Abstract
This project explores the effectiveness of Inquiry-Based Learning in a Thinking Simulation Environment (IBL-TSE) in enhancing nursing students’ advanced pharmacology knowledge and application in emergency critical care.
The learning outcomes include:
(i) consolidating pharmacokinetic principles and developing a deeper understanding of drug classifications, indications, contraindications, and side effects through inquiry-driven learning;
(ii) applying these principles to the management of critical conditions such as seizures and cardiogenic shock; and
(iii) fostering self-constructed knowledge, autonomy, and accountability in clinical decision-making.
The approach encourages students to critically appraise pharmacological choices, consider therapeutic alternatives, and integrate patient-specific factors such as hemodynamic status, comorbidities, and risk–benefit profiles. Reflective practice is embedded throughout the simulation using Gibbs’ Reflective Cycle, guiding students to systematically evaluate their actions, emotional responses, and decision-making processes during and after simulation experiences. This structured reflection supports metacognition, enabling learners to identify knowledge gaps, recognize cognitive biases, and refine their clinical judgment after deliberate practice and build clinical competencies in emergency and critical care nursing.
Students report improved pharmacological understanding and assessment skills for students to increase awareness of challenges in care prioritization and time-sensitive decision-making. They recognize the simulation is a valuable tool for gaining foresight in emergencies, enhancing situational awareness, and refining clinical strategies in a psychologically safe environment. The evaluation and reflection phases help students to build collective strengths and identify areas requiring further development, thereby promoting continuous learning and professional growth.
Case-based scenarios focusing on the use of vasopressors in cardiogenic shock and seizure-control medications are employed to bridge theoretical knowledge with its application in complex clinical contexts. Through structured, guided reflection, students develop individualized action plans for future practice, with an emphasis on deliberate rehearsal, critical thinking, and safe medication management.
Findings from this project will inform curriculum development and contribute to educational research on effective health professional training.
Overall, the IBL-TSE model, integrated with structured reflective practice, equips nursing students with the clinical reasoning, pharmacological competence, and reflective capacity needed to improve patient outcomes in high-stakes emergency and critical care environments.