Abstract
BackgroundPrelicensure nursing has slowly heeded the call to embrace radical transformation of nursing education. Students’ inability to apply pharmacological knowledge to clinical situations motivated faculty to rethink how pharmacology is taught. MethodFaculty restructured the pharmacology course with an active learning, facilitator-led classroom pedagogy. ResultsStudent study time decreased and students were able to apply pharmacology content to the clinical setting. Faculty satisfaction increased. ConclusionEmploying active learning methods for teaching pharmacology shows promise as evidenced by sustained content recall and application of pharmacology knowledge in entry-level nurse clinical settings.
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