Transitioning to a Virtual Classroom: Impact on Pathophysiology and Pharmacology Course Success

Written by Mary Ann R. Garcia

doi: https://doi.org/10.13178/jnparr

Abstract

Background: It is evident that virtual classrooms are transforming the model of education, however, educators are concerned regarding the low retention rates in virtual classroom courses such as Pharmacology and Pathophysiology. Pharmacology and Pathophysiology courses have been identified as high attrition courses in pre-licensure nursing courses with students preferring face-to-face versus virtual classes.

Objective: This project evaluated the impact of transitioning to virtual classrooms during the COVID-19 pandemic on student success in Pharmacology and Pathophysiology courses for pre-licensure baccalaureate degree nursing program.

Methods: Data from both face-to-face and virtual classroom were collected and analyzed from 2019 - 2021 in Pathophysiology (n = 312) and  Pharmacology (n = 288) courses.

Results: Chi-square analysis indicates no significant differences between face-to-face and virtual instructional delivery methods and the likelihood of failing either Pathophysiology or Pharmacology courses.

Conclusions: The findings of this program evaluation indicate that the integration of innovative teaching practices contributes to the success in the online teaching of Pharmacology and Pathophysiology.

Keywords: virtual classroom, nursing program, Pharmacology, Pathophysiology, online teaching strategies