Abstract: Objective To explore the effectiveness of a refined three-scene medication simulation teaching in nursing pharmacology course for nursing undergraduates. Methods Undergraduates of four-year curriculum in School of Nursing, Peking Union Medical College enrolled in 2020 and 2021 were selected as objects in control group and experimental group, respectively. Students in control group learned medication knowledge in a patient case simulation scene, while a refined three-scene medication process (before, during and after medication) simulation was applied in experimental group. The learning outcome was evaluated in forms of both test of key knowledge points and a questionnaire survey at the end of the semester. Results The scores of nursing pharmacology in experimental group were significantly higher than in control group (P＜0.001). The rates of right answer for knowledge associated with the refined class in experimental group were also significantly higher than in control group (P＜0.001). However, for knowledge that has not been adjusted for instructional design, there is no significant difference in answer accuracy between two groups. The survey by questionnaire showed that the students believed the three-scene medication simulation as good learning method and may support to strengthen professional quality of clinical performance. Conclusions Compared with the unrefined simulation class, the three-scene (before, during and after medication) class further simulated the real work flow, connected the knowledge points more reasonably, and enhanced the knowledge mastery and professional responsibility awareness.

Key words: undergraduate nurse students, nursing pharmacology, three-scene medication process simulation, knowledge connection, nursing communication