Abstract
BackgroundNon-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students.MethodsQuestions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students.Results100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts.ConclusionsThe use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety.
Highlights
Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals
Student performance in relation to KeePad system (KS) questions A total of 127 questions were “asked” by the KS during eight lectures throughout the module, these could be grouped into 12 broad topic areas; links to clinical practice, general pharmacology, key pharmacological terms, absorption, distribution, metabolism, excretion, autonomic nervous system (ANS), endocrine, contraceptive, cardiovascular system and haemostasis
Further improvements to the use of the KS will be introduced with future cohorts, several students indicated that they would like all pharmacology lectures to contain Keepad questions, this is an area for the teaching team to develop in collaboration with external speakers, in particular those who teach concepts which are integrated throughout several lectures
Summary
Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. Pharmacology is the biggest single component of the NMP course, and in terms of patient safety is probably the most important, but is the aspect that students struggle with most This is true given that our recent data has shown that the students who attend this course are mature learners (frequently over 40 years of age), from diverse academic backgrounds, many of whom have little or no formal biological science knowledge [3]. Evidence suggests that students avoid biological sciences, including pharmacology, as it is a learning area perceived as more “difficult” than other aspects of the undergraduate curriculum [4] This perception is mirrored by lecturers and is perhaps the reason why pharmacology has been neglected in undergraduate teaching, leading to a low level of understanding in qualified nurses [4,5,6]. The aim of the NMP course must be to encourage students not just to memorise enough pharmacology to pass the exam, but to assimilate this knowledge and be able to integrate it into clinical practice
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