Dubovi Ilana, Dagan Efrat, Sader Mazbar Ola, Nassar Laila, Levy Sharona T
Faculty of Education, Department of Learning, Instruction and Teacher Education, University of Haifa, Israel; Faculty of Social Welfare and Health Sciences, The Cheryl Spencer Department of Nursing, University of Haifa, Israel.
Faculty of Social Welfare and Health Sciences, The Cheryl Spencer Department of Nursing, University of Haifa, Israel.
Nurse Educ Today. 2018 Feb;61:175-181. doi: 10.1016/j.nedt.2017.11.022. Epub 2017 Nov 23.
Pharmacology is a crucial component of medications administration in nursing, yet nursing students generally find it difficult and self-rate their pharmacology skills as low.
To evaluate nursing students learning pharmacology with the Pharmacology Inter-Leaved Learning-Cells environment, a novel approach to modeling biochemical interactions using a multiscale, computer-based model with a complexity perspective based on a small set of entities and simple rules. This environment represents molecules, organelles and cells to enhance the understanding of cellular processes, and combines these cells at a higher scale to obtain whole-body interactions.
Sophomore nursing students who learned the pharmacology of diabetes mellitus with the Pharmacology Inter-Leaved Learning-Cells environment (experimental group; n=94) or via a lecture-based curriculum (comparison group; n=54).
A quasi-experimental pre- and post-test design was conducted. The Pharmacology-Diabetes-Mellitus questionnaire and the course's final exam were used to evaluate students' knowledge of the pharmacology of diabetes mellitus.
Conceptual learning was significantly higher for the experimental than for the comparison group for the course final exam scores (unpaired t=-3.8, p<0.001) and for the Pharmacology-Diabetes-Mellitus questionnaire (U=942, p<0.001). The largest effect size for the Pharmacology-Diabetes-Mellitus questionnaire was for the medication action subscale. Analysis of complex-systems component reasoning revealed a significant difference for micro-macro transitions between the levels (F(1, 82)=6.9, p<0.05).
Learning with complexity-based computerized models is highly effective and enhances the understanding of moving between micro and macro levels of the biochemical phenomena, this is then related to better understanding of medication actions. Moreover, the Pharmacology Inter-Leaved Learning-Cells approach provides a more general reasoning scheme for biochemical processes, which enhances pharmacology learning beyond the specific topic learned. The present study implies that deeper understanding of pharmacology will support nursing students' clinical decisions and empower their proficiency in medications administration.
药理学是护理中药物管理的关键组成部分，但护理专业学生通常觉得它很难，并给自己的药理学技能打低分。
评估护理专业学生在药理学交叉学习细胞环境中学习药理学的情况，这是一种使用基于多尺度、计算机模型并从复杂性角度出发，基于一小部分实体和简单规则来模拟生化相互作用的新方法。这种环境呈现分子、细胞器和细胞，以增强对细胞过程的理解，并在更高尺度上组合这些细胞以获得全身相互作用。
在药理学交叉学习细胞环境中学习糖尿病药理学的大二护理专业学生（实验组；n = 94）或通过基于讲座的课程学习的学生（对照组；n = 54）。
采用准实验前后测设计。使用糖尿病药理学问卷和课程期末考试来评估学生对糖尿病药理学的知识。
在课程期末考试成绩方面（未配对t = -3.8，p < 0.001）以及糖尿病药理学问卷方面（U = 942，p < 0.001），实验组的概念学习显著高于对照组。糖尿病药理学问卷的最大效应量出现在药物作用子量表上。对复杂系统成分推理的分析显示，各水平之间微观 - 宏观转换存在显著差异（F(1, 82) = 6.9，p < 0.05）。
使用基于复杂性的计算机模型进行学习非常有效，并能增强对生化现象微观和宏观层面之间转换的理解，这进而与对药物作用的更好理解相关。此外，药理学交叉学习细胞方法为生化过程提供了更通用的推理方案，这增强了超出所学特定主题的药理学学习。本研究表明，对药理学的更深入理解将支持护理专业学生的临床决策并提高他们在药物管理方面的熟练程度。
