The educational preparation of undergraduate nursing students in pharmacology: perceptions and experiences of lecturers and students

Manias, Elizabeth; Bullock, Shane

doi:10.1016/s0020-7489(02)00018-4

Cited by 42 publications

(33 citation statements)

References 15 publications

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“…A recent study of nurses enrolling on the NMP course at the University of Nottingham suggested that 50% had no more than a GCSE level understanding of biological science [22]. Indeed, pharmacology has been identified as being an area of particular weakness in nursing education by a number of authors [23-26]. The difficulties for these students are further complicated by both the part-time nature of the course which runs alongside their normal working commitments and the older average age of the student population [8].…”

Section: Introductionmentioning

confidence: 99%

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

2011

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BackgroundThere is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials.MethodsSemi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool.ResultsStudents used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic.ConclusionsStudents used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.

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Section: Introductionmentioning

confidence: 99%

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

2011

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“…This perception is mirrored by lecturers and is perhaps the reason why pharmacology has been neglected in undergraduate teaching, leading to a low level of understanding in qualified nurses [4-6]. The implications of poor pharmacology knowledge for safe and effective prescribing are profound and have been recognised by both the nursing and medical professions [7-9]. The aim of the NMP course must therefore be to encourage students not just to memorise enough pharmacology to pass the exam, but to assimilate this knowledge and be able to integrate it into clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning

Lymn

Mostyn

2010

BMC Med Educ

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BackgroundNon-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students.MethodsQuestions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students.Results100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts.ConclusionsThe use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety.

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“…The same cannot be said of nurses, however, who are experienced in clinical examination and patient consultation but whose training has moved away from the biological to the social model of care [12]. Indeed, pharmacology has been specifically identified as an area of weakness in nursing education, both in the U.K. and elsewhere [7,8,13,14]. The implications of this for NMP education and ultimately patient safety are profound [15].…”

Section: Introductionmentioning

confidence: 99%

Pharmacology as a foreign language: A preliminary evaluation of podcasting as a supplementary learning tool for non-medical prescribing students

2009

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BackgroundNurses and other health professionals in the U.K. can gain similar prescribing rights to doctors by undertaking a non-medical prescribing course. Non-medical prescribing students must have a thorough understanding of the pharmacology of prescribing to ensure safe practice. Pharmacology education at this level is complicated by the variation in students' prior subject knowledge of, and anxiety about, the subject. The recent advances in technology, particularly the potential for mobile learning, provide increased opportunities for students to familiarise themselves with lecture materials and hence promote understanding. The objective of this study was therefore to evaluate both the subjective (student perception) and objective (student use and exam results) usefulness of podcasts of pharmacology lectures which were provided as an extra learning tool to two cohorts (n = 69) of non-medical prescribing students.MethodsThe podcasts were made available to students through the virtual learning environment WebCT. Use of podcasts by two successive cohorts of nurse prescribing students (n = 69) was tracked through WebCT. Survey data, which was collected from 44 of these students, investigated patterns of/reasons for podcast use and perceived usefulness of podcasts as a learning tool. Of these 69 students, 64 completed the pharmacology exam. In order to examine any impact of podcasts on student knowledge, their exam results were compared with those of two historical cohorts who did not have access to podcasts (n = 70).ResultsWebCT tracking showed that 91% of students accessed at least one podcast. 93% of students used the podcasts to revisit a lecture, 85% used podcasts for revision, and 61% used the podcasts when they had a specific question. Only 22% used the podcasts because they had missed a pharmacology session. Most students (81%) generally listened to the entire podcast rather than specific sections and most (73%) used them while referring to their lecture handouts. The majority of students found the podcasts helpful as a learning tool, as a revision aid and in promoting their understanding of the subject. Evaluation of the range of marks obtained, mode mark and mean mark suggested improved knowledge in students with access to podcasts compared to historical cohorts of students who did not have access to pharmacology podcasts.ConclusionsThe results of this study suggest that non-medical prescribing students utilised podcasts of pharmacology lectures, and have found the availability of these podcasts helpful for their learning. Exam results indicate that the availability of podcasts was also associated with improved exam performance.

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The educational preparation of undergraduate nursing students in pharmacology: perceptions and experiences of lecturers and students

Cited by 42 publications

References 15 publications

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning

Pharmacology as a foreign language: A preliminary evaluation of podcasting as a supplementary learning tool for non-medical prescribing students

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