یک بررسی سیستماتیک در مورد آموزش داروشناسی به دانشجویان پرستاری
Abstract
1- Introduction
2- Background
3- Method
4- Results
5- Discussion and Conclusion
6- Implications for Future Research
References
Abstract
Objective: In this systematic review we describe best practices for teaching pharmacology to undergraduate baccalaureate nursing students based on the available evidence. Numerous teaching strategies employed in undergraduate pharmacology courses for nursing students have been summarized and compared for their impact on pharmacology knowledge retention, application of pharmacology theory to practice, and student satisfaction. Future directions for research are discussed. Design: The review was performed using the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) guidelines for systematic reviews and meta-analyses. Data Sources: The Cumulative Index of Nursing and Allied Health Literature (CINAHL), Academic Search Complete, Education Resources Information Center (ERIC), and Education Source and Health Reference Centre Academic were searched using key search terms and phrases. Twenty studies, conducted between 2001 and 2017, met the inclusion criteria. Method: Quality assessment was made in accordance with two appraisal tools: Kirkpatrick's framework and the Medical Education Research Quality Instrument (MERSQI) for quantitative studies. Results: Online, simulation, and integrated methods of teaching pharmacology were most beneficial for pharmacology knowledge acquisition and student satisfaction. Traditional lecture, problem-based learning, and a flipped classroom were least effective strategies for teaching pharmacology to undergraduate students. Conclusions: This systematic review will contribute to the body of knowledge used by nurse educators who teach in undergraduate nursing programs, may be particularly useful for undergraduate nursing program directors/ administrators who are considering undergoing curricular changes, and may be a conduit for future researchers who wish to design studies aimed at improving teaching and learning within undergraduate nursing education.
Introduction
Nurses' roles in medication administration are varied and multifaceted; they include patient assessment, recognizing medication-related patient safety issues such as inappropriate or inaccurate dosages, dosage calculations, various techniques of medication administration, monitoring of medication effects (expected and adverse), and patient education (Cleary-Holdforth and Leufer, 2013; Sulosaari et al., 2012). Newer pharmaceuticals to treat complex illnesses are being rapidly produced and the majority have potentially serious toxicities and adverse drug interactions. Most registered nurses will face the challenge of managing multiple medications for older patients, patients with chronic health problems, and patients with complicated health histories (Keijsers et al., 2012). These patients form the largest group of people admitted to hospital (Health Canada, 2011). As healthcare becomes more complex, pharmacology is an increasingly important component of baccalaureate nursing programs. Researchers have reported that medication errors are increasing, leading to adverse drug reactions, prolonged hospital stays, and increased costs to the healthcare system (Glaister, 2005; Hunter Revell and McCurry, 2013). These reports raise concerns about the pharmacological knowledge of registered nurses (Likic and Maxwell, 2009). Many authors indicate that one of the primary causes of medication errors is insufficient knowledge of pharmacotherapy (KrahenbuhlMelcher et al., 2007; Likic and Maxwell, 2009; Meechan et al., 2011).