Background: Integration of rational drug use (RDU) into a nursing program to increase nurse graduates’ RDU competencies is essential to solving the problem of irrational drug use. Objective: This study aimed to evaluate the integrated model of the RDU into the Bachelor of Nursing Science (BNS) program developed by the Thailand Nursing and Midwifery Council (TNMC). Methods: A mixed-methods study was designed using a sequential explanatory design. The whole population of 3,848 nurse educators and 9,249 nurse graduates from 86 nursing education institutions across Thailand in Academic Year 2018 were recruited for quantitative data collection. Fifty nurse educators selected as representatives of the nursing education institutions were recruited for qualitative data collection. Online questionnaires were sent to collect information regarding the context, input, process, and product relating to the model, while structured focus group guidelines were developed to obtain more details in assessing the model. The data were analyzed using descriptive statistics and content analysis. Results: The findings showed that the context and policy of utilizing the model to increase nurse graduates’ RDU competencies were well accepted. The nurse educators’ RDU competencies, the input of the model, were rated at a high level. The process of the model was implemented as guided at almost all nursing education institutions. The product of the model, the RDU competencies of the nurse graduates, was reported at a high level. Conclusion: The model of integrating the RDU into the BNS program developed by the TNMC was well performed and resulted in high RDU competencies of the nurse graduates. This integration model should be published and applied in nursing schools worldwide to enhance RDU competencies of nurse graduates. Funding: This study was financially supported by the Thailand Nursing and Midwifery Council.

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BackgroundThe training injury prevention and care for nursing students is important as they will graduate with knowledge and skills to prevent injury and provide optimal care for people suffering from injuries in the future. This study was conducted to develop the injury prevention and care courses integrating into the bachelor of nursing science program and to train nursing instructors to be able to implement the courses.MethodsThe study was conducted in 2 phases; Phase 1 developing the injury prevention and care courses, and phase2 training nursing instructors. Participants in the first phase composed of 6 nursing instructors and 30 directors of nursing colleges. Selected experienced nursing instructors and researchers developed the injury prevention and care courses. The meeting among 30 directors of nursing colleges was set to distribute a policy of implementing the integrating injury prevention and care courses in 30 nursing colleges. In Phase 2, 51 nursing instructors from 28 nursing colleges were recruited to attend a four-day workshop. Knowledge and attitude on injury prevention and care of nursing instructors, as well as satisfaction were assessed using questionnaires developed by researchers. The scores of knowledge and attitude were compared between before and after training using paired t-test.ResultsFour modules of injury prevention and care were developed to flexibly integrate into the bachelor of nursing science program. After the workshop, mean scores of knowledge and attitude of the nursing instructors were significantly higher than those before training (p < 0.01). The participants also reported their satisfaction in a high level (Mean = 4.58, S.D. = 1.10).ConclusionsThe four-module of integrating injury prevention and care into the bachelor of nursing science program has been developed and used to train the instructors with satisfied outcomes.