Insights from U.S. nursing pharmacology education: Implications for strengthening nursing pharmacology in Japan

Abstract

Objective To explore the current state of nursing pharmacology education in the United States and identify implications for strengthening nursing pharmacology education in Japan.

Methods Semi-structured interviews were conducted in July 2024 in Hawaii with three nursing professionals who had clinical and teaching experience in the United States. Thematic analysis was applied to categorize concepts related to nursing pharmacology education and clinical practice.

Results Five components were identified as essential in nursing pharmacology education: assessment ability, integration with anatomy/physiology/pathophysiology, simulation-based learning, active learning, and clinical medication experience. In clinical settings, key competencies included assessment ability, documentation, interprofessional collaboration, communication skills, clinical judgment, and accountability for patient safety.

Conclusions Findings from U.S. nursing pharmacology education suggest that strengthening assessment-centered, integrative, and experiential learning approaches may help enhance current nursing pharmacology education in Japan and prepare nurses to make safe medication-related clinical decisions.

Keywords

Assessment ability / Curriculum development / Education / Nursing pharmacology

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