Scavenger Hunt: A Creative Teaching Strategy To Introduce Pharmacological Concepts and Ethical Concerns

Document Type

Article

Publication Date

7-1-2014

School

Leadership and Advanced Nursing Practice

Abstract

The sheer volume and number of errors in medication administration obliges nursing educators to facilitate a higher level of student understanding in foundational pharmacological concepts. The focus of this manuscript was the use of a faculty created teaching strategy to introduce foundational pharmacological concepts and ethical concerns in an undergraduate nursing pharmacology course. The use of the Scavenger Hunt facilitated active learning and student engagement as students were responsible for and active in their own learning.The intent of the Scavenger Hunt was to introduce students to complex pharmacological concepts and ethical principles by using routine items from the students' daily lives such as common over-the-counter medications. The Scavenger Hunt used five tasks the student completed in order to "find information". The information obtained by the students was the basis of discussion on the second class day. Students were asked to (a) compare the cost of generic, trade and brand name medicine (b) compare an adult medication to the same child/infant medication including dose and form; (c) compare and contrast the various forms drugs come in; (d) locate three different medications which contain diphenhydramine (e) list 5-7 fillers that were found with the ingredients listed on the label. Using this information students were introduced to complex pharmacological concepts and ethical principles.Overwhelmingly, students wrote positive comments on the evaluation administered at the end of class. On the annual course evaluations, many students made positive comments about the value they saw in participating in the Scavenger Hunt and encouraged the nursing faculty in the course to continue to use this strategy in future pharmacology courses. © 2014 National Organization for Associate Degree Nursing.

Publication Title

Teaching and Learning in Nursing

Volume

9

Issue

3

First Page

104

Last Page

107

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