ArticleBMC medical education2025
Integrating pathophysiology and pharmacology in nursing education: student perceptions, learning outcomes, and implications for clinical competence.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundUnderstanding pathophysiology and pharmacology is essential for nursing students to ensure safe medication administration and clinical decision-making. In response, an integrated course was developed to help students translate theory into practice and build the competencies required for safe, effective care.
objectiveThis main aim was to identify strengths, challenges, and the practical applicability of acquired knowledge to inform targeted instructional improvements.
methodsThis study used a cross-sectional survey among nurses’ student at Umm Al-Qura University (UQU) during the 2024/2025 academic year, to evaluate students’ perceptions of the integrated pathophysiology and pharmacology (IPP) course. Data was collected using a validated questionnaire covering four domains: course content and difficulty, general pharmacology, general pathophysiology, and medication management. Statistical analyses involved Fisher’s exact test, Wilcoxon rank-sum tests, and internal-consistency assessment with Cronbach’s alpha.
resultsOf 236 eligible students, 150 participated (63.6%). Most agreed the course was appropriate (86%), the content was manageable (81%), and delivery was satisfactory (89%). 72% felt confident applying pharmacology concepts in clinical scenarios. Notably, 62% agreed they could recall drug names, side effects, and contraindications, the weakest measurement relative to other areas, highlighting a memorization gap. Higher GPA and longer weekly study time were independently associated with better understanding across all of the domains (p < 0.05).
conclusionThe integrated course improved nursing students’ understanding and application of pharmacology, highlighting the need for strategies that reinforce knowledge retention strategies. Thus, this may reduce stress and resilience which remains a key factor of performance during clinical placements.
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