Reframing Pharmacology Education for Clinical Judgment Development: A Teaching Innovation

Background: Pharmacology instruction needs to prepare nursing students to apply medication knowledge to complex patient situations rather than rely primarily on content recall. Purpose: To describe a teaching innovation that progressively moves students from foundational pharmacologic knowledge to medication-related clinical decision-making. Methods: A 2-week undergraduate Pharmacology II course was redesigned as a 3-step sequence. Students first demonstrated foundational knowledge using commercially available learning resources, then individually analyzed high-risk medication interactions, and finally worked in small groups to prioritize competing medication risks in complex patient scenarios. The sequence was informed by cognitive load theory and clinical judgment principles. Results: The 3-step sequence was implemented within the 2-week course using existing learning resources, structured assignment templates, and progressively complex application activities. Formal comparative or pre/post outcome data were not collected. Conclusions: Existing pharmacology resources can be organized into a progressive sequence that moves from foundational knowledge to focused risk analysis and prioritization of competing medication concerns. Formal evaluation is needed to determine effects on pharmacologic reasoning, medication safety competence, and clinical judgment.