Article

Cite This: J. Chem. Educ. XXXX, XXX, XXX−XXX pubs.acs.org/jchemeduc

A Complementary Laboratory Exercise: Introducing Molecular

Structure−Function Topics to Undergraduate Nursing Health
Professions Students
Angela L. Mahaffey*
Marcella Niehoff School of Nursing, Loyola University Chicago, 1032 West Sheridan Road, Chicago, Illinois 60660, United States
*
S Supporting Information
See https://pubs.acs.org/sharingguidelines for options on how to legitimately share published articles.

ABSTRACT: In both 2016 and 2019, the NCLEX-RN (National

Council Licensure Examination − RN computerized exam) test
Downloaded via UNIV AUTONOMA DE MADRID on August 17, 2019 at 22:34:40 (UTC).

plan outlined 15% of content as “pharmacological and parenteral

therapies”. The test plan also includes physiological sciences. The
topics of pharmacology encompass the review of drug action in
living organisms, such as humans. As such, reviewing correlations
of molecular structure and functional groups is a recurrent topic in
pharmacological education and prerequisite courses. Many nursing
students are required to participate in a specific curriculum, prior to
matriculation, which covers pharmacology as it pertains to
healthcare. The interdisciplinary topics of healthcare and
chemistry, advanced pharmacology, pharmaceuticals, and bio-
chemical pathways in human physiology are apparent in multiple undergraduate nursing program curricula. Here, we have
an opportunity for the development of a first year Bachelor of Science in Nursing (BSN) chemistry for health professions course
that would introduce molecular structure−function relations concerning pharmacological topics and human physiology
chemical pathways. A chemistry computer lab exercise was design to complement undergraduate health professions nursing
school chemistry classroom lectures on molecular structure−function relations. Online 2D molecular drawing software was
employed as a tool for visualizing a list of molecules to primarily help students understand OTC (over-the-counter) drug “active
ingredient” structure pertaining to drug function and biological agents in human physiology. Student responses highlight
positive feedback to this useful exercise and further recommendation for use in ongoing undergraduate health professions
courses.
KEYWORDS: First-Year Undergraduate/General, Testing/Assessment, Molecular Recognition, Nonmajor Courses

n a number of educational research articles, the “disparity”

I between nursing and organic chemistry education have
become more apparent. This poses a struggle for the Nursing
Educator with regard to undergraduate nursing chemistry
courses.1 Some viable techniques to tackle this stigma involve
a comprehensive review of physiological and biochemistry
topics in “health-related scenarios”, which is laudable but does
not abate this observed disparity between organic chemistry and
nursing education specifically.2 Previously published workshops
to encourage K−12 student awareness of computation drug
design software and similar computational lectures (and/or
workshops) for chemistry, biochemistry, and biotechnology
students or novices on the developments in pharmaceutical
chemistry have been published yet are not nursing specific to the
depth of undertaking this “disparity”.3−5 Drug action mecha-
nism or pharmaceutical posters and figures in a number of
articles, although interesting, make for an irresolute level of
remediation for the apparent divide between nursing education
and topics of organic chemistry.6−8 The basis of the chemistry
computer lab exercise introduced in this article is to mainly
provide a simple step toward narrowing the boundaries between
© XXXX American Chemical Society and
Division of Chemical Education, Inc.
undergraduate nursing education student interests and organic
chemistry topics.
A chemistry for health professions virtual laboratories course
developed at a university located in the Midwest region of the
United States was done so with the premise of encompassing a
spectrum of chemistry topics that underline scientific
components utilized in healthcare. This course offers nearly a
dozen online chemical VL (virtual laboratory) experiments and
learning experiences throughout the semester. The subject of
chemistry in a health professions curriculum can be daunting for
students, bringing to question why chemistry is important for a
health professions education program, but is also a viable
prerequisite to BSN courses such as Human Physiology,9
Nutrition, and Pharmacology. To answer this question, it is
advantageous to highlight one aspect in which chemistry and
health professions converge: molecular structure of pharma-
ceutical medications and the reactions and metabolic processes
Received: April 22, 2019
Revised: July 25, 2019
A DOI: 10.1021/acs.jchemed.9b00388
J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education Article

(including those of pharmaceutical compounds) in the human

body. A number of chemistry for health professions students (n
= 136), completing the exercise noted here, answered the
aforementioned questions regarding the presupposed benefit of
2D molecular drawing education and various professions (see
Discussion). Pharmacological nursing education also reviews
topics encompassing medication and medicinal chemistry
knowledge.10 The content of such courses is correlated in an
effort to prepare nursing students for the NCLEX-RN (National
Council Licensure Examination − RN exam) Test. As of 2019,
preparation guides consist of a structured plan outlining 15% of
content as “pharmacological and parenteral therapies”.11 As an
attempt to promote student interest and cognitive investment in
chemical education topics for health professions, a virtual lab
course was designed to include a chemistry lab exercise in which
students would primarily review the structure of active
ingredients in OTC (over-the-counter) medications from a
2D molecular drawing perspective, in order to engage them in
pharmacological topics.12 The secondary goal for this exercise
was to introduce biochemical agents of human physiology
(topics incorporated in the 4 year BSN curriculum plan). In the
corresponding molecular functional groups (and structure−
function) topical lecture, students learned to classify organic
molecules by their function groups, as outlined in the assigned
textbook.13 Comparatively, during a pre-lab lecture (see
Methods, Student Engagement: Class Discussions; Figure
1A), students were shown a PowerPoint presentation of the
molecular structures of active ingredients in OTC medications
and antimicrobial productsalongside an image of the labeled
OTC medication container. Following, students were asked to
identify the functional groups of the structure of the active
ingredient molecules in these samplesand any similarities in
molecular structures (or groups) for the OTC drug purposes
(i.e., functional groups and structures common to OTC
analgesics; painkillers). As a complement to this process, a Figure 1. Designing a molecular drawing virtual lab and lecture
straightforward chemistry exercise is designed in which students construct. (A) This is an illustration of Pre-Lab lecture given to
are instructed to use 2D molecular drawing software14 to draw a students. (B) In the presence of the Laboratory Instructor, students
series of molecular visual aids and assess the functional groups completed the molecular drawing exercise and following completion of
from pharmacology and physiology perspectives (Figure 2). the Drawing Assignment, students completed an online Post Lab
This exercise will help bridge chemical education with imminent assessment as a lab report in which they could transcribe correlations
courses in the nursing baccalaureate programs. It is sensible to between the 2D molecular drawings, organic function groups, OTC
note that there are additional numbers of free or affordable 2D drug synthesis for healthcare, and interdisciplinary uses for 2D
molecular drawing software. (C) Post-Lab follow-up lectures.
chemical molecular drawing software available via a myriad of
Web sitesfor student ease of access. For this exercise, the
software (ACD/ChemSketch) utilized in the 2D molecular ture−function topics to be further explored. As such, the
drawing exercise is free and readily available to students at the following learning goals were set:
university.

■
LEARNING GOALS
A complementary chemistry computer lab exercise to organic
chemistry structure−function GOB (general organic and
biological) chemistry textbook and course lecture topics, in a
chemistry for health professions course, was designed with the
major purpose of engaging students in introductory pharmacol-
ogy concepts (as pharmacology is within their 4 year BSN
curriculum plan). This exercise also helped to introduce
structures of biochemical agents in human physiology chemical
pathways (also, within the 4 year BSN curriculum plan). The
overall principal focus was to get nursing students thinking about
the roles of organic chemistry in healthcare using a concept most
familiar to them at the time of the undergraduate course (OTC
drug use in healthcare). This exercise served as an easy-to-use
hands-on visualization platform for organic chemistry struc-
B DOI: 10.1021/acs.jchemed.9b00388
1 Explore molecular structure−function of organic com-
pounds commonly seen in OTC drug active ingredients,
biological agents, and healthcare (Figure 2).
2 Label molecular structures using chemical nomenclature.
3 Identify patterns in functional groups of OTC drug active
ingredients (e.g., “What are some common functional
groups observed in the molecular structures of active
ingredients of painkillers or analgesics?”).
4 Engage in pre-pharmacology topics (to stimulate
preparation for pharmacology courses and NCLEX
Licensing Exam).
5 Learn to use chemical drawing software (a skill set not
often introduced in an undergraduate nursing chemistry
course).
6 Develop important interdisciplinary skill sets by observing
chemistry from a pharmacy student education or
pharmaceutical professional perspective (Figure 3).15,16
J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
Figure 2. This is a schematic illustrating the process of the complement
lab exercise and its utilization in making molecular structure−function
and healthcare connections. These are the two perspectives from which
students were encouraged to identify the molecular structures and
function and their roles in healthcare.
Figure 3. Schematic of how students can make connections from 2D
molecular structures to pharmacology and healthcare. This is a diagram
of stepwise reasoning process for students to examine the structure and
function of one of ten 2D molecular structures drawn in the exercise and
to identify the role of this molecule in OTC medicine and applications
in healthcare.
7 Recognize the preliminary roles of molecular structure−
function relations in biological agents as a foundation for
future human physiology curricular courses (Figure 4).
8 Learn empirical report writing skills in the format of a
chemical laboratory report. (This will help nursing students
prepare for medical reporting vital to patient care.)
■
METHOD
Student Pre-Lab Assignment
Prior to the 2D molecular drawing exercise, students were
assigned a preparatory laboratory skills assessment on Sakai a
learning management system (LMS) based on virtual learning
environment (or VLE) software.17 A number of molecular
structures were illustrated, in the pre-lab assignments, in which
students had to identify the functional groups (Table 1). As this
computer lab exercise was designed to be complementary to the
C DOI: 10.1021/acs.jchemed.9b00388
Article
Figure 4. Schematic of how students can make connections from 2D
molecular structures to human physiology and healthcare. This is a
diagram of stepwise reasoning process for students to examine the
structure and function of one of ten 2D molecular structures drawn in
the exercise and to identify the role of this molecule in biological agents
of human physiology pathways and applications in healthcare.
lecture, students reviewed functional groups of chemical
compounds in the lecture via an integrated chemistry text-
book.13 Additionally, students were instructed to complete a
reading requirement of the ACD/ChemSketch freeware (for
academic and personal use) manual,14 as an effort to prepare
students for the 2D molecular drawing VL session (Figure 1B).
Student Engagement: Class Discussions
The class lecture was based on textbook molecular functional
groups and structure−function topics (Figure 1A). Here,
students were provided with background details of OTC drugs
with active ingredients such as Naproxen (C14H14O3) and the
inhibition of cyclooxygenase enzyme (making it a prime
candidate and active ingredient for treating symptoms of
inflammatory issues observed in patients with rheumatic
pathologies, menstrual cramps, and gout).18 Another engaging
healthcare−organic chemistry discussion is the historical
journey of the willow tree and aspirinhere students can
anecdotally follow the history of acetylsalicylic acid from 3000
BC (willow extract) to present day. This organic chemical
structure−function topic is fortified in an undergraduate health
sciences class setting, as it reviews the “anti-inflammatory,
analgesic, and antipyretic” mechanisms for aspirin (COX-1 and
COX-2 enzymes inhibition) and the discoveries of the 1982
Nobel prize winner in physiology or medicine J. R. Vane are
elucidated.19−22
Outcomes/Objectives: 2D Molecular Drawing Laboratories
Organic chemistry education provides the foundation for
pharmacological knowledge10,12a curriculum standard for
baccalaureate education in nursing programs and NCLEX-RN
“Test Plan” (which includes human physiology and pathophysi-
ology courses).11,23 As such (in addition to the Learning Goals)
the outcomes (or objectives) for the 2D molecular drawing lab
exercise were designed with both pharmacology and human
physiology education as a foundation. The immediate outcomes
include the following:
• Understand functional groups of organic compounds.
• Learn nomenclature of chemical compounds using 2D
molecular drawing software.
J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education Article

Table 1. 2D Molecular Drawing Exercise Sample Structures and OTC Drug Active Ingredient Examplesa

a
Students participating in this virtual lab activity are provided with a list of OTC drugs in lecture presentation illustrating the role of organic
chemistry in healthcare and pharmaceuticals (over-the-counter or OTC drugs), and in the subsequent lab students are given a list of molecules to
generate using ACD Chem/Sketch online software. The sample lab activity illustrates possible correlations between the basic structure of organic
molecular groups and OTC drug active ingredients.

• Draw 2D molecular structures using software. molecular drawing software, the Instructor encouraged students
• Identify and describe molecular structure−function to view organic chemistry topics from a different perspective
relationships of selected molecular drawings, pertaining (from the hypothetical viewpoint of a pharmaceutical R&D
to active ingredient compounds OTC drugs and chemist or medicinal or organic chemical analyst) of OTC drugs
implications in healthcare (Figure 3).
(Figure 3). This was done to further promote student
• Identify and describe molecular structure−function
relationships of selected molecular drawings, pertaining engagement and highlight the important role of organic
to biological agents in human physiological reactions and chemistry education in pharmacology (Figure 1, Table
implications in healthcare (Figure 4). 1)12,14and interprofessional perspectives of a nursing student
With these set outcomes, the assignment was intended to as a pharmaceutical specialist. Nurses often garner a relative
predominantly help students recognize functional groups of perspective of other health science professionals to better
chemical compounds and the roles of those functional groups in collaborative efforts with colleagues, a skill set allowing allied
the molecular design of OTC drugs and further student health professionals to coordinate their efforts so they align for
understanding of the intrinsic structures of biological agents of
effective patient care. This lab provided a safe environment for
human physiological pathways. The novelty in this approach is
that drawing the 2D molecular structures is the first step of this an organic synthesis laboratory projectwith marginal ease of
exercise, to both help students visual the molecular structure− use. An anonymous and completely voluntary student poll was
function relationship as they make connections to OTC drug administered via the Sakai LMS,17 asking students of the ACD/
compounds, biological agents, and healthcare and introduce ChemSketch software or similar software ease of useless than
undergraduate nursing students to chemical software they would 7% (of n = 136) noted that the software was difficult to use (n =
otherwise most likely not employ. Figures 3 and 4 are explicative
9, of 136) (Figure 5).
diagrams students were ideally expected to illustrate or discuss in
their lab reports.
Designing a 2D Molecular Drawing Lab Exercise for Nursing
Students
A supplemental ACD/ChemSketch tutorial and manual was
available to students with further instructions on using the
ACD/ChemSketch freeware.14 Students were provided with a
list of compounds with varying functional classes (see the
Supporting Information): amine, alcohol, ketone, thiol, alkane,
aromatic (benzene derivatives), and aldehyde. Following receipt
of the chemical compounds list, students were instructed to
generate drawings of the compounds using the ACD/
ChemSketch freeware, save as a pdf, and upload into SAKAI
LMS (Figure 1B). Lastly, students were instructed to submit a
formal lab report, which included the following discussion topic:
“Now that you have completed the “ChemSketch Molecular Figure 5. Poll results of ease of use of ACD/ChemSketch software or
Drawing” Lab assignment, please consider the following discussion similar software, for students in the chemistry health professions course.
topic: List the advantages of employing Molecular Drawing in This anonymous voluntary student poll was administered using the
Pharmacology and Medicinal Chemistry”. As students used the 2D Sakai LMS.17

D DOI: 10.1021/acs.jchemed.9b00388
J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
■
RESULTS
Using the Sakai LMS17 students were able to complete and
submit the Pre-Lab assignments relating to molecular group
functionalities. For the eight (8) undergraduate health
professions (mostly nursing students) sections (ntotal = 167),
an average Pre-Lab assignment score of over 90.00% was
indicative of students grasping the corresponding pre-lab and
lecture materials for the lab exercise and exhibiting sufficient lab
preparation skills. Upon completing the molecular drawing lab
exercise, students were responsible for uploading the digital
assignment file for submission into the Sakai LMS. For the eight
(8) sections (ntotal = 167), an average score of over 99.00% was
apparent, following preliminary lectures. These results highlight
the health professions students’ (in this program) ability to
successfully use the molecular drawing lab and identify
structures (including functional groups) of organic compounds
on the list provided during the molecular drawing lab exercise.
The limitations of this study are that the results were recorded
following preliminary lectures. Additionally, prior to the
preliminary lecture and assignment approximately 20% of
students were sufficient in organic structure−function topics
(Figure 6). Lastly, this exercise was introduced in the initial
Figure 6. Student poll on recognizing the important role of chemical
structure−function in OTC (over the counter) drugs. This anonymous
voluntary student poll was administered using the Sakai LMS.17
semesters of which this new “chemistry for health professions
course” was fully integrated within the school of nursing
purview. As a result, there is no tangible calculable “chemistry for
health professions course” data that could be gathered (prior to
the inception of the new course) which would prove comparable
to these results.
■
DISCUSSION
To measure the (student perceived) usefulness of this simple
molecular drawing exercise in an undergraduate chemical for
health professions lab course, an additional voluntary anony-
mous Sakai17 poll was designed. Students were asked whether
they were able to “recognize” correlations between the structure
and function of an organic molecule of the active ingredient in an
OTC drug, over 60% (of n = 136) of participants answered “yes”,
attributing this new found knowledge to the molecular drawing
exercise. Less than 18% of students noted that they already
acquired an awareness of the aforementioned prior to the
exercise (Figure 6). Lastly, the following question was presented
in an anonymous voluntary student poll regarding the 2D
molecular drawing exercise, “In your opinion, which of the
E DOI: 10.1021/acs.jchemed.9b00388
Article
following fields of study/research would MOST benefit f rom the
Molecular Drawing?”, to which nearly 57% (ntotal = 136) noted
that organic chemistry, pharmacology, and healthcare students
and practitioners would find this exercises useful” (Figure 7). As
Figure 7. Graphic of the student response poll to the usefulness of
molecular drawing software in chemical and healthcare research and
practices. This anonymous voluntary student poll was administered
using the Sakai LMS.17
a point of discussion, it appears that in this pool of 136 (mostly
undergraduate nursing) students that the exercise would present
a welcomed addition to chemical, pharmacology, nursing, and
health professions education curriculum. It is prudent to note
one limitation for this exercise is that it is framed for non-majors;
as such, chemistry majors may require additional conceptualized
methods in this exercise to be congruent with the overall
undergraduate chemistry major curriculum. Student polling was
100% anonymous and voluntary (through Sakai LMS) with no
personal identifiers or required factors for IRB consent.
■ CONCLUSION
Designing an easy-to-use minimal virtual chemistry lab exercise
for non-majors, which utilizes molecular drawing software, such
as the ACD/ChemSketch freeware (for academic and personal
use) manual14 is a beneficial tool for teaching nursing (and
health professions) students the building blocks of organic
compound structures. The evaluations for this chemistry
computer lab exercise illustrates how students have met this
exercise with positive feedback introduced in an undergraduate
chemistry for health professions (non-chemistry majors) virtual
lab course (Figures 5−7). Additionally, coupling this molecular
drawing exercise with lectures on functional groups and
geometry of organic compounds allows students to identify
connections between organic molecular design, molecular group
functionalities, and the role organic compounds as active
ingredients in OTC drugs. Developing a lecture presentation
illustrating the identification and correlations between func-
tional groups and geometry of organic compounds in
pharmaceutical drug categories (i.e. analgesics, including but
not limited to acetaminophen or aspirin and antimicrobial
agents/ointments, such as bacitracin or neomycin−bacitracin−
polymyxin B), highlights the presence of specific functional
groups (e.g., amine or alcohols) in the active ingredients of OTC
drugs. Using the previous as a “launching pad” to continue
J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
discussions on the role of molecular structure−function in
biochemical pathways and healthcare provides a foundation for
the undergraduate nursing students as they prepare for future
human physiology courses. As observed in Figures 3 and 4,
forming these connections between chemistry topics, with the
aid of interactive visual tools such as 2D (or 3D) molecular
drawing software, creates a bridge to the subject of organic
chemical functional groups of compounds involved in medicinal
and biological reactions in the human body, which would be
useful in undergraduate health sciences education. This
complementary exercise is a tool designed to help undergraduate
nursing students recognize the ubiquitous nature of chemistry
(and molecular structure−function relations) in healthcare
sciences.
■
ASSOCIATED CONTENT
*
S Supporting Information
The Supporting Information is available on the ACS
Publications website at DOI: 10.1021/acs.jchemed.9b00388.
Student lab report format and supplemental molecular
drawing instructions (PDF, DOCX)
Pre-lab online worksheet for chemical drawing exercise
(PDF, DOCX)
Pre-lab KEY online worksheet for chemical drawing
exercise (PDF, DOCX)
■ AUTHOR INFORMATION
Corresponding Author
*E-mail: amahaf1@luc.edu.
ORCID
Angela L. Mahaffey: 0000-0003-3387-7063
Notes
The author declares no competing financial interest.
■
ACKNOWLEDGMENTS
I thank the ACS|JCE reviewers for their editing suggestions. I
also acknowledge Marcella Niehoff School of Nursing mentor
Lisa Skemp.
■
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