Zahra M Suleiman, Ruba Tarawneh, Iyman Alsaad, Rula M Darwish, Hatim S AlKhatib, Suha AlMuhaissen
Senior students at the School of Pharmacy at the University of Jordan demonstrate moderate levels of employability readiness, with meaningful item-level differences across programs of study. These findings highlight the need for targeted interventions focusing on workplace competencies and organizational preparedness. Curricular and experiential changes are needed to improve employability readiness. Strengthening career readiness training can support a smoother transition from academic study to professional practice.
BACKGROUND: As pharmacist's roles evolve, ensuring that graduates possess strong employability skills becomes essential. Evaluating students' readiness helps inform curricular development and aligns training with workforce needs.
OBJECTIVE: This study assessed employability readiness among senior Bachelor of Pharmacy and Doctor of Pharmacy students at the University of Jordan and examined differences across the two programs.
METHODS: A cross-sectional study was conducted among senior students at the university in the Bachelor of Pharmacy and Doctor of Pharmacy programs during the 2024-2025 academic year. Data were collected using an online, self-administered questionnaire comprised of the 19-item Work Readiness Scale, covering four domains: Work Competence, Social Intelligence, Personal Work Characteristics, and Organizational Acumen. Descriptive and inferential statistics were used to analyze the data.
RESULTS: A total of 258 students completed the survey. Comparable outcomes were observed across most sociodemographic variables. Overall, work readiness scale scores were moderate. The students within the two study groups showed comparable overall mean scores and domain-specific mean scores, while item-level analysis revealed some differences (p < 0.05). For instance, Doctor of Pharmacy students showed higher clinical confidence, while Bachelor of Pharmacy students expressed stronger multitasking abilities and greater capacity for continuous learning.
CONCLUSION: Senior students at the School of Pharmacy at the University of Jordan demonstrate moderate levels of employability readiness, with meaningful item-level differences across programs of study. These findings highlight the need for targeted interventions focusing on workplace competencies and organizational preparedness. Curricular and experiential changes are needed to improve employability readiness. Strengthening career readiness training can support a smoother transition from academic study to professional practice.