Experience in posology

Abstract

We used an organized problem-solving method to resolve posology problems in integrated curriculum. A thorough assessment of the extent of problems revealed the need for a mathematical foundation (perhaps due to decreased mathematics SAT scores) to achieve a high level of accuracy with posology in preparation for professional nursing practice. Early curriculum intervention allowed for higher learning level achievement and sufficient time for demonstration of acquired skills. The implementation of a self-learning module in conjunction with small group intervention appeared to have an impact on students' level of knowledge as well as the application of knowledge. This was evidenced by an increased mean score from pre- to post-testing on a multiple-choice examination. Ongoing evaluations will measure students' ability to actualize these concepts in their clinical practice. Perhaps now is the time to identify posology within integrated curricula and examine it as a basis for pharmacology to better prepare all students for this vital nursing responsibility.