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Background <p>Understanding 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.</p> Objective <p>This main aim was to identify strengths, challenges, and the practical applicability of acquired knowledge to inform targeted instructional improvements.</p> Methods <p>This 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.</p> Results <p>Of 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 (<i>p</i> &lt; 0.05).</p> Conclusion <p>The 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.</p>

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Integrating pathophysiology and pharmacology in nursing education: student perceptions, learning outcomes, and implications for clinical competence

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月24日

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  • Ohood K. Almuzaini,
  • Ashwaq Alanazi,
  • Sumaiah Alrubiaan,
  • Ashraf N. Abdalla

摘要

Background

Understanding 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.

Objective

This main aim was to identify strengths, challenges, and the practical applicability of acquired knowledge to inform targeted instructional improvements.

Methods

This 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.

Results

Of 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).

Conclusion

The 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.