Use of PharmaCALogy Software in a PBL Programme to Teach Nurse Prescribing

Abstract

Pharmacology is taught on a dedicated module for nurse prescribers who have a limited physical science background. To facilitate learning a problem-based approach was adopted. However, to enhance students' knowledge of drug action a PharmaCALogy software package from the British Pharmacological Society was used. Students were alternately given a lecture or encountered the software as a prelude to a short test a week later. The process was repeated with their roles reversed, followed by use of a questionnaire to evaluate user experience. Generally students receiving the lecture first performed better on the test but after experiencing both forms of learning there was little difference in performance. Response was positive with regard to the software especially the aspect of visualising drug interactions. However, lack of prior knowledge and paucity of time on task were seen as negative features. The responses indicate measures that may improve the student experience by taking greater note of learning styles and existing IT skills.

Digital Learning to Improve Safe and Effective Prescribing: A Systematic Review

“…The other article reported a significant increase in knowledge (8.4 ± 0.8 vs. 6.1 ± 1.3 on a 9‐question scale) and self‐reported competence (3.8 ± 0.6 vs. 3.5 ± 0.7 on a 10‐point Likert scale from incompetent to competent) in opioid prescribing after interactive web‐based training as compared with guideline only . Articles directly comparing traditional teaching methods to DLRs reported equal effects in two, higher knowledge test scores after interventions with e‐learning in two, and a better performance on knowledge tests after a traditional lecture in one . One article reported a 5% increase of prescribing errors made by physicians after e‐learning, but a decrease from 58% to 37% after pharmacist‐led feedback and targeted education .…”

“…The database search yielded 2,110 records, 125 of which were eligible on the basis of title and abstract. Fifty‐nine full‐text articles were eligible for inclusion . Six additional articles were identified from the previously used database, making a total of 65 articles.…”

“…Table shows the characteristics of the digital teaching interventions. Most ( N = 55; 85%) articles described the use of (online) e‐learning, 11(20%) of which described e‐learning combined with traditional classroom teaching, making the intervention blended learning . Eight articles (15%) combined e‐learning with some sort of digital communication channel, such as Web forums or chatrooms for interaction with peers and teachers .…”

“…Nine articles (14%) described more unique learning interventions: gamified e‐learning, a text‐based virtual patient, an augmented reality virtual patient, e‐learning with email case discussions, a wiki‐like student drug formulary, a drug‐dosage simulator, a digital drug repository, and informative podcasts . Fifty‐one percent of interventions were aimed at postgraduate physicians, 25% were aimed at nonmedical prescribers (all of whom were nurses), 20% at medical students, and 11% at pharmacy students . Nine postgraduate courses (14%) were aimed at prescribers from more than one background; one was an undergraduate course (the Australian National Prescribing Curriculum) .…”

“…Ten articles (15%) had a descriptive design, 11 (17%) a qualitative design, and 44 (68%) a quantitative design . Twenty‐six of the quantitative articles (59%) used a randomized or nonrandomized trial design; the remaining 18 articles (41%) either used no control or compared one group before and after the intervention . The nature of the control group was diverse: five articles (11% of quantitative) compared the use of clinical practice guidelines to DLRs, and six (14%) compared traditional face‐to‐face teaching with e‐learning .…”