Zellner Kathy, Boerst Connie, Semling Kathy
Bellin College of Nursing, Green Bay, Wisconsin, USA.
West J Nurs Res. 2003 Apr;25(3):338-48. doi: 10.1177/0193945902250422.
With recent media attention on medication errors in nursing practice (Berens, 2000), nursing curricula must include a method of teaching pharmacology that promotes student learning. The purpose of this nonexperimental, descriptive exploratory study was to retrospectively compare two delivery methods: integrated pharmacology content throughout a 4-year curriculum and a separate pharmacology course offered during the sophomore year. Data, from a convenience sample of 299 senior nursing students who wrote the National League for Nursing computerized adaptive pharmacology test, were analyzed using chi-square. Findings demonstrated that teaching a separate pharmacology course did not result in an increase in scores. Faculty are, therefore, encouraged to plan defined content enhancement throughout the curriculum when pharmacology is taught as a separate course.
随着近期媒体对护理实践中用药错误的关注（贝伦斯，2000年），护理课程必须包含一种促进学生学习的药理学教学方法。这项非实验性、描述性探索性研究的目的是回顾性比较两种授课方式：在四年制课程中整合药理学内容以及在大二时开设单独的药理学课程。对来自299名参加美国国家护士联盟计算机自适应药理学考试的大四护理专业学生的便利样本数据进行了卡方分析。结果表明，开设单独的药理学课程并没有使成绩提高。因此，当药理学作为一门单独课程教授时，鼓励教师在整个课程中规划明确的内容强化。
