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Objectives The study aims to explore the views of patients of community pharmacists on their consultation experiences, and the possible extension of prescribing rights to pharmacists in Nigeria. Method A questionnaire survey was conducted in April to May 2012 in Jos, Nigeria, among 432 patients of community pharmacists recruited through a convenience sampling strategy. Data collected were entered into SPSS version 16 (SPSS Inc., Chicago, IL, USA) to generate descriptive statistics. Key findings Of the 432 questionnaires administered, 374 were filled and returned, representing a response rate of 86.6%. The results revealed that 342 (91.4%) respondents were satisfied with their consultation visits, and patient education was a vital part of the pharmacists' consultations as 298 (79.7%) patients reported better understanding of their illness after their consultations. Three hundred and forty-six (92.5%) respondents supported an extended role in prescribing for pharmacists in Nigeria. However, 298 (79.7%) respondents were more comfortable with the pharmacist prescribing from a restricted formulary, and 269 (71.9%) of them would prefer to see their doctor if their conditions get worse. Conclusion This study provides an understanding on the experiences of patients during community pharmacists' consultations and patients' views on extending prescribing rights to pharmacists in Nigeria.

The objective of the study was to determine the factors affecting the academic performance of undergraduate Pharmacy students of the University of Jos, Nigeria and to see if an association exists between the factors and their academic performance. A cross-sectional survey was conducted using self-completed questionnaires among Pharmacy students of the University of Jos, Nigeria, from the second professional year (300 level) to the fourth professional year (500 level). A percentage response of 79.6% (N=199) was obtained from the questionnaires administered. A three-sectioned 37-item questionnaire was designed using previously validated constructs. Student's t-test and ANOVA was carried out to evaluate the effect of the factors on academic performance. Results showed that students who were less anxious had significantly higher cumulative grade point average M±SD (CGPA = 3.26±0.72) than to who were anxious (CGPA = 2.97±0.72, p< 0.01) on a 5-point scale. Study strategy had the highest mean score of CGPA (3.73±0.71), followed by academic competency (3.67±0.67), test anxiety (3.17±0.68), Test competence (3.14±0.68). Time management (3.00±0.71) had the least score. Academic performance was also significantly (p<0.05) associated with student's mode of entry into the University. Test anxiety distinguished students with high and low academic performance and was identified as a major factor determining academic success among students of the Faculty.

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