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Journal articles on the topic 'Pharmacology (nursing)'

Author: Grafiati

Published: 9 July 2021

Last updated: 20 April 2024

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1

Jordan, Sue. "Nursing Pharmacology Made Incredibly Easy!Nursing Pharmacology Made Incredibly Easy!" Nursing Standard 23, no. 24 (February 20, 2009): 30. http://dx.doi.org/10.7748/ns2009.02.23.24.30.b870.

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2

McGurk, Simon. "Introducing Pharmacology for Nursing and HealthcareIntroducing Pharmacology for Nursing and Healthcare." Nursing Standard 25, no. 25 (February 23, 2011): 30. http://dx.doi.org/10.7748/ns2011.02.25.25.30.b1170.

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3

Stallbaum, Brenda. "Clinical Pharmacology and Nursing." Journal of Psychosocial Nursing and Mental Health Services 28, no. 3 (March 1990): 45. http://dx.doi.org/10.3928/0279-3695-19900301-15.

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4

White, Ann. "Pharmacology for nursing practice." British Journal of Nursing 3, no. 10 (May 26, 1994): 506–9. http://dx.doi.org/10.12968/bjon.1994.3.10.506.

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5

Baer, Charold L., and Bradley R. Williams. "Clinical Pharmacology and Nursing." Dimensions of Critical Care Nursing 8, no. 1 (January 1989): 62. http://dx.doi.org/10.1097/00003465-198901000-00013.

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6

David, Jill A. "Nursing pharmacology and therapeutics." International Journal of Nursing Studies 25, no. 4 (January 1988): 310. http://dx.doi.org/10.1016/0020-7489(88)90072-7.

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7

Purssell, Edward. "Pharmacology for Nursing Care." Journal of Advanced Nursing 21, no. 1 (January 1995): 191. http://dx.doi.org/10.1046/j.1365-2648.1995.21010191.x.

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8

Unoki, Takeshi. "Nursing pharmacology and clinical practice." Proceedings for Annual Meeting of The Japanese Pharmacological Society 94 (2021): 1—S06–3. http://dx.doi.org/10.1254/jpssuppl.94.0_1-s06-3.

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9

LaFrancesca, Joanne Perri, G. E. Johnson, and Kathryn J. Hannah. "Pharmacology and the Nursing Process." American Journal of Nursing 88, no. 10 (October 1988): 1433. http://dx.doi.org/10.2307/3470937.

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10

David, Jill. "Pharmacology and the nursing process." International Journal of Nursing Studies 23, no. 1 (1986): 93. http://dx.doi.org/10.1016/0020-7489(86)90049-0.

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11

GE, Johnson, and Hannah KJ. "Pharmacology and the Nursing Process." Journal of Cardiovascular Nursing 2, no. 1 (November 1987): 86–87. http://dx.doi.org/10.1097/00005082-198711000-00012.

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12

Tucker, Jill. "Pharmacology in nursing (16th edition)." Intensive Care Nursing 4, no. 1 (March 1988): 38. http://dx.doi.org/10.1016/0266-612x(88)90023-5.

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13

Scott, William. "Introducing Pharmacology for Nursing and Healthcare – Second editionIntroducing Pharmacology for Nursing and Healthcare – Second edition." Nursing Standard 27, no. 48 (July 31, 2013): 28. http://dx.doi.org/10.7748/ns2013.07.27.48.28.s37.

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14

McMillan Boyles, Christina, and Craig Duncan. "Using Skeletal Outlines and Illustrative Diagrams as a Teaching/Learning Strategy in a Baccalaureate Nursing Pharmacology Course." Diversity of Research in Health Journal 1 (June 21, 2017): 143. http://dx.doi.org/10.28984/drhj.v1i0.44.

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Knowledge of pharmacology is an important aspect of safe, effective and competent clinical nursing practice, yet it can be challenging to teach. Many academics within the discipline of nursing are concerned that current nursing curricula may not be preparing nurses to accept responsibilities related to pharmacological management and are inadequately prepared for their role in medication administration. Nursing faculty who teach advanced clinical nursing practice courses also report that students lack the foundational knowledge of pharmacology needed and required in advanced clinical courses. These concerns have led to a call for additional focus that must be placed on student knowledge acquisition of pharmacology content due to poor student performance on standardized tests. Within a four-year undergraduate Bachelor of Science in Nursing (BScN) curriculum, pharmacology content was taught to first-term, second year students within a nursing praxis course, over a 13-week period. Students were required to understand the foundational principles, concepts and content of pharmacology and to integrate this knowledge in a critical reflective manner in clinical practice. A teaching/learning approach was implemented within the classroom that aligned with the work of Bui and McDaniel (2015). This method utilized outlines, illustrative diagrams and mental models aimed to enhance student note-taking in the development of content knowledge and to assist students to internalize critical cognitive learning processes. Consequently, student comprehension and critical thinking of pharmacology content was increased. Establishing a solid foundation of pharmacology that is integrated in a critically manner is a major component of providing safe and competent patient care.

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15

Sajjad, Sehrish, and Ambreen Gowani. "Introducing a flipped classroom in a pharmacology course." British Journal of Nursing 30, no. 5 (March 11, 2021): 296–300. http://dx.doi.org/10.12968/bjon.2021.30.5.296.

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Background: Flipped classroom pedagogy has been shown to improve nursing students' academic performance. Aim: The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan. Methods: A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed. Results: The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32–38), while that of the 2020 cohort was 38 (IQR 35–41). The difference in the score was statistically significant (P<0.001). Conclusion: The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.

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16

Yanagita, Toshihiko, Maki Kanaoka, Yumiko Kinoshita, and Ryu Takeya. "Nursing pharmacology education and active-learning." Folia Pharmacologica Japonica 157, no. 2 (2022): 104–9. http://dx.doi.org/10.1254/fpj.21100.

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17

Boykova, Marina, and Carole Kenner. "Neonatal Pharmacology and Nursing in Russia." Newborn and Infant Nursing Reviews 9, no. 1 (March 2009): 8–9. http://dx.doi.org/10.1053/j.nainr.2008.12.004.

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18

Lim, Anecita Gigi, and Michelle Honey. "Integrated undergraduate nursing curriculum for pharmacology." Nurse Education in Practice 6, no. 3 (May 2006): 163–68. http://dx.doi.org/10.1016/j.nepr.2005.11.005.

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19

Jorgensen, Susan C. "Book Review: Mosby's Pharmacology in Nursing." AAOHN Journal 34, no. 4 (April 1986): 198. http://dx.doi.org/10.1177/216507998603400419.

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20

Prevost, Suzanne S. "Pharmacology." Nursing Clinics of North America 40, no. 1 (March 2005): xi—xii. http://dx.doi.org/10.1016/j.cnur.2004.11.001.

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21

Jefferson, Kathryn, and Terry Adcock. "Book Review: Clinical Pharmacology and Therapeutics in Nursing, Learning Pharmacology through MCQ, a Comprehensive Text, Pharmacology & Drug Therapy in Nursing, 3rd Ed., Pharmacology: Drug Therapy and Nursing Considerations, 2nd Ed." Drug Intelligence & Clinical Pharmacy 20, no. 5 (May 1986): 385–86. http://dx.doi.org/10.1177/106002808602000516.

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22

Husaini, Danladi Chiroma, David D. Mphuthi, Jane A. Chiroma, Yusuf Abubakar, and Adeniyi O. Adeleye. "Nursing students’ experiences of service-learning at community and hospital pharmacies in Belize: Pedagogical implications for nursing pharmacology." PLOS ONE 17, no. 11 (November 3, 2022): e0276656. http://dx.doi.org/10.1371/journal.pone.0276656.

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Objectives Many students seem to find pharmacology learning very challenging due to the complexity and variety of drugs they have to study. The number of drugs the students have to learn, the duration of time to learn the medications, and the evolving nature of diseases demanded learning beyond the classroom walls. This study explored and described nursing students’ experiences in community and hospital-based pharmacy practice sites during their service-learning and its implications for pharmacology pedagogical practices. Methods Kolb’s learning theory provided the framework to explore nursing students’ 48-hour service-learning experiences at community/hospital-based pharmacies in Belize and its implications for pharmacology pedagogy. The study utilized two qualitative approaches, reflective journals and focus group interviews, to collect data from 46 second-year nursing students. NVivo software and coding schemes were employed to analyze the data from the interviews and reflective journals. Results Students reported learning medications, integrating classroom pharmacological knowledge at pharmacy practice sites, acquiring and enhancing communication skills, interpreting prescriptions, dispensing medications, drug calculations, taking inventory, doing vital signs, and patient education. In addition, students reported experiencing inter-professional relationships as healthcare team members. Anxiety was a major challenge experienced by many students at the beginning of the service-learning experience. Conclusions This study highlights the importance of experiential learning of pharmacology amongst second year nursing students, offering the opportunity to inform and support pharmacotherapeutics educators in designing strategies for more effective teaching of medications to nursing students. It also supports the addition of pharmacy placements to the nursing curriculum’ as it shows that nursing students can learn medications, skills, and teamwork from experiential pharmacy site posting. Combining classroom instruction with pharmacy experiential service learning might be an effective complement for teaching nursing pharmacology.

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23

Wilbeck, Jennifer. "Pharmacology Updates." Nursing Clinics of North America 51, no. 1 (March 2016): i. http://dx.doi.org/10.1016/s0029-6465(16)00012-8.

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24

Sharma, Manoj, and Kumud Kumar Kafle. "Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College." Medical Journal of Shree Birendra Hospital 16, no. 1 (August 21, 2017): 19–23. http://dx.doi.org/10.3126/mjsbh.v16i1.17575.

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Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students’ views between these two nursing programs to facilitate pedagogical learning. Methods: At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students’ view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05.Results: Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation.Conclusion: There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.

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25

Matsuda, Akiko. "Considering pharmacology education in the nursing sciences." Proceedings for Annual Meeting of The Japanese Pharmacological Society 94 (2021): 1—S06–2. http://dx.doi.org/10.1254/jpssuppl.94.0_1-s06-2.

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26

Schwertz, Dorie W., Mariann R. Piano, Ruth Kleinpell, and Julie Johnson. "Teaching Pharmacology to Advanced Practice Nursing Students." AACN Clinical Issues: Advanced Practice in Acute and Critical Care 8, no. 1 (February 1997): 132–46. http://dx.doi.org/10.1097/00044067-199702000-00017.

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27

Tinnon, Elizabeth, and Rebecca Newton. "Simulation in an Undergraduate Nursing Pharmacology Course." Nursing Education Perspectives 38, no. 1 (2017): 37–39. http://dx.doi.org/10.1097/01.nep.0000000000000098.

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28

Jordan, Sue. "Pharmacology: A nursing process approach Joyce LeFever Kee Pharmacology: A nursing process approach Elsevier 1,008pp £58.99 9781437717112 143771711X." Emergency Nurse 19, no. 10 (March 9, 2012): 9. http://dx.doi.org/10.7748/en.19.10.9.s1.

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29

Hanson, Leah M., and Amanda P. Bettencourt. "Stevens-Johnson Syndrome and Toxic Epidermal Necrolysis: A Guide for Nurses." AACN Advanced Critical Care 31, no. 3 (September 15, 2020): 281–95. http://dx.doi.org/10.4037/aacnacc2020634.

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Nurses are central to the care of patients with Stevens-Johnson syndrome and toxic epidermal necrolysis. Patients with these conditions present with nuanced symptoms and have complex nursing care needs. Although much of the exact pathophysiology of these diseases is not known, all nurses benefit from a fundamental understanding of the genesis of skin manifestations, associated pharmacology, and prognosis. The care of patients hospitalized with Stevens-Johnson syndrome and toxic epidermal necrolysis consists of wound care, infection prevention, comfort management, hydration and nutrition, psychosocial support, and the prevention of long-term complications. This article provides an overview of these diseases, including clinical diagnosis, history and physical assessment, related pharmacology, and nursing care priorities. A description of the current state of the science in clinical management for nurses at all levels is provided, with an emphasis on nursing’s contribution to the best possible patient outcomes.

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30

Yanagita, Toshihiko. "Pharmacology education in nursing based on the “Patient-oriented Pharmacology”." Folia Pharmacologica Japonica 149, no. 1 (2017): 20–25. http://dx.doi.org/10.1254/fpj.149.20.

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31

Domiano, Lindsay Sandridge, and Danielle Charrier. "The relation between standardized test scores and NCLEX-RN failure." Journal of Nursing Education and Practice 10, no. 1 (October 16, 2019): 101. http://dx.doi.org/10.5430/jnep.v10n1p101.

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First time pass rates on the National Council Licensure Examination – Registered Nurses (NCLEX-RN) are the desired outcome of Schools of Nursing across the United States. The purpose of this study was to determine if there was a relation between standardized testing scores and NCLEX-RN failure among students in a baccalaureate nursing program. This study utilized a retrospective correlational design to identify relations between the dependent variables NCLEX-RN failure and the independent variables. The 16 Independent Variables were: Fundamentals of Nursing Practice and Repeat, Adult Health Nursing and Repeat, Mental Health Nursing and Repeat, Pediatric Nursing and repeat, Obstetrical Nursing and Repeat, Community Health Nursing and Repeat, RN Exit Exam and Repeat, and Pharmacology and Pharmacology Repeat. The statistical tests utilized for data analysis were: logistic regression, multiple logistic regression model, and Pearson’s χ2 cross-tabulations. Significant findings identified students “at risk” for NCLEX-RN failure. Faculty intervention early on and throughout the students’ nursing program will help improve student outcomes, NCLEX-RN success, and ultimately helping to alleviate the nursing shortage.

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32

Pompey, Joyce W. "Evaluating Student Learning in an Undergraduate Pharmacology Nursing Course Using Pharmacology Timed Tables." Journal of Nursing Education 51, no. 10 (October 1, 2012): 596. http://dx.doi.org/10.3928/01484834-20120920-03.

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33

Gould, Dinah. "Trounce’s pharmacology is aimed at a nursing audience." Nursing Standard 19, no. 37 (May 25, 2005): 39. http://dx.doi.org/10.7748/ns.19.37.39.s47.

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34

Ro, Kumhee, and Joshua Villarreal. "Interprofessional Pharmacology Podcasting in Advanced Practice Nursing Seminar." Nurse Educator 44, no. 5 (2019): 237–38. http://dx.doi.org/10.1097/nne.0000000000000636.

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35

Zamora, Zelne, Nancy Sarpy, and Panicha Kittipha. "Using YouTube in Teaching Pharmacology to Nursing Students." Nursing Education Perspectives 38, no. 4 (2017): 218–19. http://dx.doi.org/10.1097/01.nep.0000000000000147.

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36

Scott, William. "Pharmacology – A Nursing Process Approach: Sixth editionPharmacology – A Nursing Process Approach: Sixth edition." Nursing Standard 23, no. 42 (June 25, 2009): 30. http://dx.doi.org/10.7748/ns2009.06.23.42.30.b924.

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37

Jordan, Sue. "Pharmacology: A Nursing Process Approach – Seventh editionPharmacology: A Nursing Process Approach – Seventh edition." Nursing Standard 26, no. 12 (November 23, 2011): 30. http://dx.doi.org/10.7748/ns2011.11.26.12.30.b1287.

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38

Gold, Michele Elizabeth. "Pharmacology of the Nitrovasodilators." Nursing Clinics of North America 26, no. 2 (June 1991): 437–50. http://dx.doi.org/10.1016/s0029-6465(22)00256-0.

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39

Mihelic, Ronald A. "Pharmacology of palliative medicine." Seminars in Oncology Nursing 21, no. 1 (February 2005): 29–35. http://dx.doi.org/10.1053/j.soncn.2004.10.005.

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40

David, Jill. "Clinical pharmacology for nurses." International Journal of Nursing Studies 23, no. 4 (January 1986): 368. http://dx.doi.org/10.1016/0020-7489(86)90063-5.

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41

A. David, Jill. "Clinical pharmacology for nurses." International Journal of Nursing Studies 25, no. 4 (January 1988): 311. http://dx.doi.org/10.1016/0020-7489(88)90073-9.

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42

Nicky, Cullum. "Clinical pharmacology for nurses." International Journal of Nursing Studies 28, no. 2 (January 1991): 203–4. http://dx.doi.org/10.1016/0020-7489(91)90012-r.

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43

Clarke, M. "Introduction to clinical pharmacology." International Journal of Nursing Studies 30, no. 4 (August 1993): 371–72. http://dx.doi.org/10.1016/0020-7489(93)90109-8.

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44

Puglise, Kathy. "Test Your Knowledge: Pharmacology." Journal of Infusion Nursing 26, no. 6 (November 2003): 349–50. http://dx.doi.org/10.1097/00129804-200311000-00003.

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45

Franklin, Penny. "Illustrated Pharmacology for Nurses." Journal of Advanced Nursing 60, no. 6 (December 2007): 705–6. http://dx.doi.org/10.1111/j.1365-2648.2007.04519_3.x.

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46

Banning, Maggi. "Pharmacology education: a theoretical framework of applied pharmacology and therapeutics." Nurse Education Today 23, no. 6 (August 2003): 459–66. http://dx.doi.org/10.1016/s0260-6917(03)00064-9.

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47

&NA;. "Pharmacology." Journal of Wound, Ostomy and Continence Nursing 14, no. 1 (January 1987): 40. http://dx.doi.org/10.1097/00152192-198701000-00035.

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48

&NA;, &NA;. "Pharmacology." Journal of Wound, Ostomy and Continence Nursing 14, no. 2 (March 1987): 88. http://dx.doi.org/10.1097/00152192-198703000-00058.

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49

Boarini, Joy. "Pharmacology." Journal of Wound, Ostomy and Continence Nursing 14, no. 3 (May 1987): 130. http://dx.doi.org/10.1097/00152192-198705000-00048.

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&NA;. "Pharmacology." Journal of Wound, Ostomy and Continence Nursing 14, no. 4 (July 1987): 176. http://dx.doi.org/10.1097/00152192-198707000-00038.

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