Knowledge and Competency in Rational Drug Use Among Nursing Students at a Private University in Buriram Province

Abstract

This survey research aimed to investigate knowledge and competency in rational drug use (RDU) among nursing students at a private university in Buriram province. Sample size was calculated using G*Power with a significance level of 0.05, a statistical power of 0.80, and an effect size of 0.30, resulting in 111 nursing students from the first to the fourth years. Research instruments consisted of questionnaires on knowledge and competency in rational drug use. Data were analyzed using means, standard deviations, one-way ANOVA, and Pearson’s correlation coefficients.

The study found that nursing students in Years 1-4 demonstrated a moderate level of knowledge regarding rational drug use (=3.43, SD=0.53) and a high level of competency in rational drug use (=4.29, SD=0.81). Comparisons across academic years revealed no significant differences in knowledge and competency. Additionally, knowledge and competency in rational drug use were positively correlated across all academic years, with statistical significance (r=0.865, p<0.01). In particular, first-year, third-year, and fourth-year students demonstrated a strong positive correlation between knowledge and competency. These findings suggested that the nursing curriculum has been effective in developing students’ competency in rational drug use consistently across all academic years. However, there remains a need to strengthen students’ in-depth knowledge while simultaneously fostering critical thinking and clinical decision-making skills. Given the strong positive relationship between knowledge and competency, enhancing students’ knowledge is likely to directly improve their competency in rational drug use. Ultimately, this will contribute to safer medication practices and higher-quality patient care.