TECHNICAL REPORT

ON
STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)
BY
OKETUNJI PEREZ OMONIYI
(BHU/19/01/05/0017)
FACULTY OF PHARMACEUTICAL SCIENCES
DEPARTMENT OF PHARMACY
BINGHAM UNIVERSITY, KARU, NASARAWA STATE
AT
MAITAMA DISTRICT HOSPITAL
61 AGUIYI IRONSI STREET, MAITAMA, ABUJA
AUGUST - NOVEMBER, 2022
IN PARTIAL FULFILMENT FOR THE AWARD OF
BACHELOR OF PHARMACY (B. PHARM) IN PHARMACY
BINGHAM UNIVERSITY, KARU, NASARAWA STATE

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ACKNOWLEDGEMENT
I would like to acknowledge and show my profound gratitude to those that have contributed in small
and great ways to the overall success of my SIWES training in MDH Pharmacy department. Especially in
the aspect of work ethics, Behavioral attitude to work and Discipline. I will not forget my gained
experiences and how you impacted me mentally and academically in the short run.

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 CERIFICATION
This is to certify that this report is a detailed account of the Student Industrial Work Experience Scheme
(SIWES) undertaken by OKETUNJI PEREZ OMONIYI at MAITAMA DISTRICT HOSPITAL, ABUJA for a
period of two (2) month and has been prepared in accordance to regulation guiding the proportion of
reports in the Faculty of Pharmacy, Bingham University.

INDUSTRY BASED SUPERVISOR (LUTH)

PHARM. M.O. Tijani

PHARM Afunu

INSTITUTION SUPERVISOR
PHARM. Johnson Ogira (DEPARTMENT OF PHARMACEUTICAL CHEMISTRY, FACULTY OF PHARMACY)

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TABLE OF CONTENT
Cover Page  1
Certification 2
Acknowledgement 3
Table of Content   4

 
INTRODUCTION ………………………………………………... 5
1.1. PURPOSE OF TRAINING
1.2. BRIEF OVERVIEW OF MDH

TRAINING PROGRAMME………………………………… 9
2.1. OVERVIEW OF TRAINING EXPERIENCES (CLINICAL CASE)
 
CONCLUSION AND RECOMMENDATION ……………….
3.1. CONCLUSION
3.2. RECOMMENDATION

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REFERENCES ……………………………………………………

1.0 INTRODUCTION

1.1 PURPOSE OF TRAINING

The Student Industrial Work Experience Scheme (SIWES) was initiated in 1973 by the
Industrial Training Fund (ITF). This was to update practical knowledge of students in
the Universities, Polytechnics and Colleges of Technology. It was aimed at bridging the
gap between the theoretical knowledge acquired in classes and technical knowledge in
the industry by providing students with the opportunities to apply their educational
knowledge in real work situations. Over the years, SIWES has contributed immensely
to building the common pool of technical and allied skills available in the Nigeria
economy which are needed for the nation’s industrial development.
Furthermore, the place and relevance of SIWES is underscored by the fact that the
scheme contributes to improving the quality of technical skills generally available in
the pool from which employer’s source technical manpower Its gives student the
opportunity to blend the theoretical knowledge acquired in the classroom and with
practical hands-on application of knowledge required to perform work in the industry.
Also, it prepares students for employment and makes the transition from school to the
world of work easier after graduation. I undertook my SIWES at Maitama District

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 Hospital (Pharmacy Department) which is located at Maitama, Abuja Nigeria from
August to November 2022.
Pharmacy is the science and technique of preparing and dispensing drugs. Itis a health
profession that links health sciences with chemical sciences and aims to ensure the
safe and effective use of pharmaceutical drugs.
The scope of pharmacy practice includes more traditional roles such as compounding
and dispensing medications, and it also includes more modern services related to
health care, including clinical services, reviewing medications for safety and efficacy,
and providing drug information. Pharmacists, therefore, are the experts on drug
therapy and are the primary health professionals who optimize the use of medication
for the benefit of the patients.
The scheme is a tripartite program involving the students, the universities and the
employers of labor. It is funded by the Federal Government and jointly coordinated by
the Industrial Training Fund (ITF) and the National Universities Commission (NUC).
The general objectives of SIWES are;
1. To provide an avenue for students in the Nigerian universities to acquire
industrial skills and experience during their course of study;
2. To prepare students for the work situation they are likely to meet after
graduation;
3. To expose the students to work methods and techniques in handling equipment
and machinery that may not be available in their universities;
4. To allow the transition phase from school to the world of working environment
easier and facilitate students’ contact for later job placements;
5. To provide students with an opportunity to apply their theoretical knowledge in
real work situation thereby bridging the gap between theory and practice.

HISTORY OF SIWES
SIWES was established by Industrial Training Fund (ITF) in 1973 to solve the problem of
lack of adequate practical skills preparatory for employment in industries by Nigerian
graduates of tertiary institutions.
Before this scheme was established, there was a growing concern and trend noticed
by industrialists that graduates of higher institutions lacked sufficient practical
background for employment. It used to be that students who got into Nigerian
institutions to study science and technology were not trained in the practical know-
how of their various fields of study. As a result, they could not easily find jobs due to
the lack of working experience.
Therefore, the employers thought that theoretical education going on in higher
institutions was not responsive to the needs of the employers of labor. This was a
huge problem for thousands of Nigerians until 1973. It is against this background that
the fundamental reason for initiating and designing the scheme by the fund in
1973/74 was introduced.
The ITF organization (Industrial Training Fund) made a decision to help all interested
Nigerian students and established the SIWES program. It was officially approved and
presented by the Federal Government in 1974. The scheme was solely funded by the

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 ITF during its formative years but as the financial involvement became unbearable to
the fund, it withdrew from the scheme in 1978. In 1979, the federal government
handed over the management of the scheme to both the National Universities
Commission (NUC) and the National Board for Technical Education (NBTE).
Later, in November 1984, the federal government reverted the management and
implementation of the scheme to ITF. In July 1985, it was taken over by the Industrial
Training Fund (ITF) while the funding was solely borne by the federal government.
(Culled from Job Specifications on Students Industrial Work Experience Scheme).

BASIC SERVICES OFFERED BY SIWES

SIWES forms;
• SPE – 1 FORM: To be given to all students before the attachments commence.
Students are to ensure that their employers complete these forms and forward it to
the nearest ITF Area Offices.
• ITF FORM8: This is the End–of-Program Report Form to be completed by the
students, employers and the institutions before the Forms are sent to ITF
headquarters through the Area Offices. The completion of this Form is evidence of
students’ participation and supervision in the program.

It is compulsory for students to participate in all the activities of the SIWES scheme.
These include orientations lectures, practical activities, log booking, report writing, etc.
For SIWES the grading is done as follows: employers rating 20%; institution’s
supervisor rating 10%; SIWES report including Logbook 50%; oral interview or seminar
by students 20%.

1.2 OVERVIEW OF MDH (PHARMACY DEPARTMENT)

The pharmacy department is distributed into several units across MDH. It’s primarily
responsible for the proper supply of medicines alongside proper storage and
distribution throughout the hospital. They (Pharmacist) mostly work alongside the
physicians and nurses in the Patients wards in giving the right medications, right dose
and right drug counselling to the right patients. The majority of hospital pharmacists
are involved in patient pharmaceutical care which is the responsible provision of drug
therapy for the purpose of achieving definite outcomes that improves a patient’s
quality of life. These outcomes are the cure of diseases, elimination or reduction of a
patient’s symptomatology, arresting or slowing of a disease process or preventing a
disease. They also involve in dispensary management, medicine information, aseptic
compounding and medication safety.

PHARMACY UNITS IN MDH

1. Active store pharmacy unit.
2. Dispensary pharmacy unit.
3. In-patient pharmacy unit.
4. Paediatrics pharmacy unit.

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 5. Pharmaceutical care unit.
6. ARV pharmacy unit.
7. Ante-natal pharmacy unit.
8. Bulk store unit.

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2.0 TRAINING PROGRAM
2.1 DESCRIPTION OF TRAINING EXPERIENCE
On my first day at MDH I was given a basic orientation about the hospital’s various
pharmacy units, their different responsibilities and my job description. Afterwards I
was posted to the dispensary pharmacy unit for two weeks, I worked in each of the
pharmacy units and I was able to learn from the professionals through observation.

2.2 CLINICAL CASE STUDY

Mr. D.M is a 46-year-old male who came to the In-patient Pharmacy Unit of MDH on
the 4th of October 2022 on account of unproductive cough for five days which worsens

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 at night and fever. He has been on a cough expectorant given to him from a chemist
shop, he has finished the 100ml bottle and so far has not gotten any relief.
On physical examination there was no chest congestion, his conjunctiva was clear, his
temperature was 38⁰c and his pulse was normal. His blood pressure was
155/100mmHg. He was made to do a fasting blood glucose test. Upon return to the
hospital the next day his FBG was found to be 12.8mmoles/L
The goal of drug therapy set for Mr. D.M was to:
i. To reduce his FBG to the normal range
ii. To completely alleviate his cough and the cause
iii. To reduce his blood pressure to the normal range
iv. To completely alleviate his fever
v. To reduce his body temperature to the normal range
To achieve the above goals set, Mr. D.M was placed on the following medication:
• Tabs moduretic O.D × 1/12
• Tabs s-amlodipine 5mg O.D × 1/12
• Tabs metformin 500mg B.D × 1/12
• Tabs glimepiride 2mg O.D × 1/12
• Tabs paracetamol 1g T.D.S × 3/7
• Tabs amoxicillin/clavulanate 625mg B.D ×
7/7`````````````````````````````````````````````````

The classes of medication prescribed for the treatment of Mr. D.M include:
 Anti-hypertensive
 Anti-diabetics
 Antibiotic
 Anti-pyretic
This is because as the patient was told to do a fasting blood glucose test his blood
glucose level was persistently above the normal range (which is between 3.9mmol/L
and 5.6mmol/L) this indicated that Mr. D.M was diabetic particularly type II diabetes
mellitus.
To treat the patient’s diabetes two classes of antidiabetics were used sulfonylureas
(metformin) and biguanides (glimepiride). This drug combination is particularly
effective together but there is risk of hypoglycaemia so the patient glucose level would
have to be monitored regularly.
He was also diagnosed with hypertension. Hypertension is defined as having persistent
high blood pressure. The classes of anti-hypertensives used in the treatment of Mr.
D.M were a moduretic which consist of a thiazide diuretic (hydrochlorothiazide) and a
potassium sparing diuretic (amiloride) which are first line drugs in the treatment of
hypertension. The calcium channel blocker s-amlodipine was also used. S-amlodipine
is the S-enantiomer of amlodipine and its advantage is that there’s less incidence of
vasodilatory oedema.
The penicillin antibiotic amoxicillin/clavulanate potassium was also included in the
patient therapy because of his cough which was believed to have been caused by a
bacterial infection.

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 For his pyrexia he was given the NSAID; paracetamol.
In the case of his diabetes in addition to his medication the patient was also advice on
certain lifestyle changes.
These are
 Physical activity: he was advised on taking two and a half hours of moderate
physical activity such as walking.
 Weight loss: he was also advised to lose weight
 Dietary changes: he was advised to replace refined carbohydrates with whole
grain foods and increase intake of vegetables and other foods high in dietary
fiber. He was also told to reduce fat intake and particularly to reduce intake of
saturated fat as found in chips, pastries, biscuits and samosas.
 Stress: he was also advised to avoid stress as stress can lead to a number of
undesirable changes in the body due to the release of stress hormones that
can cause an increase in blood pressure, a surge in blood glucose level and
activate the immune system. More also bodily functions such as digestion are
slowed to ensure energy is used to fight or flee the threat that instigated the
stress response.
In the case of his hypertension he was also advised on certain lifestyle changes such as:
 Exercising regularly
 Reducing sodium in diet
 Reduce and limit taking alcohol
 Cut back on taking caffeine
 Check blood pressure regularly at home
My role in the care of Mr. D.M was to retrieve the medications from the shelves, calculate the
exact number of tablets as demanded by the prescription and counsel the patient on the proper
way and intervals to take the medicines all under the supervision of the licensed pharmacist
present.

CONCLUSION

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 Generally, the biggest challenge I faced during the IT program was the problem of understanding
patient’s complaints as most of them spoke in only Hausa. The recommendation I have is for IT
students to be payed which I believe would greatly improve the attitude and dedication to work.

In conclusion the whole program was nice, I gained a lot of experience and learnt a lot a new things
relating to the profession and drug therapy and I feel I have taken a step closer to becoming a licenced
pharmacist. Thank you.

References
Pharmaceutical care by Dauda Audi Dangiwa Pharm.B, pharm. D , FPC pharm.

EMDEX 2016 Edition

SIWES student guide book

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