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Journal ArticleDOI

The educational preparation of undergraduate nursing students in pharmacology: a survey of lecturers' perceptions and experiences.

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TLDR
A review of nursing curricula is required to improve the knowledge base of nurses in pharmacology and to facilitate their skills in life-long learning.
Abstract
Background: Nurses have key responsibilities in the administration and management of medication therapy and client education. It is of some concern therefore that the literature indicates that nurses are inadequately prepared in this area. Aims: This paper explores the perceptions and expectations of lecturers about teaching and learning pharmacology in preregistration nursing courses. Research methods: Questionnaires were distributed to lecturers involved in teaching pharmacology to undergraduate nursing students during 2000. The questionnaire was distributed to all university campuses (n= 13) in Victoria, Australia, that are involved in undergraduate nursing education. The questionnaire was an adaptation of the survey instrument used in the Nursing and Medication Education [NAME] project and examined in this questionnaire: the integration of pharmacology teaching into nursing, range and depth of classroom-based pharmacology teaching, approaches to teaching and learning, nursing practice in a clinical context, related importance of patient education and communication skills, and the appropriate professional background of academics teaching pharmacology to preregistration nursing students. Results: There was great variation between institutions as to the number of hours devoted to pharmacology and when it was offered. A number of respondents indicated that they were dissatisfied with the preparation of graduates and their knowledge base in pharmacology. Limitations: The study was limited by a low response rate of 34%. Conclusions: A review of nursing curricula is required to improve the knowledge base of nurses in pharmacology and to facilitate their skills in life-long learning.

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References
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Journal ArticleDOI

The biosciences in the pre-registration nursing curriculum: staff and students' perceptions of difficulties and relevance

TL;DR: The findings concur with others that the biosciences are a source of disproportionate difficulty and anxiety to nursing students and support for the suggestion that these problems could be reduced by a reallocation of curriculum time in favour of the biossciences is found.
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Getting it right? An exploration of issues relating to the biological sciences in nurse education and nursing practice.

TL;DR: In this paper, the authors explored the situation further by comparing student perceptions with those of experienced practitioners and also evaluated the confidence of staff nurses in explaining the rationale for care applied to a common but specific disorder (influenza).
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A study of the teaching and learning of the biological sciences in nurse education.

TL;DR: The study was designed to explore the teaching and learning of the biological sciences in nurse education in an attempt to identify why some students are failing to support their practice with theory.
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The biological sciences in nursing: an empirical paper reporting on the applications of physiology to nursing care.

TL;DR: The findings indicated that patient care could be enhanced when nurses applied their knowledge of physiology to practice, and contributed to the curriculum debate in nurse education.
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Evaluating educational preparation for a health education role in practice: the case of medication education

TL;DR: An evaluation of UK educational preparation for a medication education role in practice highlighted the importance of a number of dimensions of preparation for practice of such a role: the need for sufficient taught pharmacology and opportunities for application and integration of prerequisite knowledge and skills.
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