Lim Anecita Gigi, North Nicola, Shaw John
School of Nursing, The University of Auckland, Auckland, New Zealand.
School of Population Health, The University of Auckland, Auckland, New Zealand.
Nurse Educ Today. 2014 Jun;34(6):985-90. doi: 10.1016/j.nedt.2014.01.002. Epub 2014 Jan 16.
Pharmacology and therapeutics are essential components of educational programmes in prescribing, yet little is known about students' experiences in studying these subjects for a prescribing role.
To investigate the views and experiences of nurses as postgraduate students who were studying pharmacology and therapeutics in preparation for a prescribing role.
Qualitative study using a multiple case narrative approach.
The participants were undertaking or had recently completed a Master's degree programme; they worked in a range of clinical areas and services in the Auckland region.
Twenty nurses, with advanced clinical backgrounds and experience engaged in postgraduate studies in pharmacology and therapeutics.
A semi-structured interview of approximately 1h was undertaken with each participant. Transcripts were analysed within and across cases using Narralizer software to support thematic analysis.
There were four broad thematic areas. In the first, 'prescribing in the context of advanced nursing practice', participants reflected on why prescribing authority was important to them. In the second theme, 'adequacy of prior pharmacology knowledge' they discussed the relative lack of pharmacology in their undergraduate programmes and in nursing practice. In the third, 'drawing on clinical experience in acquiring pharmacology knowledge', participants discussed how, as they grappled with new pharmacological science, they drew on clinical experience which facilitated their learning. In the fourth theme, 'benefits of increased pharmacology knowledge' they discussed how their studies improved their interactions with patients, medical colleagues and as members of multi-disciplinary teams.
All nurses viewed their studies in pharmacology as fundamental to their roles as prescribers, through knowledge development and an increase in confidence. Although pharmacology theory was new to many participants, their learning was facilitated because they were able to reflect on previous clinical experience and apply this to theory.
药理学与治疗学是处方教育课程的重要组成部分，但对于学生为承担处方职责而学习这些科目的经历，我们知之甚少。
调查作为研究生正在学习药理学与治疗学以准备承担处方职责的护士们的观点和经历。
采用多案例叙事方法的定性研究。
参与者正在攻读或最近已完成硕士学位课程；他们在奥克兰地区的一系列临床领域和服务部门工作。
二十名具有高级临床背景和经验的护士，从事药理学与治疗学的研究生学习。
对每位参与者进行了约1小时的半结构化访谈。使用Narralizer软件对案例内和案例间的访谈记录进行分析，以支持主题分析。
有四个广泛的主题领域。在第一个主题“高级护理实践背景下的处方”中，参与者反思了处方权对他们为何重要。在第二个主题“先前药理学知识的充分性”中，他们讨论了本科课程和护理实践中相对缺乏药理学内容的情况。在第三个主题“在获取药理学知识中借鉴临床经验”中，参与者讨论了在努力掌握新的药理科学时，他们如何借鉴临床经验来促进学习。在第四个主题“增加药理学知识的益处”中，他们讨论了学习如何改善他们与患者、医学同事以及作为多学科团队成员之间的互动。
所有护士都认为他们的药理学学习通过知识发展和信心增强对其作为开处方者的角色至关重要。尽管药理学理论对许多参与者来说是新的，但他们的学习得到了促进，因为他们能够反思以前的临床经验并将其应用于理论。
