Pharmacology is both a complex and essential facet of an NP’s knowledge base. With the large scope of pharmaceutical solutions regularly used in clinical practice and many more being introduced on a constant basis, NP students can be left feeling confused and overwhelmed over what to prescribe and when. It’s your job as a faculty member to help your students gain understanding and confidence—and we’re here to show you how.
Teach “Why”, Rather Than “What”
When an NP student stops using memorization to understand pharmacology, new potential is unlocked. Drugs should be considered tools—not an abstract fact list that is forgotten once boards are over. When students deeply understand what a medication does to the human body and how it can relieve symptoms, they can become more competent prescribers.
Faculty members can approach pharmacology topics by integrating them into the most common scenarios seen in NP practice. This includes hypertension, diabetes, acute infections, and more. When students see beyond a textbook into real patient cases, core connections are developed between disease presentation and treatment protocols. Begin each module with a real-world vignette that illustrates the consequences of correct vs. incorrect prescribing. By “learning from mistakes”, students can better grasp what they should do when presented with the same situation.
Utilize Cognitive Patterns
Learning can be optimized by tapping into the brain’s innate learning processes. Try these methods during instruction:
- Spaced repetition: Teach about drug types, move on to other topics, then revisit each drug class after a few weeks to make the information “stick”.
- Retrieval practice: Use things like quizzes, recall exercises, and group games within your curriculum to make learning low pressure and longitudinal.
- Interleaving: Mix drug classes that are often confused (ex: beta-blockers vs. calcium channel blockers).
- Visuals: Use charts, graphs, and case study imagery to break up educational materials.
Event Invitation! Sign up for RXpertise, a series of FREE faculty pharmacology webinars hosted by our founder, Dr. Fitzgerald.
Be inclusive of diverse learning styles
Not everyone learns best through the written word. It can be helpful to include resources in your curriculum that span a variety of formats, including video, interactive diagrams, and audio versions of lessons. Have students with a creative streak? Encourage them to create their own drug maps or mnemonics and share them with peers.
Standardize Pharmacology Instruction
By creating “templates” for how each drug is introduced to students, you can help them learn the essentials while staying organized. Try Mechanism → Indications → Contraindications → Monitoring → Red flags → Patient education. It may be helpful to incorporate comparative tables, and emphasize differences within drug families (e.g., SSRIs vs. SNRIs).
Prioritize what matters
While it can be helpful for students to know about drugs of all classes, it’s most practical for them to know the most about commonly used medications. Focus on the top 20% of drugs NP students will prescribe 80% of the time. Teach risk-heavy medications early and often (e.g., anticoagulants, insulin, opioids), and use NP-focused prescribing data and guidelines to shape emphasis.
Related course: Drug-Drug Interactions: Safe Prescribing to Avoid Malpractice
Evaluate progress regularly
When building tests or exams, be sure to include questions that evaluate sophisticated knowledge rather than memorization. Make students illustrate why the correct answer is correct. This can help you determine who is internalizing the information you are presenting rather than gaining superficial understanding.
Prescribing is one of the core skills NPs must master to boost patient outcomes, avoid malpractice suits, and avoid dangerous drug side effects. While comprehensive pharmacology education may seem like a daunting task for faculty members, these tips can help you meet students where they are. By tweaking your approach, you can help students feel included, prepared, and confident for boards and beyond.
