Effectiveness of Instructional Design to Contextualize Pharmacology for Nursing Students

Abstract

Learning pharmacology can be overwhelming for undergraduate nursing students and often occurs in specific pharmacology courses or through an integrated curriculum approach. This study examined the effects of using the Review and Competency Evaluation (RACE) approach to lower cognitive load and improve pharmacology knowledge for undergraduate nursing students in a Bachelor of Science in Nursing (BSN) accelerated program. The research used a quasi-experimental design and repeated measures, ANOVA to determine if there was a difference in cognitive load and pharmacology knowledge in two groups, one that used a conventional approach and another that used the RACE approach. Data analysis suggested that using the RACE approach lowered cognitive load more than a conventional approach, and results indicated a statistically significant difference between cognitive load measured after a conventional approach in pharmacology (M=7.25, SD =1.216) and after using the RACE approach (M=6.00, SD =.847), t (23) = 6.191, p < .0001 (two-tailed). Using a one-way analysis of variance between groups, data analysis also indicated a statistically significant difference in pharmacology knowledge (Wilks’ Lambda = .594, F (1, 43) = 29.40, p < .0005, η2 = .406). The intervention group of students had access to the RACE online to review and answer questions, and the amount of practice answering questions with the RACE online was positively correlated with pharmacology knowledge although data analysis did not yield significant results. There was a moderate relationship between the the amount of online practice and pharmacology test scores, rs (22) =. 363, p=.081 (two-tailed). A post-intervention survey suggested that the RACE approach helped to organize and support learning. Implications of this study would support further online development of the RACE approach and future research as a modality for teaching pharmacology.