A pharmacy law and an ethics are required.

Answer to Question: PHAR 621 Pharmacy Law And Ethics

To understand the role of the pharmacist and to regulate their behavior, it is important to learn pharmacy law.

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A module of the Master of Pharmacy program at University of Hertfordshire, UK, introduces law ethics. This module is important for pharmacists’ traditional duties.

To help educate pharmacists who are ethically aware, the module includes a range of formats for teaching pharmacy law.

Gallgher recognized in his article, Building upon Bloom: A paradigm to teach pharmacy ethics and pharmacy law in the UK, that Bloom first explored the cognitive domain in 1956. (Gallagher (2011)).

The theory attempts at describing modern teaching-learning practices.

Honey and Mumford have divided learners into the following categories: activists, reflectors, pragmatists, theorists, and pragmatists.

They are capable of function at an education development level that is correlated with a prudent level within the hierarchy Bloom’s paradigm.

Pharmacy practice requires law and ethics to fulfill and regulate overlapping functions.

Aspirational ethics in pharmacy practice are a set of behavioural guidelines that guide society.

A voluntary commitment by each member to a standard is what enforces ethics.

A minimum standard of conduct is required from a governing organization according to the pharmacy law (Merrills & Fisher (2013)).

The law imposes sanctions for non-compliance.

Codes of professional ethics such as Codes of Professional conduct in United States States Pharmacy, or Medicine, Ethics, and Practice in UK may be found.

Legal guidelines can be found in statutes or court rulings.

However, all laws are based on the same ethical values.

Pharmacy law is made up of a number of rules. However, this is not the only thing that needs to be followed. The ethics in pharmacy practice is a rational, subtle subject that can be used for many different teaching styles.

The responsibility for regulating the conduct of pharmacists was held by the Royal Pharmaceutical society in Great Britain from 2005 to 2010.

The General Pharmaceutical Council has taken over this responsibility.

The purpose of teaching pharmacy laws in UK was not to make the student look bad in court or face disgrace by their regulators.

It is not the intention of law to create a minimum acceptable conduct for pharmacy practice, but rather to set an aspirational standard.

The study of pharmacy law gives students knowledge about the statutes. This can have an effect on pharmacy practices, causing them to be subject to sanctions from the Court and hearings before the General Pharmaceutical Council.

They are made aware that English Law is rigid to avoid conflicts.

Pharmacy regulators aim to impose penalties on pharmacists who breach the rules and code.

The program seeks to identify and impose obligations to students regarding pharmacy practice.

The program aims to teach students a thorough understanding of the law surrounding pharmacy practice as well as the role of the Royal Pharmaceutical Society Council for the Regulation of Healthcare Professions.

These goals will result in a learning outcome that describes the role and importance of law, as well the sources and natures of legal litigation.

It’s all about being able show knowledge of principles and cases related pharmacy practice.

The program details the NHS organisation, complaints and disciplinary procedures.

The results were created to ensure that students do not have to be subject to discipline by professional regulators.

The requirements for the lower level cognitive domain require the student to meet them.

Law can be taught through lectures and the transfer of working knowledge to students.

Seminars reinforce the moral teaching style. They operate at a higher level of cognitive domain.

This gives the student an opportunity to apply knowledge at higher levels.

Pharmacy ethics seeks to differentiate between ethical dilemmas and legal ones in the pharmacy.

It discusses the basic principles and theories and moral conduct of pharmacists and how these can be applied to pharmacy.

The module on ethics discusses moral judgment, professional accountability, and the legal standard in care.

It provides a structured, systematic approach to ethical decision making by helping to gather relevant facts, prioritize values and select the most appropriate option.

It enhances interpersonal skills that allow for ethical decisions to be made in a compassionate and sensitive way.

The pharmacy ethics curriculum focuses on the rational consideration of others’ positions.

These outcomes are expected of students at higher levels of Taxonomy of Bloom.

To develop higher-level skills, the students must discuss the ethical theories. This will allow them to evaluate and synthesize the ethics of health care and pharmacy.

A brief lecture will begin the teaching lesson for small groups. It will explain the language needed for student evaluations.

The General Pharmaceutical Council’s Code of Ethics and Pharmacy Technicians distributed to pharmacists, outlines the basic moral behaviors expected of pharmacists.

Since 2009, pharmacy students are required to follow the Code of Ethics for Students.

Students who successfully meet the learning outcomes make professional choices.

The Taxonomy of Educational Objectives of Bloom complements the other theory of teaching pharmacy.

Honey and Mumford highlight the different teaching methods that can be used to help students achieve higher cognitive domains.

For students to be able reach the highest levels of pharmacy law, they must know that it is structured in a certain way.

Because pharmacy ethics is driven by intuition, students need a less structured knowledge base.

Law is determined by the jurisdiction in which pharmacists practice. However, the common law jurisdiction governs the pharmacists’ ethical behavior.

The author believed that this model would meet the educational and ethical needs of pharmacy students by substituting the law with ethics from the territorial extent.References:Gallagher, C. T. (2011).

Building on Bloom, a model for teaching pharmacy law and ethical from the UK.

Currents of Pharmacy Teaching and learning, 3(1), 70-76.Merrills, J., & Fisher, J. (2013).

Pharmacy law and pharmacy practice.

Academic Press.

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