Lanz Amelia, Davis Rebecca G
About the Authors The authors are faculty in the College of Nursing, University of Alabama in Huntsville. Amelia Lanz, EdD, RN, CNE, is a clinical assistant professor and traditional BSN curriculum and instruction coordinator. Rebecca G. Davis, RN, MSN, CNE, is a clinical assistant professor. For more information, contact Amelia Lanz at
Nurs Educ Perspect. 2017 Sep/Oct;38(5):279-280. doi: 10.1097/01.NEP.0000000000000188.
Although concept-based curricula are frequently discussed in the nursing education literature, little information exists to guide the development of a concept-based pharmacology course. Traditionally, nursing pharmacology courses are taught with an emphasis on drug class where a prototype drug serves as an exemplar. When transitioning pharmacology to a concept-based course, special considerations are in order. How can educators successfully integrate essential pharmacological content into a curriculum structured around nursing concepts? This article presents one approach to the design and implementation of a concept-based undergraduate pharmacology course. Planning methods, supportive teaching strategies, and course evaluation procedures are discussed.
