Iranian Journal of Medical Education

fa وضعیت آموزش داروشناسی و رضایت از آن در محیط بالینی: دیدگاه دانشجویان پرستاری Examining Pharmacology Education and Clinical Satisfaction from the Perspective of Nursing Students ارزشيابي مهارتهاي باليني Clinical Skills Evaluation پژوهشی اصیل Original research article مقدمه: تربیت پرستارانی توانمند در حیطه داروشناسی موجب تضمین ایمنی بیمار می‌گردد. با این حال؛ مطالعات متعددی نشان داده‌اند که اغلب دانشجویان پرستاری فاقد شایستگی‌های لازم در این زمینه می‌باشند. این مطالعه با هدف تعیین وضعیت آموزش داروشناسی و رضایت از آن در محیط بالینی انجام گرفت. روش‌ها: این پژوهش یک مطالعه توصیفی-تحلیلی است که در دانشگاه علوم پزشکی آزاد اسلامی قم در نیمسال اول 1404صورت پذیرفت. در این مطالعه، نمونه‌گیری به روش در دسترس انجام شد و 215 دانشجوی پرستاری ترم سوم تا هفتم با استفاده از پرسشنامه محقق‌ساخته مورد بررسی قرار گرفتند. تجزیه داده‌ها با استفاده از آمار توصیفی (میانگین و انحراف معیار) و تحلیلی (کروسکال والیس، اسپیرمن و من ویتنی یو) و با کمک نرم‌افزار SPSS نسخه 27 انجام شد. نتایج: از مجموع 215 دانشجو؛ 7/64% زن بودند و میانگین سنی آنها 54/2±20/22 سال بود. میانگین نمرات وضعیت آموزش داروشناسی دانشجویان (54/0±82/2) و رضایت (77/0±06/3) در حد متوسط بود. در این راستا آزمون کروسکال والیس تفاوت معنادار آماری برای وضعیت آموزش با ترم تحصیلی را نشان داد؛ اما بین رضایت و ترم تحصیلی تفاوت معنادار یافت نشد. تفاوت معنادار در مقایسه میانگین‌ها برای رضایت برحسب جنس و همچنین برای وضعیت آموزش داروشناسی برحسب سن وجود داشت. 05/0 P< نتیجه‌گیری: متوسط بودن وضعیت آموزش داروشناسی و رضایت می‌تواند ناشی از عدم مواجهه لازم با سبک آموزشی مناسب در طول مدت کارآموزی‌ها باشد. به هر حال تعیین علل ناکارآمدی‌ها، تقویت جنبه‌های مثبت و اصلاح نقایص دانشجویان، می‌تواند گامی مؤثر در راستای ارتقای کیفیت آموزش داروشناسی باشد. 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.   داروشناسی, آموزش, دانشجویان پرستاری, رضایت Pharmacology, Education, Nursing Students, Satisfaction 79 88 http://ijme.mui.ac.ir/browse.php?a_code=A-10-5881-1&slc_lang=fa&sid=1 Zohre Ghamari-Zare زهره قمری زارع ghamarizohre0@gmail.com 5729071698 7000319475328460097217 Yes Department of Nursing, Faculty of Nursing & Midwifery, Qom Medical Sciences, Islamic Azad University, Qom, Iran. آموزش پرستاری، گروه پرستاری، دانشکده پرستاری و مامایی، علوم پزشکی قم، دانشگاه آزاد اسلامی، قم، ایران. Maryam Alahmoradi مریم اله مرادی alahmoradi13840621@gmail.com 0372833446 0009 0002 5461 6428 No Department of Nursing, Faculty of Nursing & Midwifery, Qom Medical Sciences, Islamic Azad University, Qom, Iran. کمیته تحقیقات دانشجویی، گروه پرستاری، دانشکده پرستاری و مامایی، علوم پزشکی قم، دانشگاه آزاد اسلامی، قم، ایران.