmaceutical Organic Chemistry – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. UNITED REPUBLIC OF TANZANIA [pic] Ministry of Health, Community Development, Gender, Elderly and Children Facilitator Guide Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2018 Table of Contents Table of Contents iii Background iv Acknowledgment v Introduction vii Abbreviations/Acronym xi Session 1: Introduction to Pharmaceutical Organic Chemistry. 1 Session 2: Classification of Organic Compounds. 8 Session 3: Classification of Drugs According to Their Chemical Nature. 14 Session 4: Nomenclature of Organic Compounds. 17 Session 5: General Properties of Organic Compounds. 23 Session 6: Chemical Reaction in Organic Compounds. 32 Session 7: Isomerism. 38 Session 8: Alkanes of Pharmaceutical Importance. 48 Session 9: Alkenes of Pharmaceutical Importance. 57 Session 10: Alkynes of Pharmaceutical Importance. 73 Session 11: Alcohols of Pharmaceutical Importance. 84 Session 12: Carboxylic Acids of Pharmaceutical Importance. 101 Session 13: Esters of Pharmaceutical Importance. 114 Session 14: Acyl Chlorides of Pharmaceutical Importance. 122 Session 15: Ethers of Pharmaceutical importance. 128 Session 16: Aldehydes of Pharmaceutical Importance. 138 Session 17: Ketones of Pharmaceutical Importance. 148 Session 18: Aromatic Organic Compounds of Pharmaceutical Importance . 161 Session 19: Phenols of Pharmaceutical Importance. 175 Session 20: Aryl Halides of Pharmaceutical Importance. 188 Session 21: Amines of Pharmaceutical Importance. 200 Session 22: Amides of Pharmaceutical Importance. 216 Session 23: Introduction to Heterocyclic Compounds. 224 Session 24: Chemical Reactions of Heterocyclic Compounds. 234 Session 25: Introduction to Structure – Activity Relationship of Drugs. 243 Session 26: Structure – Activity Relationship of Penicillins. 247 Session 27: Structure – Activity Relationship of Cephalosporins. 257 Session 28: Structure – Activity Relationship of Quinolones. 264 Session 29: Structure – Activity Relationship of Sulphonamides. 271 Session 30: Structure – Activity Relationship of Aspirin. 279 Session 31: Structure – Activity Relationship of Paracetamol. 285 Session 32: Biotransformation of Medicinal Products. 290 Background There is currently an ever-increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholder’s workshop from18th – 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviewed and harmonized, the process of developing standardised training materials started through Writer’s Workshop approach. The approach included a number of workshops for developing, reviewing, editing and formatting the sessions of the modules. The goals of writer’s workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a facilitator guide, assessment plan and practicum. There are 11 modules for NTA level 5 making 11 facilitator guides including one practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners. Special thanks to Multi Actors Partnership (MAP) for the financial and technical support. Particular thanks are due to those who led this important process to its completion, Centre for Education Development in Health Arusha (CEDHA), Ms. Diana Gamuya, Mr. Dickson Mtalitinya and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating the process. Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania Dr. Catherine Jincen Principal, CEDHA Dr. Saitore Laizer Deputy Principal, CEDHA Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC Ms. Diana Gamuya CEDHA Ms. Emily Mwakibolwa Pharmacy Council Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Basic Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the Ordinary Technician Certificate in Pharmaceutical Sciences (NTA Level 5) Curriculum. Target Audience This module is intended for use primarily by tutors of pharmaceutical schools. The module’s sessions give guidance on the time, activities and provide information on how to teach the session. The sessions include different activities which focus on increasing students’ knowledge, skills and attitudes. Organization of the Module The module consists of thirty-two (32) sessions; each session is divided into several parts as indicated below: • Session Title: The name of the session • Total Session Time: The estimated time for teaching the session, indicated in

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Pharmaceutical Sciences Notes, PST Level 5 Semester 2, PST NTA Level 5, PST05207 Quality Assurance of Pharmaceutical Products

PST05207 Quality Assurance of Pharmaceutical Products – Complete Full Notes

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NTA Level 5 • Semester 2 • PST05207 Quality Assurance of Pharmaceutical Products – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. UNITED REPUBLIC OF TANZANIA Ministry of Health, Community Development, Gender, Elderly and Children PST 05207 Quality Assurance of Pharmaceutical Products NTA Level 5 Semester 2 Facilitator Guide March 2019 Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2019 Table of Contents Background ………………………………………………………………………………………………………………. iv Introduction ……………………………………………………………………………………………………………..viii Abbreviations/Acronyms …………………………………………………………………………………………….. x Session 1: Introduction to Good Manufacturing Practices: ………………………………………………. 1 Session 2: Components of GMP …………………………………………………………………………………… 7 Session 3: GMP -Personnel requirements……………………………………………………………………. 13 Session 4: GMP Requirements on Raw Materials …………………………………………………………. 20 Session 5: GMP Documentations Requirements …………………………………………………………… 31 Session 6: GMP Equipments Requirements …………………………………………………………………. 38 Session 7: Quality Control and Assurance in Relation to Preparation of Pharmaceutical Products…………………………………………………………………………………………………………………… 45 Session 8: The Operating Principles of Equipments and Machines …………………………………. 56 Session 9: Standard Operating Procedures for Equipments and Machines ……………………….. 67 Session 10: Preventive Maintenance Procedures for Equipments and Machines……………….. 72 Session 11: Procedures for Quality Testing of Pharmaceutical Products ………………………….. 79 iii PST 05207 Quality Assurance of Pharmaceutical Products NTA Level 5 Semester 2 Background There is currently an ever-increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training. CSSC prepared a Multi-actor Partnership (MAP) project proposal on how to sustain and strengthen health care in Tanzania through improvement of pharmaceutical training and an inter-institutional coordination of actors. This will harmonize and improve access to quality pharmaceutical service in Tanzania. The project has a various key stakeholders like; CSSC, NACTE, PC, TCU, CEDHA and Pharmaceutical Training Institutions (PTIs). Through this project, few PTIs will receive infrastructural improvements to increase the quantitative and qualitative capacities (CUHAS, RUCU and KSP). Furthermore this project will train Pharmaceutical tutors from different PTIs on teaching and assessment methods in Tanzania and thus improved health delivery through increased qualified human resource. It was also observed that in the previous stakeholder‟s meetings there was a need for the development of training manuals and assessment plans for NTA Level 5 & 6, in order to support the establishment and implementation of the curriculum in PTIs. During MAP kick- off workshop done in February 2018, Stakeholders agreed that there was a need for development of the said manuals and it was among the highest priority in Pharmacy education in Tanzania. Therefore this project aims at developing facilitator‟s guide and assessment plans for NTA Level 5 & 6. Pharmacy Council, CSSC and action medeor developed the Terms of Reference and selected a qualified service provider with experience in material development to develop the mentioned training manuals and assessment plan. Centre for Educational Development in Health Arusha (CEDHA) was selected and offered a contract to develop Facilitators guide for NTA level 5 & 6 and assessment plan. Centre for Educational Development in Health Arusha (CEDHA) was offered a leading role with the instructions to include experts who have developed teaching materials for NTA Level 4. These experts are primarily experienced pharmaceutical and non-pharmaceutical tutors. The mode of operation used by CEDHA to develop facilitators guide and assessment plan was participatory approach which included a number of activities through various workshops such as planning, and orientation of material development. After these preliminary workshops, experts developed materials individually and in-groups. Thereafter, developed iv PST 05207 Quality Assurance of Pharmaceutical Products NTA Level 5 Semester 2 draft materials were reviewed, edited and formatted and draft one was finalized and shared to stakeholders for inputs. Finally, CEDHA submitted the finalized Facilitator‟s guides and assessment plans for NTA level 5 and 6 to CSSC for endorsement, printing, dissemination and sharing with relevant authorities. There are 11 modules for NTA level 5 making 11 facilitator guides including one practicum guide. v PST 05207 Quality Assurance of Pharmaceutical Products NTA Level 5 Semester 2 Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners (German Ministry of Industry and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP) project, CSSC has been able to provide the financial and technical support needed during the development of this training material. Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA) experts on health material development and training who coordinated the development of these module sessions particularly Ms. Diana H. Gamuya for her commitment in coordinating and facilitating the planning and development to its completion. Particular acknowledgements are sent to Mr. Dickson Mtalitinya and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating and providing their expertise to the success of this work. It will be unfair if I will not recognize the efforts and contributions of all CEDHA supportive staff that made this process a success; accountant, secretary, drivers and printers Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings

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Pharmaceutical Sciences Notes, PST Level 5 Semester 2, PST NTA Level 5, PST05208 Pharmaceutics Theory and Compounding

PST05208 Pharmaceutics Theory and Compounding – Complete Full Notes

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NTA Level 5 • Semester 2 • PST05208 Pharmaceutics Theory and Compounding – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. UNITED REPUBLIC OF TANZANIA Ministry of Health, Community Development, Gender, Elderly and Children PST 05208 Pharmaceutics Theory and Compounding NTA Level 5 Semester 2 Facilitator Guide March 2019 Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2019 PST 05208 Pharmaceutics Theory & Compounding NTA Level 5 Semester 2 Facilitator Guide ii Table of Contents Background …………………………………………………………………………………………………………………… iv Abbreviations/Acronym …………………………………………………………………………………………………. xii Session 1: Introduction to Sterile Pharmaceutical Preparations …………………………………………….. 1 Session 2: Aseptic Processing…………………………………………………………………………………………… 8 Session 3: Requirements for Preparation of Sterile Pharmaceutical Products ……………………….. 13 Session 4: Percutaneous Absorption ………………………………………………………………………………… 19 Session 5: Semi Solid Preparations………………………………………………………………………………….. 27 Session 6: Reference and Formula in Pharmaceutical production………………………………………… 34 Session 7: Compounding of Ointments ……………………………………………………………………………. 47 Session 8 Compounding of Pastes …………………………………………………………………………………… 57 Session 10: Compounding of Gels/ Jellies………………………………………………………………………… 74 Session 11: Introduction to Isotonicity …………………………………………………………………………….. 84 Session 12: Determination of Isotonicity by Freezing Point Method ……………………………………. 92 Session 13: Determination of Isotonicity by Sodium Chloride Equivalent Method ……………….. 98 Session 14: Determination of Isotonicity by Molecular Concentration Method …………………… 104 Session 15: Calculations Involving Milliequivalent …………………………………………………………. 108 Session 16: Calculations Involving Millimoles ……………………………………………………………….. 115 Session 17: Calculations Involving Milliosmoles (mOsmol) …………………………………………….. 120 Session 18: Calculations Involving Osmolarity……………………………………………………………….. 125 Session 19: Calculations Involving Constituted Solutions ………………………………………………… 131 Session 20: Calculations Involving Intravenous Admixture ……………………………………………… 140 Session 21: Calculations Involving Rate of Flow of Intravenous Fluid ………………………………. 145 Session 22: Calculations Involving Buffer Solutions ……………………………………………………….. 150 Session 23: Preservation of Pharmaceutical Product ………………………………………………………… 157 PST 05208 Pharmaceutics Theory & Compounding NTA Level 5 Semester 2 Facilitator Guide iii Background There is currently an ever-increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training. CSSC prepared a Multi-actor Partnership (MAP) project proposal on how to sustain and strengthen health care in Tanzania through improvement of pharmaceutical training and an inter-institutional coordination of actors. This will harmonize and improve access to quality pharmaceutical service in Tanzania. The project has a various key stakeholders like; CSSC, NACTE, PC, TCU, CEDHA and Pharmaceutical Training Institutions (PTIs). Through this project, few PTIs will receive infrastructural improvements to increase the quantitative and qualitative capacities (CUHAS, RUCU and KSP). Furthermore this project will train Pharmaceutical tutors from different PTIs on teaching and assessment methods in Tanzania and thus improved health delivery through increased qualified human resource. It was also observed that in the previous stakeholder‟s meetings there was a need for the development of training manuals and assessment plans for NTA Level 5 & 6, in order to support the establishment and implementation of the curriculum in PTIs. During MAP kick- off workshop done in February 2018, Stakeholders agreed that there was a need for development of the said manuals and it was among the highest priority in Pharmacy education in Tanzania. Therefore this project aims at developing facilitator‟s guide and assessment plans for NTA Level 5 & 6. Pharmacy Council, CSSC and action medeor developed the Terms of Reference and selected a qualified service provider with experience in material development to develop the mentioned training manuals and assessment plan. Centre for Educational Development in Health Arusha (CEDHA) was selected and offered a contract to develop Facilitators guide for NTA level 5 & 6 and assessment plan. Centre for Educational Development in Health Arusha (CEDHA) was offered a leading role with the instructions to include experts who have developed teaching materials for NTA Level 4. These experts are primarily experienced pharmaceutical and non-pharmaceutical tutors. The mode of operation used by CEDHA to develop facilitators guide and assessment plan was participatory approach which included a number of activities through various workshops PST 05208 Pharmaceutics Theory & Compounding NTA Level 5 Semester 2 Facilitator Guide iv such as planning, and orientation of material development. After these preliminary workshops, experts developed materials individually and in-groups. Thereafter, developed draft materials were reviewed, edited and formatted and draft one was finalized and shared to stakeholders for inputs. Finally, CEDHA submitted the finalized Facilitator‟s guides and assessment plans for NTA level 5 and 6 to CSSC for endorsement, printing, dissemination and sharing with relevant authorities. There are 11 modules for NTA level 5 making 11 facilitator guides including one practicum guide. PST 05208 Pharmaceutics Theory & Compounding NTA Level 5 Semester 2 Facilitator Guide v PST 05208 Pharmaceutics Theory & Compounding NTA Level 5 Semester 2 Facilitator Guide vi Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners (German Ministry of Industry and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP) project, CSSC has been able to provide the financial and technical support needed during the development of this training material. Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA) experts on health material development and training who coordinated the development of these module sessions

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Pharmaceutical Sciences Notes, PST Level 5 Semester 2, PST NTA Level 5, PST05209 Health Information Management

PST05209 Health Information Management – Complete Full Notes

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NTA Level 5 • Semester 2 • PST05209 Health Information Management – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. HMIS NOTES B.Boy Session 1: Organization of Health Related Data Using Computer Packages Learning Tasks By the end of this session students are expected to be able to: • Explain concepts of electronic data storage and arrangement • Demonstrate electronic filing and application of security to electronic data • Explain the methods of summarizing data What is Data Storage • Data storage Data storage is the recording (storing) of information (data) in a storage medium. Numerate four (4) storage media i. Handwriting ii. Phonographic recording iii. Magnetic tape iv. Optical discs List four (4) electronic Data storage formats i. Music ii. Video iii. Document iv. Pictures HMIS NOTES B.Boy List five (5) storage devices i. CD ii. DVD iii. Internal Hard disk iv. External Hard disk v. Flash vi. FDD vii. Memory card Numerate Three (3) common type’s data storage i. Hard drive ii. USB flash drive iii. Memory card. Explanation of each type of Storage • Hard drive (HD) o The term "hard drive" is actually short for "hard disk drive." o The term "hard disk" refers to the actual disks inside the drive. o The hard drive is a non-volatile memory hardware device that permanently stores and retrieves data on a computer.  Non-volatile memory is a term used to describe any memory or storage that is saved regardless if the power to the computer is on or off.  The best example of non-volatile memory and storage is a computer hard drive, flash memory, and ROM. HMIS NOTES B.Boy o A hard drive is a secondary storage device that consists of one or more platters to which data is written using a magnetic head, all inside of an air-sealed casing. o A typical hard drive is only slightly larger than a human hand and can hold over 100 GB of data. • USB flash drive o A USB flash drive is a device used for data storage that includes a flash memory and an integrated Universal Serial Bus (USB) interface. o Most USB flash drives are removable and rewritable. o Physically, they are small, durable and reliable. o The larger their storage space, the faster they tend to operate. o USB flash drives are mechanically very robust because there are no moving parts. o They derive the power to operate from the device to which they are connected (typically a computer) via the USB port. o A USB flash drive may also be known as a flash drive or USB drive. • Memory card o A memory card is a type of storage device that is used for storing media and data files. o It provides a permanent and non-volatile medium to store data and files from the attached device. Define the Term Memory Card Memory cards are commonly used in small, portable devices, such as cameras and phones. List five (5) most popular forms of memory cards are: i. Secure Digital (SD) card ii. Compact Flash (CF) card iii. Smart Media iv. Memory Stick v. Multi Media Card (MMC) HMIS NOTES B.Boy In the healthcare system, data are store in the electronic systems, and these systems are called electronic health records (EHR) and electronic medical records (EMR) Define the following Terms • Electronic Health Records o An electronic health record (EHR) is a digital version of a patient’s paper chart. o It contains a patient’s medical history, diagnoses, medications, treatment plans, immunization dates, allergies, radiology images, and laboratory and test results in electronic format. o It is health information that is created and managed by authorized providers in a digital format capable of being shared with other providers across more than one health care organization. • Electronic Medical Records o Electronic medical records (EMRs) are a digital version of the paper charts in the clinician’s office. o EMR contain medical information used by clinicians mostly for diagnosis and treatment.. o An EMR contains the medical and treatment history of the patients in one practice. o Information in EMRs cannot easily be shared out of the medical practice. o The patient’s record can easily be printed out and shared with other members of the care team. HMIS NOTES B.Boy ELECTRONIC FILLING Filling A filing system is a plan or method of arranging documents in a prescribed order. The purpose of filing documents is to enable a quick retrieval of complete information Whenever it is required. Requirements of a good filing system o Simplicity-The filing method must be easy to understand and simple to operate. o Easy access-Documents should be easily identified and located to enable speedy pulling and filing. o Security-Documents should be safely kept and well preserved. o Tracer system-The whereabouts of documents removed from the storage must be known. Methods of Filing in Medical Records There are four common methods of filing patient records used in health facilities o Alphabetical o Chronological o Geographical o Numerical HMIS NOTES B.Boy Explanation of each method Alphabetical Filing System • Alphabetical filing is a very commonly used method for filing in general. • Examples of alphabetical filing system are, Abdallah, followed by Bakari, then Charles. Chronological Filing System Chronological filing means filing in time order. • It is used in combination with another method. • Letters for example are usually filed alphabetically according to name or subject and within each group in date order. Example of chronological filing system is, those patients who are expected to be admitted on 14th February 2010, Abdallah/14, Bakari/14, Charles/14. The 14 is a filing position in filing waiting list. • The waiting list is having filing position from 1 up to 31 according to dates. Geographical Filing System Geographical filing is based on geographical units like countries, regions, and town.

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Pharmaceutical Sciences Notes, PST Level 5 Semester 2, PST NTA Level 5, PST05210 Basic Pharmacognosy

PST05210 Basic Pharmacognosy – Complete Full Notes

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NTA Level 5 • Semester 2 • PST05210 Basic Pharmacognosy – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. | | UNITED REPUBLIC OF TANZANIA Ministry of Health, Community Development, Gender, Elderly and Children Facilitator Guide Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 20 Table of Contents Background iii Acknowledgment iv Introduction vi Abbreviations/Acronym viii Session 1: Introduction to Pharmacognosy 1 Session 2: The Plant Cell 7 Session 3: Plant Tissues 14 Session 4: Plant Tissue Systems 23 Session 5: Morphology of the Roots 28 Session 6: Morphology of Stems 36 Session 7: Morphology of the Leaf 44 Session 8: Morphology of the Flower 52 Session 9: Morphology of the Fruit 58 Session 10: Morphology of the Seed 64 Session 11: Pharmaceutical Barks 69 Session 12: Cultivation of medicinal plants 74 Session 13: Collection, Processing and Storage of Medicinal Plants 83 Session 14: Extraction of Active Medicinal Principals from Natural Sources 90 Session 15: Adulteration of Medicinal Plants 97 Session 16: Introduction to Ergastic Substances 102 Session 17: Gum, Mucilage and Pectins 109 Session 18: Introduction to Alkaloids 115 Session 19: Classification, Uses and Extraction of Alkaloids 120 Session 20: Tropane Alkaloids 127 Session 21: Lobelia and Tobacco 133 Session 22: Quinoline Alkaloids 137 Session 23: Isoquinoline Alkaloids 141 Session 24: Indole and Imidazole Alkaloids 146 Session 25: Purine Alkaloids 153 Session 26: Proto alkaloids 158 Session 27: Introduction of Glycosides 162 Session 28: Cardiac Glycosides 166 Session 29: Anthraquinone Glycosides 172 Session 30: Introduction to Volatile Oils and Resins 177 Session 31: Alcoholic and Hydrocarbon Volatile Oils 183 Session 32: Ketonic and Aldehydic Volatile Oils 188 Session 33: Phenolic ether, Phenolic, Oxide and Ester Volatile Oils 194 Session 34: Introduction to Fixed oils and Fats 200 Session 35: Castor, Olive, Cod-liver and Peanut Oils 205 Session 36: Almond, Linseed, Coconut and Cottonseed Oils 210 Session 37: Fats 215 Session 38: Waxes 219 Background There is currently an ever-increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholder’s workshop from18th – 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviewed and harmonized, the process of developing standardised training materials started through Writer’s Workshop approach. The approach included a number of workshops for developing, reviewing, editing and formatting the sessions of the modules. The goals of writer’s workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a facilitator guide, assessment plan and practicum. There are 11 modules for NTA level 5 making 11 facilitator guides including one practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners (German Ministry of Industry and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP) project, CSSC has been able to provide the financial and technical support needed during the development of this training material. Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA) experts on health material development and training who coordinated the development of these module sessions particularly Ms. Diana H. Gamuya for her commitment in coordinating and facilitating the planning and development to its completion. Particular acknowledgements are sent to Mr. Dickson Mtalitinya and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating and providing their expertise to the success of this work. It will be unfair if I will not recognize the efforts and contributions of all CEDHA supportive staff that made this process a success; accountant, secretary, drivers and printers Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania Health,MoHCDGEC Dr. Catherine Jincen Acting Principal, CEDHA Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC Ms. Diana H. Gamuya CEDHA Ms. Grace Mallange PC Ms. Emily Mwakibolwa Pharmacy Council Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the in the Technician Certificate in Pharmaceutical Sciences

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Pharmaceutical Sciences Notes, PST Level 6 Semester 1, PST NTA Level 6, PST06101 Leadership and Management

PST06101 Leadership and Management – Complete Full Notes

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NTA Level 6 • Semester 1 • PST06101 Leadership and Management – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. UNITED REPUBLIC OF TANZANIA Ministry of Health, Community Development, Gender, Elderly and Children PST 06101 Leadership and Management NTA Level 6 Semester 1 Facilitator Guide Table of Contents March 2019 PST 06101 Leadership and Management NTA L 6 Semester 2 Facilitator Guide i Table of Contents Background ……………………………………………………………………………………………….. iii Acknowledgment ………………………………………………………………………………………….v Introduction ………………………………………………………………………………………………. vii Abbreviations/Acronym ………………………………………………………………………………. ix Session 1: Leadership Concept ……………………………………………………………………….1 Session 2: Leadership Theories ………………………………………………………………………9 Session 3: Leadership Attributes in Provision of Pharmaceutical Services …………17 Session 4: Management Concepts …………………………………………………………………22 Session 5: Management Theories ………………………………………………………………….27 Session 6: Management Roles to Pharmaceutical Services ……………………………….32 Session 7: Management Functions…………………………………………………………………37 Session 8: Principles of Management …………………………………………………………….46 Session 9: Planning Concepts ……………………………………………………………………….51 Session 10: Participatory Planning Concept in Provision of Health Care Services ……………………………………………………………………………………………………..57 Session 11: Health Care Team ………………………………………………………………………62 Session 12: The Role of Pharmaceutical Personnel in Health Care Teams …………67 Session 13: Organization ……………………………………………………………………………..72 Session 14: Organizations Structures …………………………………………………………….79 Session 15: System Theory of Organization to the Health System …………………….85 Session 16: Organization Behaviour in Relation to Workplace …………………………92 Session 17: Health Organization Productivity …………………………………………………97 Session 18: Delegation ……………………………………………………………………………….103 Session 19: Supportive Supervision …………………………………………………………….108 Session 20: Supportive Supervision Report…………………………………………………..114 Session 21: Coaching …………………………………………………………………………………120 Session 22: Mentorship Concept …………………………………………………………………125 Session 23: Networking Techniques in Delivery of Health Care Services ………..130 Session 24: Introduction to Negotiations ………………………………………………………134 Session 25: Negotiation Process in Delivery of Health Care Services ………………139 PST 06101 Leadership and Management NTA L 6 Semester 2 Facilitator Guide ii Background There is currently an ever-increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania‖ in order to improve quality and capacity of PTIs in training. CSSC prepared a Multi-actor Partnership (MAP) project proposal on how to sustain and strengthen health care in Tanzania through improvement of pharmaceutical training and an inter-institutional coordination of actors. This will harmonize and improve access to quality pharmaceutical service in Tanzania. The project has a various key stakeholders like; CSSC, NACTE, PC, TCU, CEDHA and Pharmaceutical Training Institutions (PTIs). Through this project, few PTIs will receive infrastructural improvements to increase the quantitative and qualitative capacities (CUHAS, RUCU and KSP). Furthermore this project will train Pharmaceutical tutors from different PTIs on teaching and assessment methods in Tanzania and thus improved health delivery through increased qualified human resource. It was also observed that in the previous stakeholder‘s meetings there was a need for the development of training manuals and assessment plans for NTA Level 5 & 6, in order to support the establishment and implementation of the curriculum in PTIs. During MAP kick- off workshop done in February 2018, Stakeholders agreed that there was a need for development of the said manuals and it was among the highest priority in Pharmacy education in Tanzania. Therefore this project aims at developing facilitator‘s guide and assessment plans for NTA Level 5 & 6. Pharmacy Council, CSSC and action medeor developed the Terms of Reference and selected a qualified service provider with experience in material development to develop the mentioned training manuals and assessment plan. Centre for Educational Development in Health Arusha (CEDHA) was selected and offered a contract to develop Facilitators guide for NTA level 5 & 6 and assessment plan. Centre for Educational Development in Health Arusha (CEDHA) was offered a leading role with the instructions to include experts who have developed teaching materials for NTA Level 4. These experts are primarily experienced pharmaceutical and non-pharmaceutical tutors. The mode of operation used by CEDHA to develop facilitator‘s guide and assessment plan was participatory approach which included a number of activities through various workshops such as planning, and orientation of material development. After these preliminary PST 06101 Leadership and Management NTA L 6 Semester 2 Facilitator Guide iii workshops, experts developed materials individually and in-groups. Thereafter, developed draft materials were reviewed, edited and formatted and draft one was finalized and shared to stakeholders for inputs. Finally, CEDHA submitted the finalized Facilitator‘s guides and assessment plans for NTA level 5 and 6 to CSSC for endorsement, printing, dissemination and sharing with relevant authorities. There are 12 modules for NTA level 6 making 12 Facilitator guides and one Practicum guide. PST 06101 Leadership and Management NTA L 6 Semester 2 Facilitator Guide iv Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners (German Ministry of Industry and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP) project, CSSC has been able to provide the financial and technical support needed during the development of this training material. Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA) experts on health material development and training who coordinated the development of these module sessions particularly Ms. Diana H. Gamuya for her commitment in coordinating and facilitating the planning and development to its completion. Particular acknowledgements are sent to Mr. Dickson Mtalitinya and Members from the secretariat of National Council for

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Pharmaceutical Sciences Notes, PST Level 6 Semester 1, PST NTA Level 6, PST06102 Counselling and Guidance

PST06102 Counselling and Guidance – Complete Full Notes

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NTA Level 6 • Semester 1 • PST06102 Counselling and Guidance – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. COUNSELLING AND GUIDANCE SKILLS Introduction to Counselling and Guidance Complete learning session 1 / 20 Counselling and Guidance Skills Learning outcomes • Define Introduction to Counselling and Guidance. • Explain its main principles and classifications. • Apply the concept safely in pharmaceutical practice. • Recognise common errors and appropriate corrective action. 2 / 20 Counselling and Guidance Skills Why this topic matters • Counselling is a purposeful helping relationship that supports informed choices. • Confidentiality, respect and non-judgment build trust. • Correct understanding supports safe, effective and accountable practice. 3 / 20 Counselling and Guidance Skills Core definition • Introduction to Counselling and Guidance is studied as a structured concept within Counselling and Guidance Skills. • Counselling is a purposeful helping relationship that supports informed choices. • Use precise terms before attempting application or calculation. 4 / 20 Counselling and Guidance Skills Foundational principles • Confidentiality, respect and non-judgment build trust. • Active listening uses attention, reflection, clarification and summarising. • Each principle should be linked to a practical decision. 5 / 20 Counselling and Guidance Skills Key components • Counselling is a purposeful helping relationship that supports informed choices. • Active listening uses attention, reflection, clarification and summarising. • Open questions encourage clients to explore concerns and options. 6 / 20 Counselling and Guidance Skills Classification and organisation • Group the subject by function, structure, source, risk or stage as appropriate. • Use one classification system consistently. • State the feature that separates one category from another. 7 / 20 Counselling and Guidance Skills How the process works • Confidentiality, respect and non-judgment build trust. • Active listening uses attention, reflection, clarification and summarising. • Follow the sequence from input or cause to outcome. 8 / 20 Counselling and Guidance Skills Professional terminology • Distinguish related terms that are often confused. • Use names, units and abbreviations consistently. • Define technical words before using them in explanations. 9 / 20 Counselling and Guidance Skills Practical application • Open questions encourage clients to explore concerns and options. • Prepare the required materials, information or records before starting. • Complete each step in order and document important observations. 10 / 20 Counselling and Guidance Skills Quality requirements • Referral is necessary when needs exceed the counsellor’s competence. • Check identity, accuracy, completeness and fitness for purpose. • Record deviations and take corrective action promptly. 11 / 20 Counselling and Guidance Skills Safety and risk control • Identify hazards before beginning the task. • Use appropriate protective, ethical and legal safeguards. • Stop and refer when the situation exceeds competence or available resources. 12 / 20 Counselling and Guidance Skills Common errors • Using an incorrect definition, unit, category or sequence. • Skipping verification, documentation or a final reasonableness check. • Applying a general rule without considering the patient, material or research context. 13 / 20 Counselling and Guidance Skills Preventing avoidable mistakes • Use a written procedure or checklist. • Independently verify high-risk calculations and decisions. • Communicate unclear or abnormal findings before proceeding. 14 / 20 Counselling and Guidance Skills Worked application • Start with a clearly stated problem related to Introduction to Counselling and Guidance. • Select the correct principle from the earlier slides. • Show the decision or calculation step by step. • Confirm that the final answer is reasonable and professionally usable. 15 / 20 Counselling and Guidance Skills Practice scenario • A routine situation requires the learner to apply Introduction to Counselling and Guidance. • Identify the information that must be collected first. • Explain the safest action and the record that should be completed. 16 / 20 Counselling and Guidance Skills Decision points • What finding confirms that the chosen approach is suitable? • What warning sign requires correction, referral or further investigation? • What evidence must be documented to support the decision? 17 / 20 Counselling and Guidance Skills Connection to patient care • Accurate practice reduces preventable harm. • Clear communication helps patients and colleagues use information correctly. • Monitoring outcomes shows whether the intended benefit was achieved. 18 / 20 Counselling and Guidance Skills Session summary • Counselling is a purposeful helping relationship that supports informed choices. • Confidentiality, respect and non-judgment build trust. • Active listening uses attention, reflection, clarification and summarising. • Open questions encourage clients to explore concerns and options. • Referral is necessary when needs exceed the counsellor’s competence. 19 / 20 Counselling and Guidance Skills Self-check questions • Define Introduction to Counselling and Guidance in your own words. • List three important principles or components. • Describe one practical application and one common error. • Explain one quality or safety control. 20 / 20 PST 06102 : Counselling and Guidance Session 2: Principles of Counselling and Guidance 1 Learning tasks At the end of this session, students are expected to be able to : • Define principles of counseling and guidance • Explain principles of quality counseling • Identify principles of quality guidance • Explain the differences between guidance and counseling 2 Definition of Principles of counselling and guidance Principles are fundamental norms, rules, or values that represent what is desirable and positive for a person, group, organization, or community, which help in determining the rightfulness or wrongfulness of its actions. Principles are more basic than policy and objectives, and are meant to govern both. 3 Activity: Buzzing What are the principles of Quality Counselling 4 The principles of quality counseling The following are the principles of quality counseling Establish and maintain rapport with the client Assess the client's needs and personalize discussions accordingly Work with the client interactively to establish a plan Provide information that can be understood and retained by the client Confirm

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Pharmaceutical Sciences Notes, PST Level 6 Semester 1, PST NTA Level 6, PST06103 Pharmaceutical Production

PST06103 Pharmaceutical Production – Complete Full Notes

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NTA Level 6 • Semester 1 • PST06103 Pharmaceutical Production – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. | | UNITED REPUBLIC OF TANZANIA [pic] Ministry of Health, Community Development, Gender, Elderly and Children Facilitator Guide Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2019 Table of Contents Background iv Acknowledgment v Introduction vii Abbreviations x Session 1: Introduction to Pharmaceutical Production 1 Session 2: Registration and Regulation of Pharmaceutical Manufacturing in Tanzania 8 Session 3: Environmental Impact Assessment (EIA) 15 Session 4: Standard Operating Procedure (SOP) 25 Session 5: SOP on SOPs (SOP on Standard Operating Procedures) 37 Session 6: Validation of Pharmaceutical Raw Materials 43 Session 7: Dispensing of Pharmaceutical Materials 49 Session 8: Pharmaceutical Powders 55 Session 9: Mixing of Pharmaceutical Powders 65 Session 10: Introduction to Capsules 74 Session 11: Gelatin Capsule Shells 80 Session 12: Formulation of Capsule Content 86 Session 13: Filling Hard Gelatin Capsules 93 Session 14: Soft Gelatin Capsules 101 Session 15: Introduction to Tablets 109 Session 16: Formulation of Tablets 117 Session 17: Granulation 124 Session 18: Compression 133 Session 19: Tablet Coating 141 Session 20: Packaging of Tablets and Capsules 150 Session 21: Quality Assurance nd Quality Control 157 Session 22: In-process Quality Control (IPQC) 173 Session 24: GMP for Pharmaceutical Equipments 187 Session 25: Management of Pharmaceutical Wastes 194 Background There is currently an ever increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholder’s workshop from18th to 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviewed and harmonized, the process of developing standardized training materials was started in August 2015 through Writer’s Workshop (WW) approach. The approach included two workshops (of two weeks each) for developing draft documents and a one-week workshop for reviewing, editing and formatting the sessions of the modules. The goals of Writers Workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a Facilitator Guide, Assessment plan and Practicum. There are 12 modules for NTA level 6 making 12 Facilitator guides and one Practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners (German Ministry of Industry and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP) project, CSSC has been able to provide the financial and technical support needed during the development of this training material. Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA) experts on health material development and training who coordinated the development of these module sessions particularly Ms. Diana H. Gamuya for her commitment in coordinating and facilitating the planning and development to its completion. Particular acknowledgements are sent to Mr. Dickson Mtalitinya and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating and providing their expertise to the success of this work. It will be unfair if I will not recognize the efforts and contributions of all CEDHA supportive staff that made this process a success; accountant, secretary, drivers and printers Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania Dr. Fadhili Lyimo Assistant Director Allied Health, MoHCDGEC Dr. Jacqueline Uriyo Acting Principal, CEDHA Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC Ms. Diana H. Gamuya CEDHA Ms. Grace Mallange PC Ms. Emily Mwakibolwa Pharmacy Council Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Basic Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the in the Basic Technician Certificate in Pharmaceutical Sciences (NTA Level 6) Curriculum Target Audience This module is intended for use primarily by tutors of pharmaceutical schools. The module’s sessions give guidance on the time, activities and provide information on how to teach the session. The sessions include different activities which focus on increasing students’ knowledge, skills and attitudes. Organization of the Module The module consists of twenty five (25) sessions; each session is divided into several parts

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