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Ghamari-Zare Z, Alahmoradi M. Examining Pharmacology Education and Clinical Satisfaction from the Perspective of Nursing Students. Iranian Journal of Medical Education 2026; 26 :79-88
URL: http://ijme.mui.ac.ir/article-1-5948-en.html
URL: http://ijme.mui.ac.ir/article-1-5948-en.html
Department of Nursing, Faculty of Nursing & Midwifery, Qom Medical Sciences, Islamic Azad University, Qom, Iran. , ghamarizohre0@gmail.com
Abstract: (8 Views)
Introduction: Pharmacology and drug therapy constitute a vital and highly valued component of the nursing profession. Their effective and accurate management is not only an integral part of nurses' clinical role but also one of their direct responsibilities. Fulfilling this responsibility requires specialized knowledge, skills, and competencies. Therefore, empowering nursing students in this domain is essential for ensuring future patient safety. However, several studies have indicated that most nursing students lack the necessary proficiency in this area, and insufficient attention has been paid to the teaching and learning of pharmacology within nursing education. The present study was therefore conducted to assess the current state of pharmacology education and nursing students' level of satisfaction with it in the clinical setting.
Methods: This descriptive-analytical study was conducted at Islamic Azad University, Qom branch during the first semester of the 2025–2026 academic year. A convenience sampling method was employed, and a total of 215 nursing students from the third to seventh semesters participated in the study. Data were collected using two researcher-developed instruments: a questionnaire assessing the status of pharmacology education, and a questionnaire measuring satisfaction with pharmacology education. Descriptive statistics, including frequency, relative frequency, mean, and standard deviation, were calculated for the demographic and main variables. Given the non-normal distribution of the data, non-parametric analytical tests were applied: the Kruskal–Wallis test was used to examine significant differences in the overall mean scores of each variable across academic semesters; the Spearman correlation coefficient was used to assess the relationship between the overall mean scores and age; and the Mann–Whitney U test was employed to determine significant differences in the overall mean scores based on gender and student work experience. A significance level of P < 0.05 was considered statistically significant.
Results: Of the 215 participating students, 64.7% were female, and the mean age of the participants was 22.20 ± 2.54 years. The mean score for the status of pharmacology education was 2.82 ± 0.54, and the mean score for satisfaction with pharmacology education was 3.06 ± 0.77, both of which fell within the average range. Regarding the specific components of pharmacology education, most students rated the recognition of drug side effects as undesirable, while drug calculation skills were rated at an average level. In terms of satisfaction, the lowest levels were reported in relation to instructors' performance in the following areas: creating motivation to learn pharmacology and clinical drug therapy, transferring knowledge, and introducing appropriate learning resources and methods. Interestingly, students expressed greater satisfaction with their own performance compared to that of their instructors; however, both remained at an average level overall. The Kruskal–Wallis test revealed a statistically significant difference in the status of pharmacology education across academic semesters (p < 0.05). However, no significant difference was found between satisfaction scores and academic semester. Additionally, the Mann–Whitney U test showed a significant difference in satisfaction scores based on gender (p < 0.05), and the Spearman correlation coefficient indicated a significant relationship between the status of pharmacology education and age (p < 0.05).
Conclusion: The moderate levels of pharmacology education status and student satisfaction observed in this study may reflect inadequate exposure to effective instructional approaches during clinical internships. However, identifying the root causes of these educational inefficiencies, reinforcing existing strengths, and addressing students' learning gaps could represent meaningful steps toward improving the overall quality of pharmacology instruction. To this end, the integration of a dedicated clinical pharmacology course into the nursing curriculum is strongly recommended. Additionally, greater emphasis should be placed on the careful selection of qualified instructors and the continuous refinement of teaching methodologies to ensure that pharmacology education is both impactful and clinically applicable.
Methods: This descriptive-analytical study was conducted at Islamic Azad University, Qom branch during the first semester of the 2025–2026 academic year. A convenience sampling method was employed, and a total of 215 nursing students from the third to seventh semesters participated in the study. Data were collected using two researcher-developed instruments: a questionnaire assessing the status of pharmacology education, and a questionnaire measuring satisfaction with pharmacology education. Descriptive statistics, including frequency, relative frequency, mean, and standard deviation, were calculated for the demographic and main variables. Given the non-normal distribution of the data, non-parametric analytical tests were applied: the Kruskal–Wallis test was used to examine significant differences in the overall mean scores of each variable across academic semesters; the Spearman correlation coefficient was used to assess the relationship between the overall mean scores and age; and the Mann–Whitney U test was employed to determine significant differences in the overall mean scores based on gender and student work experience. A significance level of P < 0.05 was considered statistically significant.
Results: Of the 215 participating students, 64.7% were female, and the mean age of the participants was 22.20 ± 2.54 years. The mean score for the status of pharmacology education was 2.82 ± 0.54, and the mean score for satisfaction with pharmacology education was 3.06 ± 0.77, both of which fell within the average range. Regarding the specific components of pharmacology education, most students rated the recognition of drug side effects as undesirable, while drug calculation skills were rated at an average level. In terms of satisfaction, the lowest levels were reported in relation to instructors' performance in the following areas: creating motivation to learn pharmacology and clinical drug therapy, transferring knowledge, and introducing appropriate learning resources and methods. Interestingly, students expressed greater satisfaction with their own performance compared to that of their instructors; however, both remained at an average level overall. The Kruskal–Wallis test revealed a statistically significant difference in the status of pharmacology education across academic semesters (p < 0.05). However, no significant difference was found between satisfaction scores and academic semester. Additionally, the Mann–Whitney U test showed a significant difference in satisfaction scores based on gender (p < 0.05), and the Spearman correlation coefficient indicated a significant relationship between the status of pharmacology education and age (p < 0.05).
Conclusion: The moderate levels of pharmacology education status and student satisfaction observed in this study may reflect inadequate exposure to effective instructional approaches during clinical internships. However, identifying the root causes of these educational inefficiencies, reinforcing existing strengths, and addressing students' learning gaps could represent meaningful steps toward improving the overall quality of pharmacology instruction. To this end, the integration of a dedicated clinical pharmacology course into the nursing curriculum is strongly recommended. Additionally, greater emphasis should be placed on the careful selection of qualified instructors and the continuous refinement of teaching methodologies to ensure that pharmacology education is both impactful and clinically applicable.
Type of Study: Original research article |
Subject:
Clinical Skills Evaluation
Received: 2026/01/29 | Accepted: 2026/05/10 | Published: 2026/04/30 | ePublished: 2026/04/30
Received: 2026/01/29 | Accepted: 2026/05/10 | Published: 2026/04/30 | ePublished: 2026/04/30
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