Evaluation of Pharmacology Didactic Lectures for Graduating Nursing Students: a Questionnaire Based Comparative Study Between Two Colleges in Nepal

Objective: This study was set to obtain the critical appraisal of the graduating nursing students on pharmacology lectures and to compare the students ’ view on teaching effectiveness and pharmacology course content at two different colleges, Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS), in Nepal. Materials and methods: Forty B Sc Nursing students studying at two colleges of twenty each at the end of the first year were enrolled in this study. Structured teaching evaluation questionnaire containing 13 close-ended items and two open-ended questions was used. Three items were intended to evaluate pharmacology course content and other ten items to evaluate the teaching effectiveness. Open-ended questions were incorporated to collect the students frank and open views that provided flexibility and reliability. Students were instructed not to disclose their identity in any form so as to obtain genuine, valid and frank responses. Yates corrected Chi square test was applied whenever necessary and P value considered significant at less than or equal to 0.05. Results: On majority of the students ’ (60-90%) view existing pharmacology course content was ‘just right and useful ’ and no significant difference between two college students ’ view exists. Majority of students both at Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS) found the ‘clarity of voice (KMC-55%, BPKIHS-70%) and audibility (KMC-70%, BPKIHS-80%) ’ to be ‘fair’. More students at KMC (60%) found the ‘student’s participation ’ during lecture than students at BPKIHS (35%). Thirty five percent of students at KMC felt that pace of the lectures was ‘about right ’ whereas 100 % BPKIHS students foun