Evidence informed pedagogical approaches to improve undergraduate nursing students pharmacology knowledge: The integration of conveyance, competency, connection, and caliber framework

Title : Evidence informed pedagogical approaches to improve undergraduate nursing students pharmacology knowledge: The integration of conveyance, competency, connection, and caliber framework

Abstract:

Pharmacology courses in undergraduate nursing curriculums have traditionally been considered difficult for students which is evidenced by the numerous literature examples of low pharmacological knowledge in practicing nurses potentially leading to medication errors and patient harm. Although best practices of teaching pharmacology have been presented, there is no consistent recommendation for course curricula placement, course design, or content delivery noted in literature. Based on current evidence, a literature review of best practices was aligned with known educational delivery excellence and student satisfaction to develop a framework for student success in acute and chronic knowledge of pharmacologic principles. This framework is described as the “Four C’s”: Conveyance, Competency, Connection, and Caliber.

Biography:

Dr. Robin Whelpley received her Doctor of Pharmacy from Virginia Commonwealth University in 2009. She became board certified as a Pharmacotherapy Specialist in 2011. She completed her post-graduate residency with Bon Secours Health System in 2010 and served as pharmacy clinical specialist in psychiatry for seven years. Dr. Whelpley has a wide array of teaching experience with nine years as a full-time nursing faculty, eight years an adjunct clinical faculty at South University Physician Assistant Program, seven years as a preceptor for pharmacy and medical residents, and 16 years as a preceptor for fourth year pharmacy clinical students. Her specialties include behavioral health, putting teaching theories to practice, and bridging didactic pharmacology content to real world practice at the bed side.