Download Stephen F. Austin State University DeWitt School of Nursing

Stephen F. Austin State University
DeWitt School of Nursing
PHARMACOLOGY ACROSS THE LIFESPAN SYLLABUS
Course Number: NUR 308
Section Number: 001
Spring 2015
Course Instructor
Gina Haidinyak, M.Ed., MSN, JD, RN
ALL INFORMATION IN THIS SYLLABUS IS SUBJECT TO THE WRITTEN
POLICIES AND PROCEDURES OF THE SCHOOL OF NURSING, STEPHEN F.
AUSTIN STATE UNIVERSITY, NACOGDOCHES, TEXAS.
IN THE CASE OF COMMISSION, OMISSION, AMBIGUITY, VAGUENESS, OR
CONFLICT, THE POLICIES AND PROCEDURES OF THE SCHOOL OF NURSING
SHALL CONTROL.
EACH STUDENT SHALL BE RESPONSIBLE FOR ACTUAL AND/OR
CONSTRUCTIVE KNOWLEDGE OF THE POLICIES AND PROCEDURES OF THE
SCHOOL OF NURSING AND FOR COMPLIANCE THEREWITH.
EACH STUDENT IS RESPONSIBLE FOR ALL INFORMATION IN THIS SYLLABUS.
This syllabus is provided for informational purposes only.
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Name:
Department:
Email:
Phone:
Office:
Office Hours:
Greta Eugenia (Gina) Haidinyak, M.Ed., MSN, JD, RN
Nursing
[email protected]
936-468-7735
Room 170
Mondays: 0830 – 0900 and 1200 - 1500
Tuesdays: 0830 – 0900; 1030 – 1200
Wednesdays: 0830 – 0900 and 1200 - 1500
Thursdays: 0830 – 0900 and 1030 - 1100
Fridays: By appointment
Class Meeting Time and Place: 1200 – 1500 on Tuesdays in Assigned Classroom
Textbooks and Materials:
Karch, Amy M. (2013) Focus on Nursing Pharmacology (6th ed.). Philadelphia: Wolters
Kluwer/Lippincott Williams & Wilkins
Gray Morris, Deborah (2010) Calculating with Confidence (6th ed.). St Louis, Missouri:
Elsevier Mosby
Course Description
Three semester didactic hours. Establishes a foundation for the pharmacological aspects of
nursing. Examines student readiness for clinical practicum with qualifying exam.
Unabridged Course Description
This course establishes a foundation for the pharmacological aspects of nursing and builds on
concepts from core curriculum, previous, and concurrent nursing courses. The course will
encompass basic principles of pharmacology, medication administration, and classification of
drugs.
Number of Credit Hours
3 credit hours (3 lecture)
Course Prerequisites and Co-requisites
Pre-requisites: NUR 304, Admission to Nursing Program
Co-requisites: NUR 305, NURS 306, NURS 307
Program Learning Outcomes
1. Apply knowledge of the physical, social, and behavioral sciences in the provision of nursing
care based on theory and evidence based practice.
2. Deliver nursing care within established legal and ethical parameters in collaboration with
clients and members of the interdisciplinary health care team.
3. Provide holistic nursing care to clients while respecting individual and cultural diversity.
4. Demonstrate effective leadership that fosters independent thinking, use of informatics, and
collaborative communication in the management of nursing care.
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5. Assure responsibility and accountability for quality improvement and delivery of safe and
effective nursing care.
6. Serve as an advocate for clients and for the profession of nursing.
7. Demonstrate continuing competence, growth, and development in the profession of nursing.
General Education Core Curriculum Objectives/Outcomes
None
Student Learning Outcomes
1. Identify concepts and principles of the arts, sciences, humanities, and nursing as foundational
content for the science of pharmacological nursing.
2. Identify the nursing responsibility and accountability related to pharmacology and medication
administration.
3. Identify the interdisciplinary collaboration involved with pharmacology.
4. Describe the moral, ethical, economic, political, and legal issues involved in nursing and
pharmacology.
5. Explain how holistic, socio-economic, spiritual, and ethno-cultural characteristics of clients
affect nursing and pharmacology.
6. Identify selected drug classifications, mechanisms of action, indications for use, and pertinent
client educational needs.
7. Evaluate drug effects on physiologic and psychological processes.
8. Describe processes utilized in medication administration.
9. Demonstrate medication calculations through successful completion of calculation exam prior
to administering medications in the clinical setting.
Differentiated Essential Competencies (DEC’s)
The Richard and Lucille DeWitt School of Nursing prepares graduates to demonstrate the
Differentiated Essential Competencies of Graduates of Texas Nursing Programs Evidenced by
Knowledge, Clinical Judgments, and Behaviors (DECs). The competencies are based upon the
preparation in the program of study. In nursing education, the DEC’s serve as a guideline and
tool for curriculum development and revision, a tool for benchmarking and evaluation of the
program, and statewide standard to ensure graduates will enter practice as safe and competent
nurses. The DECs are incorporated into every course in the SON to ensure uniformity and
continuity of standards. Please refer to the Texas BON website for additional information
http://www.bon.texas.gov/about/pdfs/delc-2010.pdf
Course Requirements:
Homework #1, #2 and #3
Presentation
Test I
Test II
Test III
Final Exam
Total
30 points
70 points
100 points
100 points
100 points
100 points
500 points
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TENTATIVE SCHEDULE
ALL ASSIGNMENTS ARE IN KARCH UNLESS OTHERWISE INDICATED.
Jan. 20
Introduction to Course
Calculations I (Chapter 5)
Review Chapters 1 – 9 in Gray Morris
Jan. 27
Introduction to Drugs (Chapters 1 & 2)
Drug Therapy (Chapters 3 & 6)
Calculations II
Review Chapters 10 – 14, 17 & 18 in Gray Morris
Calculation Homework #1 Due
Feb. 3
Endocrine Agents (Chapters 34 – 37)
Diabetic Agents (Chapter 38)
Calculations III
Review Chapters 19 – 23 in Gray Morris
Calculation Homework #2 Due
Feb. 10
CALCULATION TEST
Calculation Homework #3 Due
Make-up Exams TBA
Feb. 17
Anti-Infectives I (Chapters 10 – 13)
Anti-Infectives II (Chapters 10 – 13)
Chemotherapy (Chapter 14)
Feb. 24
TEST I
March 3
ANS Agents (Chapters 29 – 33)
Respiratory Agents (Chapters 53 – 55)
Presentations #1 and #2
March 10
CV Agents I (Chapters 42 – 43)
CV Agents II (Chapters 44 – 45)
PRESENTATIONS #3, #4 and #5
March 17
SPRING BREAK
March 24
CV Agents III (Chapters 46 – 47)
CV Agents IV (Chapters 48 – 49)
PRESENTATIONS #6 and #7
March 31
TEST II
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April 7
NSAIDs and Related Agents (Chapters 15 – 17)
Neurological Agents I (Chapters 19 – 21)
PRESENTATIONS #8, #9 and #10
April 14
Neurological Agents II (Chapters 22 – 24)
Neurological Agents III (Chapters 25 – 28)
PRESENTATIONS #11 and #12
April 21
GI Agents (Chapters 56 – 59)
Renal Agents (Chapters 50 – 52)
PRESENTATIONS #13, #14 and #15
April 28
TEST III
May 5
Optional Review (Dead Week)
May 12
COMPREHENSIVE FINAL EXAMINATION (1200 - 1400)
Grading Policy:
A = 90 - 100 % (450 – 500 points)
B = 80 - 89 % (400 – 449 points)
C = 75 - 79 % (375 – 399 points)
F = 74 % and below (below 375 points)
Attendance Policy:
Class attendance and participation are important. Students are expected to attend class.
Academic Integrity (A -9.1)
Academic integrity is a responsibility of all university faculty and students. Faculty members
promote academic integrity in multiple ways including instruction on the components of
academic honesty, as well as abiding by university policy on penalties for cheating and
plagiarism.
Definition of Academic Dishonesty
Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited
to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a
component of a class; (2) the falsification or invention of any information, including citations, on
an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or
plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your
own. Examples of plagiarism are (1) submitting an assignment as if it were one’s own work
when, in fact, it is at least partly the work of another; (2) submitting a work that has been
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purchased or otherwise obtained from an Internet source or another source; and (3) incorporating
the words or ideas of an author into one’s paper without giving the author due credit.
Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp
Withheld Grades (Semester Grades Policy A – 54)
Ordinarily, at the discretion of the instructor of record and with the approval of the academic
chair/director, a grade of WH will be assigned only if the student cannot complete the course
work because of unavoidable circumstances. Students must complete the work within one
calendar year from the end of the semester in which they receive a WH, or the grade
automatically becomes an F. If students register for the same course in future terms the WH will
automatically become an F and will be counted as a repeated course for the purpose of
computing the grade point average.
The circumstances precipitating the request must have occurred after the last day in which a
student could withdraw from a course. Students requesting a WH must be passing the course
with a minimum projected grade of C.
Students with Disabilities
To obtain disability related accommodations, alternate formats and/or auxiliary aids, students
with disabilities must contact the Office of Disability Services (ODS), Human Services Building,
and Room 325, 468-3004/ 468-1004 (TDD) as early as possible in the semester. Once verified,
ODS will notify the course instructor and outline the accommodation and/or auxiliary aides to be
provided. Failure to request services in a timely manner may delay your accommodations. For
additional information, go to http://www.sfasu.edu/disabilityservices/.
Acceptable Student Behavior
Classroom behavior should not interfere with the instructor’s ability to conduct the class or the
ability of other students to learn from the instructional program (see Student Conduct Code,
policy D – 34.1). Unacceptable or disruptive behavior will not be tolerated. Students who
disrupt the learning environment may be asked to leave class and may be subject to judicial,
academic or other penalties. The prohibition applies to all instructional forums, including
electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full
discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not
attend class regularly or who perform poorly on class projects/exams may be referred to the
Early Alert Program. This program provides students with recommendations for resources or
other assistance that is available to help SFA students succeed.
Late to Class
If you are late to class, please wait until the break to enter the classroom.
Cell Phones
Cell phones should be turned off and out of sight during this class. Their use is forbidden.
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Electronics
No computers, notebooks, or electronic tablets are allowed in class.
WEIGHTED MEAN AVERAGE
A student must have a weighted mean average of at least seventy-five percent (75%) on Tests I,
II, III and the Comprehensive Final Examination to pass the course. This does NOT include the
calculation exam(s). The weighted mean average will be calculated by taking each test score
and multiplying it by the percentage it is worth. Those results will be added and the total divided
by the total percentage of the tests.
If the weighted mean average of the tests is less than 75%, the student will earn an “F” in the
course.
A STUDENT WHO FAILS THE COURSE WILL NOT BE ALLOWED TO PROGRESS
IN THE NURSING PROGRAM.
CALCULATION TEST
A student must pass the Calculation Test before being allowed to administer medications in the
clinical area. A student who does not pass the Calculation Test will earn an “F” in the course.
The calculation test is pass/fail. A passing percentage is 90%. This grade is not included in the
weighted mean average.
MAKE-UP EXAMS
For good cause shown, Make-up Exams will be individually arranged.
HOMEWORK #1, #2, AND #3
Homework #1 is due Jan. 27, homework #2 is due Feb. 3, and homework #3 is due Feb. 10.
This homework is on D2L (Desire to Learn) and each will be worth 10 points for a total of 30
points.
PRESENTATIONS
Each student will be randomly assigned to a group and each group will do a presentation upon an
assigned critical thinking exercise in the text. This assignment is worth 70 points.
Students should be CREATIVE in the presentation. Skits, power point slides, videos and other
creative aides may be used.
Each group will prepare a brochure on the medication in the critical thinking exercise and
present it to the instructor and to each student in the class. The only written material will be a
reference page.
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TOTAL POINTS = 70
CONTENT
35 points
The presentation should include:
Brief summary of the critical thinking exercise
Basic facts about the medication or medication type
Important assessment data related to medication
Choose ONE (1) nursing diagnosis
Implementation
Evaluation
Relevant patient teaching
WRITTEN MATERIAL
5%
5%
5%
5%
5%
5%
5%
5 points
References
At least three (3) in addition to text
Do not use Wikipedia
Due on single piece of paper to instructor before
the actual presentation
PRESENTATION
10 points
The presentation should last between 10 and 15 minutes
Use of appropriate and creative audiovisual aides
Appropriate dress and actions
BROCHURE
20 points
The brochure should be creative
The information should be directed toward patient teaching
Part of a group project is learning to work together and every student will receive the same
grade. Because of this, please make sure all the work has been done to your satisfaction even if
it was not part of your specific assignment by the group.
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INTRODUCTION TO COURSE
Reading: Syllabus
DOSAGE CALCULATIONS I
Reading: Chapter 5 in Karch
Review Chapters 1 – 9 in Gray Morris
Review handouts
Student Learning Outcomes
8. Describe processes utilized in medication administration.
9. Demonstrate medication calculations through successful completion of calculation exam
prior to administering medications in the clinical setting.
Unit Objectives
1. Describe the measuring systems that can be used in drug therapy.
2. Convert between different measuring systems when given drug orders and available
forms of the drugs.
3. Calculate the correct dose of a drug when given examples of drug orders and available
forms of the drugs ordered.
4. Discuss why children require different dosages of drugs than adults.
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INTRODUCTION TO DRUGS
Reading: Chapters 1 & 2 in Karch
Review Chapters 10 – 14, 17 & 18 in Gray Morris
Student Learning Outcomes
1.
2.
3.
4.
5.
Identify concepts and principles of the arts, sciences, humanities, and nursing as
foundational content for the science of pharmacological nursing.
Identify the nursing responsibility and accountability related to pharmacology and
medication administration.
Identify the interdisciplinary collaboration involved with pharmacology.
Describe the moral, ethical, economic, political, and legal issues involved in nursing and
pharmacology.
Explain how holistic, socio-economic, spiritual, and ethno-cultural characteristics of
clients affect nursing and pharmacology.
Unit Objectives
1.
2.
3.
4.
5.
6.
Define pharmacology.
Describe federal and state controlled substances.
Differentiate between generic and brand-name drugs, OTC and prescription drugs.
Define drug interactions.
Explain the meaning of half-life, therapeutic index, and first-pass effect.
Describe how body cells respond to the presence of drugs that are capable of altering
their function.
7. Outline the process of dynamic equilibrium that determines the actual concentration of a
drug in the body.
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DRUG THERAPY
Reading: Chapters 3 and 6 in Karch
Student Learning Outcomes
1. Identify concepts and principles of the arts, sciences, humanities, and nursing as
foundational content for the science of pharmacological nursing.
2. Identify the nursing responsibility and accountability related to pharmacology and
medication administration.
3. Identify the interdisciplinary collaboration involved with pharmacology.
4. Describe the moral, ethical, economic, political, and legal issues involved in nursing and
pharmacology.
5. Explain how holistic, socio-economic, spiritual, and ethno-cultural characteristics of
clients affect nursing and pharmacology.
Unit Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Define the term adverse drug reaction and explain the clinical significance.
List types of allergic responses to drug therapy.
Discuss drug induced tissue damage.
Define the term poison.
Discuss the impact of the media, the internet, and direct-to-consumer advertising on drug
sales and prescriptions.
Explthe growing use of OTC drugs and the impact is has on safe medical care.
Discuss the lack of controls on herbal or alternative therapies and the impact this has on
safe drug therapy.
Define off-label use.
Describe measures being taken to protect the public in cases of bioterrism.
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CALCULATIONS II
Reading: Chapters 10 – 14, 17 & 18 in Gray Morris
Student Learning Outcomes
8. Describe processes utilized in medication administration.
9. Demonstrate medication calculations through successful completion of calculation exam
prior to administering medications in the clinical setting.
Unit Objectives
1. State the consequences of medication errors.
2. Identify the causes of medication errors.
3. Identify the role of the nurse in preventing medication errors.
4. State the “rights” of medication administration
5. Define critical thinking.
6. Explain the importance of critical thinking in medication administration.
7. Discuss the impact of client teaching.
8. Identify error-prone abbreviations, symbols and dose designations
9. Read and write correct medical notations.
10. State a ratio and proportion to solve a given dosage calculation problem.
11. Solve simple calculation problems using the ratio and proportion method.
12. Identify the forms of oral medication.
13. Identify the terms on the medication label to be used in calculation of dosages.
14. Calculate dosages for oral and liquid medications using ration and proportion.
15. Read medication labels on parenteral medications.
16. Calculate dosages of parenteral medications already in solution.
17. Identify appropriate syringes with which to administer dosages calculated.
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ENDOCRINE AGENTS
Reading: Chapters 34 – 37 in Karch
Student Learning Outcomes
1.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
2. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1. Name the glands of the traditional endocrine system and list the hormones produced by
each.
2. Discuss the theories of hormone action.
3. Outline the negative feedback system.
4. Describe the relationships between the hypothalamus and the pituitary gland.
5. Describe the mechanisms of action, indications for use, and pertinent educational needs
for clients taking hypothalamic and pituitary agents.
6. Explain the control of the synthesis and secretion and physiological effects of the
adrenocortical agents.
7. Describe therapeutic actions, indications, pharmacokinetics, contraindications, most
common adverse reactions and important drug-drug interactions associated with the
adrenocortical agents.
8. Describe the mechanisms of action, indications for use, and pertinent educational needs
for clients taking adrenocortical agents.
9. Explain the control of the synthesis and secretion of thyroid and parathyroid hormones.
10. Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs for clients taking thyroid and parathyroid agents.
11. Evaluate the effects of endocrine agents on physiologic and psychological processes.
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DIABETIC AGENTS
Reading: Chapter 38 in Karch
Review Handout on Insulin
Student Learning Outcomes
1. Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
2. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1. Describe the pathophysiology of diabetes mellitus, including changes to basement
2. Identify select drug classifications, mechanisms of action, indications for use and
pertinent client educational needs for clients taking diabetic agents.
3. Identify effects of diabetic agents on physiologic and psychological processes.
4. List signs and symptoms of hyperglycemia and hypoglycemia and the treatment for each.
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CALCULATIONS III
Reading: Chapters 19 – 23 in Karch
Student Learning Objectives
8. Describe processes utilized in medication administration.
9. Demonstrate medication calculations through successful completion of calculation exam prior
to administering medications in the clinical setting.
Unit Objectives
1. Identify the varying directions for reconstitution and select the correct directions to
prepare the dosage ordered.
2. Calculate dosages from reconstituted medications.
3. Identify important information on insulijn labels.
4. Measure insulin in single dosages.
5. Measure combined insulin dosages.
6. Identify common intravenous (IV) solutions and abbreviations.
7. Calculate milliliters per hour (mL/hr).
8. Calculate IV flow rate in drops per minute (gtt/min) using a formula method
9. Calculate the flow rate for medications ordered IV over a specified time period.
10. Calculate infusion times and completion times.
11. State the importance of calculating heparin dosages accurately.
12. Calculate heparin dosages being administered intravenously.
13. Calculate subcutaneous dosages of heparin.
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ANTI-INFECTIVES I
Reading: Chapters 7, 8 and 9 in Karch
Student Learning Outcomes
6. Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
7. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1.
2.
3.
4.
Explain selective toxicity and discuss its importance in anti-infective therapies.
Differentiate between board-spectrum and narrow-spectrum drugs.
Define bacterial resistance to antibiotics and discuss the emergence of resistant strains.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs for clients taking antibiotics.
5. Evaluate effects of antibiotics on physiologic and psychological processes.
6. Describe three common adverse reactions associated with the use of antibiotics.
7. Explain how an antibiotic is selected for use in a particular clinical situation.
8. Discuss use of antibiotics as they are used across the lifespan.
9. Compare and contrast prototype drugs for each class of antibiotics with other drugs in
that class.
10. Outline nursing considerations for patients receiving each class of antibiotic.
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ANTI-INFECTIVES II
Reading: Chapters 10, 11, 12 and 13 in Karch
Student Learning Outcomes
6.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
7. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs for clients taking antivirals, antifungals, antiprotozoals,
and anthelmintic agents.
2. Evaluate the effects of antivirals, antifungals, antiprotozals, and anthelmintic agents on
physiologic and psychological processes.
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CHEMOTHERAPY
Reading: Chapter 14 in Karch
Student Learning Outcomes
5.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
6. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1. Describe the nature of cancer and the changes the body undergoes when cancer occurs.
2. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, most
common adverse reactions, and important drug-drug interactions associated with each
class of chemotherapeutic agents.
3. Discuss the use of antineoplasstic drugs across the lifespan.
4. Compare and contrast the prototype drugs for each class of antineoplastic agents with the
other drugs in that class.
5. Outline the nursing considerations and teaching needs for patients receiving each class of
antineoplastic agents.
.
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ANS AGENTS
Reading: Chapters 29 – 33 in Karch
Student Learning Outcomes
6.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
7. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Describe the autonomic nervous system.
Outline a sympathetic response and the clinical manifestations of that response
Describe alpha and beta receptors.
Outline the actions of the parasympathetic nervous system.
Identify two ways the sympathetic drugs act of produce their effects.
Describe how adrenergic blocking agents produce their effects.
Describe how cholinergic agonists and antagonists produce their effects.
Describe the therapeutic actions, indications, pharmacokinetics, contraindications, most
common adverse reactions, and important drug-drug interactions associated with
adrenergic agonists, adrenergic antagonists, cholinergic agonists, and anticholinergics.
9. Outline the nursing considerations, including important teaching points, for patients
receiving an adrenergic agent, an adrenergic blocking agent, a cholinergic agent, or an
anticholinergic agent.
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RESPIRATORY AGENTS
Reading: Chapters 53 – 55 in Karch
Student Learning Outcomes
8.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
9. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1. Describe the major structures of the respiratory system.
2. Differentiate between the common conditions that affect the upper respiratory system.
3. Identify three conditions involving the lower respiratory tract, including the clinical
presentations of these conditions.
4. Describe the underlying pathophysiology involved in obstructive pulmonary disease and
correlate this information with the presenting signs and symptoms.
5. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, most
common adverse reactions, and important drug-drug interactions associated with drugs
acting on the respiratory tract.
6. Discuss the use of drugs that act on the respiratory tract across the lifespan.
7. Compare and contrast the prototype drugs with other agents in their class and with other
classes of drugs that act on the respiratory tract.
8. Outline the nursing considerations, including important teaching points, for patients
receiving drugs acting on the respiratory tract.
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CARDIOVASCULAR AGENTS
PARTS I, II, III, AND IV
Reading: Chapters 42 – 49 in Karch
Student Learning Outcomes
6.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
7. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1. Describe the flow of blood during the cardiac cycle, including flow to the cardiac muscle.
2. Describe the conduction system of the heart, correlating the normal ECG pattern with the
underlying electrical activity in the heart.
3. Discuss four normal controls for blood pressure
4. Describe the capillary fluid shift, including factors that influence the movement of fluid
in clinical situation.
5. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, most
common adverse reactions, and important drug-drug interactions associated with drugs
affecting blood pressure.
6. Discuss the use of drugs that affect blood pressure across the lifespan.
7. Describe the pathophysiologic process of heart failure and the resultant clinical signs.
8. Explain the body’s compensatory mechanisms that occur in response to heart failure.
9. Describe the therapeutic actions, indications, pharmacokinetics, contraindications and
cautions, most common adverse reactions, and important drug-drug interactions
associated with the cardiotonic agents.
10. Discuss the use of cardiotonic agents across the lifespan.
11. Compare and contrast the prototype drugs digoxin and inamrinone, and digoxin immune
Fab.
12. Outline the nursing considerations, including important teaching points, for patients
receiving cardiotonic agents.
13. Describe the cardiac action potential and its phases.
14. Discuss the use of arniarrhythmic agents across the lifespan. Compare and contrast the
prototype antiarrhythmic drugs lidocaine, propranolol, sotalol, and diltiazem with other
agents in their class and with other classes of antiarrhythmics.
15. Outline the nursing considerations, including important teaching points, for patients
receiving antiarrhythmic agents.
16. Describe coronary artery disease, including identified risk factors and clinical
presentation.
17. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, and
cautions, most common adverse reactions, and important drug-drug interactions
associated with the nitrates, beta-blockers, and calcium channel blockers used to treat
angina.
18. Discuss the use of antianginal agents across the lifespan.
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19. Compare and contrast the prototype drugs nitroglycerin, metoprolol, and diltiazem with
other agents used to treat angina.
20. Outline the nursing considerations, including important teaching points, for patients
receiving drugs used to treat angina.
21. Outline the mechanisms of fat metabolism in the body and discuss the role of
hyperlipidemia as a risk factor for coronary artery disease.
22. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, and
cautions, most common adverse reactions, and important drug-drug interactions
associated with the bile acid sequestrants, HMG-CoA inhibitors, cholesterol absorption
inhibitors, and other agents used to lower lipid levels.
23. Discuss the use of drugs that lower lipid levels across the lifespan.
24. Compare and contrast the various drugs used to lower lipid levels.
25. Outline blood coagulation in the body and compare with the actions of drugs used to
affect clotting.
26. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, most
common adverse reactions, and important drug-drug interactions associated with drugs
affecting blood coagulation.
27. Discuss the use of drugs that affect blood coagulation across the lifespan.
28. Compare and contrast the ptototype drugs aspirin, heparin, urokinase, antihemophilic
factor, and aminocaproic acid with other agents used to affect blood coagulation.
29. Outline the nursing considerations, inclinding important teaching points, for patients
receiving drugs used to affect blood coagulation.
30. Explain erythropoiesis.
31. Discuss the use of drugs used to treat anemias across the lifespan.
32. Compare and contrast the ptototype drugs epoetin alfa, ferrous sulfate, folic aicd, and
hydroxocobalamin with other agents in their class.
33. Outline the nursing considerations, including important teaching points, for patients
receiving drugs used to treat anemias.
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IMMUNE AGENTS
Reading: Chapters 15 - 17 in Karch
Student Learning Outcomes
6.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
7. Evaluate drug effects on physiologic and psychological processes
Unit Objectives
1. List four natural body defenses against infection.
2. Describe the cells associated with the body’s fight against infection and their basic
functions.
3. Outline the sequence of events in the inflammatory response.
4. Correlate the events in the inflammatory response with the clinical picture of
inflammation.
5. Outline the sequence of events in an antibody-related immune reaction and correlate
these events with the clinical presentation of such a reaction.
6. Describe the sites of action of the various anti-inflammatory agents.
7. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, most
common adverse reactions and important drug-drug interactions associated with each
class of anti-inflammatory agents and immune modulators.
8. Discuss the use of anti-inflammatory agents across the lifespan. Compare and contrast
the prototype drugs for each class of anti-inflammatory drugs and immune modulators
with the other drugs in that class.
9. Outline the nursing considerations and teaching needs for patients receiving each class of
anti-inflammatory agents and immune modulators.
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NEUROLOGICAL AGENTS
Reading: Chapters 19 -26 in Karch
Student Learning Outcomes
6.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
7. Evaluate drug effects on physiologic and psychological processes
Unit Objectives
1. Explain what a neurotransmitter is, including its origins and functions at the synapse.
2. Describe the function of the cerebral cortex, cerebellum, hypothalamus, thalamus,
midbrain, pituitary gland, medulla, spinal cord, and reticular activating system.
3. Define the states that are affected by anxiolytic or hypnotic agents.
4. Discuss the use of neurological agents across the lifespan.
5. Compare and contrast the prototype drugs for each class of anxiolytic or hypnotic drugs
with the other drugs in that class.
6. Outline the nursing considerations and teaching needs for patients receiving each class of
anxiolytic or hypnotic agent.
7. Describe the biogenic theory of depression
8. Compare and contrast protypical drugs in each class of antidepressant.
9. Outline the nursing considerations and teaching needs for patients receiving
antidepressants.
10. Define the term psychotherapeutic agent and list conditions that the psychotherapeutic
agents are used to treat.
11. Define the terms generalized seizure, tonic-clonic seizure, absence seizure, partial
seizure, and status epilepticus.
12. Describe the current theory of the cause of Parkinson disease and correlate this with the
clinical presentation of the disease.
13. Describe a spinal reflex and disucss the pathophysiology of muscle spasm and muscle
spasticity.
14. Outline the gate theory of pain and explain therapeutic ways to block pain using the gate
theory.
15. Discuss the use of different classes of narcotics, narcotic antagonists, and antimigraine
agents across the lifespan.
16. Describe the therapeutic actions, indications, pharmacokinetics, contraindications, mmost
common adverse reactions, and important drug-drug interactions associated with
neurological agents.
17. Outline the nursing considerations, including important teaching points, for patients
neurological agents.
18. Compare and contrast the prototype drugs for each class of neurologic agent with other
drugs in that class and other neurological drugs.
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GI AGENTS
Reading: Chapters 56 – 59 in Karch
Student Learning Outcomes
8.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
9. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1.
Identify the parts of the gastrointestinal (GI) tract, describing secretions, absorption,
digestion, and type of motility that occurs in each part.
2. Discuss the nervous system control of the GI tract.
3. List three of the local GI reflexes and describe clinical application of each.
4. Describe the steps involved in swallowing.
5. Discuss the vomiting reflex, addressing three factors that can stimulate the reflex.
6. Describe the current theories on the pathophysiological process responsible for the signs
and symptoms of peptic ulcer disease.
7. Describe the therapeutic actions, indications, pharmacokinetics, contraindications and
cautions, most common adverse reactions, and important drug-drug interactions
associated with drugs used to affect the GI tract.
8. Discuss the drugs used to affect the GU tract across the lifespan.
9. Compare and contrast prototypical drugs which affect the GI tract.
10. Outline nursing considerations, including important teaching points, for patients
receiving drugs used to affect the GI tract.
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RENAL AGENTS
Reading: Chapters 50 – 53 in Karch
Student Learning Outcomes
6.
Identify selected drug classifications, mechanisms of action, indications for use, and
pertinent client educational needs.
7. Evaluate drug effects on physiologic and psychological processes.
Unit Objectives
1. Review the anatomy and physiology of the kidney, including the structure of the nephron.
2. Explain the basic processes of the kidney and where these processes occur.
3. Describe the renin-angiotensin-aldosterone system, including controls and clinical
situations where the system is active.
4. Discuss the roles of the kidney in acid-base balance, calcium, regulation, and RBC
production, integrating this information to explain the clinical manifestations of renal
failure.
5. Define the term diuretic and list the five classes.
6. Describe the therapeutic actions, indications, pharmacokinetics, contraindications and
cautions, most common adverse reactions, and important drug-drug interactions
associated with the various classes of diuretic drugs, those drugs use to treat BPH, antiinfectives, analgesics, and bladder protectants.
7. Discuss the prototype drugs in each class of diuretic and compare with other agents in
their class.
8. Outline nursing considerations, including important teaching points, for patients
receiving renal agents.
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