Download Revised - International College of Health Sciences

Date
Course Title
Nursing Math and
Pharmacology
Credits
3 credits
Course
Number
NUR 1141
None
Pre-requisite
(s)
MAT0002, DEP 1000,
NUR 1889, 1822, 1045,
1025, 1025C,
Co-requisite
(s)
Hours
45 theory hours/45 clock
hours
Total outside
90 hours
hours
Note: A minimum of 2 hours of outside work is assigned per clock hour.
Place and Time of Class Meeting
International College of Health Sciences
2300 S Congress Ave, Suite 105
Boynton Beach, FL 33426
Hybrid
Name and Contact Information of Instructor
Instructor: Felicia Mallett
Email: [email protected]
Office Hours: By Appointment
Campus Telephone: (561) 202-6333
Method of Delivery: Online
Book required
Lehne’s Pharmacology for Nursing Care, 9/e, Jacqueline Rosenjack Burchum & Laura D. Rosenthal
©2016 | Pearson | Published: 2/2015
ISBN-9780323322614
Classroom expectations for students
Attendance Policy
Students must log into their online course prior to the third day of the course as dictated by the
drop policy of the college. Failure to log in by end of day three will result in the student being
dropped from the course. Attendance in online courses is defined as active participation in the
course. Active participation is defined as completion of all expectations outlined in the online
courses as contained in lesson plan, syllabi, and other course related documents within the
course. These expectations may include but are not limited to participation in discussion forums,
submission of completed assignments, and completion of quizzes and exams.
NOTE: Plagiarism is defined as the use, without proper acknowledgment, of the ideas, phrases,
sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the
unauthorized copying of software and the violation of copyright laws. Students who commit
plagiarism will obtain a grade of “Failure” on their exam or assignment.
A student will not receive credit if found to have plagiarized his/her work and may result in
suspension or dismissal from the school. Follow the link for examples of plagiarism, follow the
link : http://examples.yourdictionary.com/examples/examples-of-plagiarism.html
Course Description
This course combines theory and laboratory experiences to allow for mastery of the basic
principles of pharmacotherapeutics and the role of the nurse in safe effective administration of
medications with emphasis places on dosage calculations.
Learning Objectives
The primary goal is to establish knowledge and skills for the safety administration of drug
therapy within the role of the registered professional nurse.
STUDENT LEARNING OUTCOMES (SLO)
All students successfully completing this course will be able to:
1.1. Collect, analyze, and prioritize relevant physical, developmental, psychosocial, cultural,
spiritual, and functional assessment data to provide individualized patient care.
2 2. Utilize the nursing process, critical thinking, evidence-based information, and knowledge
from the arts and sciences to support sound clinical decisions.
3 3. Communicate effectively through verbal, nonverbal, written, and technological means with
individuals, families, and health care team members.
4 4. Plan and implement nursing care in a safe, compassionate, culturally sensitive manner that
preserves human dignity and promotes growth of individuals and families.
5 5. Manage the efficient, effective use of human, physical, financial, and technological
resources in providing continuity of care within and across healthcare settings.
6 6. Collaborate with individuals, families, and healthcare team members in providing
comprehensive, individualized patient care.
7 7. Demonstrate accountability in adhering to standards of professional practice within legal
and ethical frameworks.
8.8. Participate in activities that promote professional development and personal growth.
COURSE OBJECTIVES (CO)
All students successfully completing this course will be able to:
1.
Describe the mechanism of action, therapeutic uses, side effects, and adverse
reactions for
each major drug class. (SLO – 1, 2)
2.
Discuss basic physiological and pathophysiological mechanisms involved in the
rationale for
drug therapy. (SLO – 1, 2)
3.
4.
5.
Examine recent research findings and developments related to drug therapy.
(SLO-2)
Demonstrate the ability to accurately calculate drug dosages. (SLO- 3,4, 5)
Identify physical, developmental, psychosocial, religious, and cultural factors that
impact
drug therapy. (SLO-1, 3, 4, 6)
6.
Describe the nursing interventions and patient education necessary for safe
administration of
the major drug classes. (SLO– 2, 3, 5, 7)
Explain the nurse’s role in teaching patients receiving drug therapy. (SLO – 3, 5)
Identify the legal and ethical standards related to the nurse’s role in drug therapy.
(SLO – 3, 7)
9. Recognize the responsibility for continued learning regarding drug therapy. (SLO –3, 8)
7.
8.
Topical Outline and Schedule
DATE
WEEK 1
At the end of this lesson, you will be able to:
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SPECIFIC 
OBJECTIVES
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Compare and contrast antibody-mediated (humoral) immunity and cellmediated immunity, including in the discussion the general mechanisms
of antibody production on the host and how antibodies produce actions or
defenses in the host.
Identify the origins and roles of helper T lymphocytes (CD4 cells),
macrophages, and cytolytic T lymphocytes (CD8 cells).
State the main roles of the following cells, which are important in the
immune response: B lymphocytes (B cells), cytolytic T lymphocytes (T
cells, CD8 cells), helper T lymphocytes, macrophages/monocytes, and
mast cells/basophils.
Explain the general roles of the immunoglobulins and explain why they
are divided into five major classes.
Explain the MHC and its main functions, considering the functions in
terms of preventing autoimmune diseases and aiding organ/tissue/cell
transplantation.
Compare and contrast the basic mechanisms and outcomes of delayed and
immediate hypersensitivity reactions. In discussing delayed
hypersensitivity, integrate general concepts about cell-mediated
immunity.
Summarize the main purpose of the classical complement pathway and
how its activation eventually leads to cell death.
Describe the role of vaccines in maintaining health.
Differentiate between active and passive immunity and explain how
vaccines work.
Summarize the three main contraindications that apply to administration
of any vaccine.
State where to look for current information on required or recommended
vaccinations for children, and explain when and how these vaccines
should be given.
Explain why multiple doses of a vaccine are given for a particular
preventable infectious disease, rather than just a single dose.
Identify the two most common clinical uses for immunosuppressive
drugs.
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Explain why immunosuppressants can be considered both a blessing and
a potential curse to the host.
Summarize the main mechanism of action, pharmacokinetics, toxicity,
and drug-drug interactions involving calcineurin inhibitors in the context
of a holistic care plan that maximizes the drug’s desired effects while
minimizing the risks of adverse responses or drug interactions.
Name some of the common autoimmune disorders for which
immunosuppressants are used.
State the richest physiologic source of histamine and name the part or
parts of the body where histamine is found in abundance. Also, describe
the two main processes by which this chemical can be released from these
structures.
Summarize the main effects of histamine on airway smooth muscle tone,
arteriolar and venular tone, gastric acid secretion, and the heart (e.g.,
rate), and identify the receptor or receptors involved in these effects.
Identify the receptors that are blocked by a typical first-generation
H1 antagonist, especially as they relate to clinical uses and precautions for
their use.
Compare and contrast the effects of first- and second-generation
H1 antagonists on the central nervous system (CNS).
Summarize the benefits or limitations of antihistamines for managing
anaphylaxis, the signs and symptoms of the common cold, allergic
rhinitis, and asthma.
Describe the similarities or differences between the COX-1 and COX-2
pathways and state which (pathologic) physiologic process is mainly
responsible for analgesia, antiinflammatory activity, antipyresis, bleeding
tendencies, and gastric mucosal damage.
Discuss the beneficial and adverse actions of NSAIDs and the basic
mechanisms by which they occur.
Identify situations in which aspirin should not be used, even for relief of
mild or episodic headache or fever. Also, state which of the alternative
over-the-counter (OTC) analgesic/antipyretic drugs would be a more
acceptable alternative to aspirin and why.
Compare and contrast the signs and symptoms of acute poisoning with
aspirin and with acetaminophen; the time course of the signs and
symptoms and underlying causes; and the management of these
conditions.
Describe the feedback loop and its components that regulate physiologic
glucocorticoid secretion.
Describe the general mechanism by which glucocorticoids cause their
biologic effects. Also, compare the cellular site of glucocorticoid
receptors with those of typical agonists, such as epinephrine or
acetylcholine.
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State and describe the main therapeutic uses of glucocorticoids for
nonendocrine disorders.
In terms of mechanisms and targets of action, state why glucocorticoids
have greater antiinflammatory activity than nonsteroidal antiinflammatory
drugs (NSAIDs).
State and describe the physiologic effects of glucose administration on the
metabolism, the cardiovascular system, the stress response, fluid and
electrolytes, and the respiratory system in neonates.
Describe issues related to the timing of glucocorticoid administration,
particularly with regard to maximizing therapeutic responses and
minimizing adverse responses during corticosteroid administration and
discontinuation.
Describe the potential risks to and relative glucocorticoid requirements of
patients who are under physiologic stress and during discontinuation of
systemic glucocorticoids.
Discuss issues and concerns related to administering pharmacologic doses
of glucocorticoids to women who are pregnant or breast-feeding their
infants.
Unit 11: Anti-inflammatory, Antiallergic, and Immunologic Drugs
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TOPIC (S)
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Review of the Immune System
Childhood Immunization
Immunosuppressants
Antihistamines
Cyclooxygenase Inhibitors: Nonsteroidal Anti-inflammatory Drugs and
acetaminophen
Glucocorticoids in Nonedocrine Disorders
READING ASSIGNMENT
LEARNING
ACTIVITIES
Chapter 67: pp 806 – 816
Chapter 68: pp 817 – 833
Chapter 69: pp 834 – 840
Chapter 70: pp 841 – 848
Chapter 71: pp 849 – 868
Chapter 72: pp 869 - 917
DISCUSSION (Choose 1)
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Develop plans of care for an immunocompromised patient and share
yours in this discussion.
Measles, mumps, and rubella virus vaccine (MMR) is a combination
product composed of three live virus vaccines. Discuss the _current
debate over _vaccines.
Summarize the three main contraindications that apply to administration
of any vaccine.
Explain why immunosuppressants can be considered both a blessing and
a potential curse to the host.
Discuss issues and concerns related to administering pharmacologic doses
of glucocorticoids to women who are pregnant or breast-feeding their
infants.
ASSIGNMENT
Review the syllabus
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete case study
ASSESSMENT
Discussion & response
Case Study: Side Effects
Submit signed Syllabus Acceptance Form
Homework: Chapter readings: Chapters 73, 74, 75, 76, & 77.
DATE
WEEK 2
At the end of this lesson, you will be able to:
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SPECIFIC
OBJECTIVES
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Discuss the etiology, pathophysiology, clinical presentation, and longterm complications of rheumatoid arthritis (RA).
Discuss the three classes of drugs used in the treatment of rheumatoid
arthritis and identify the importance of early use of disease-modifying
antirheumatic drugs (DMARDs).
Compare and contrast the main adverse effects of the nonbiologic and
biologic DMARDs used in the treatment of RA.
Discuss the role of nonsteroidal antiinflammatory drugs (NSAIDs) and
glucocorticoids in the treatment of RA based on current management
guidelines.
Discuss the etiology, pathophysiology, clinical presentation, and
treatment of gouty arthritis.
Discuss the first-line agents for relieving the pain of an acute gouty attack
and explain when glucocorticoids and colchicine are acceptable
alternatives.
Give an overview of the metabolic pathway by which uric acid is formed,
starting with the original source, adenosine triphosphate (ATP); name the
enzyme involved in the conversion of hypoxanthine to xanthine and
xanthine to uric acid; and compare and contrast the solubility of
hypoxanthine, xanthine, and uric acid in body fluids (e.g., urine, synovial
fluid).
Summarize the mechanisms of action of allopurinol, probenecid, and
colchicine in the context of hyperuricemia, gout, and gouty arthritis. In
addition, state where each fits into a treatment plan for asymptomatic
hyperuricemia, treatment of acute gout, and prophylaxis of recurrent
attacks, and when and why each should not be used.
Describe the dose-dependent effects of aspirin on renal handling of uric
acid and discuss the roles of this nonsteroidal antiinflammatory drug
(NSAID), which is the one most commonly used in the therapy of
asymptomatic hyperuricemia and gout.
Briefly describe the roles of parathyroid hormone and vitamin D as they
affect absorption of dietary calcium and bone mineral metabolism.
Briefly describe the roles of osteoblasts and osteoclasts in bone formation
and resorption.
Compare and contrast the benefits, limitations, and risks of estrogen
replacement therapy with those of raloxifene in terms of their effects on
bone metabolism and integrity; risks of breast and endometrial cancer;
menstrual bleeding; other signs and symptoms of menopause; the
incidence of thromboembolism; and fetal development, should the patient
receiving the drug be pregnant.
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Describe the typical etiologies and characteristic signs, symptoms, and
laboratory abnormalities associated with hypocalcemia and
hypercalcemia.
Describe drug therapies and nondrug interventions that are indicated for
osteoporosis, making sure to distinguish between prophylaxis and
treatment of the disease once it has been diagnosed.
State a reasonably accurate definition of asthma that includes an
understanding of the roles and involvement of airway smooth muscle
hyper-responsiveness and inflammation in the disease. Also, describe the
typical signs and symptoms that would lead to the diagnosis of a
respiratory disorder as asthma.
State the criteria used to classify the severity of asthma based on
impairment and risk.
Summarize the mechanisms of action, roles, and limitations of the
following drugs in the therapy of asthma: beta-adrenergic agonists,
glucocorticoids, methylxanthines, mast cell stabilizers, leukotriene
modifiers, anticholinergic drugs, and glucocorticoid/LABA combinations.
Describe the two basic goals in the treatment of chronic asthma.
Compile a list of drugs or drug groups that are relatively or absolutely
contraindicated in patients with asthma, and state the main reasons why.
Discuss some nondrug interventions that might be used to reduce the
frequency and severity of asthma attacks.
Review the basic pharmacology of drugs for allergic rhinitis.
Summarize the roles of antihistamines, glucocorticoids, and
sympathomimetic decongestants in terms of managing the signs,
symptoms, and underlying causes of the common cold.
Discuss the use of zinc and vitamin C for colds in children and adults.
Unit 12: Drugs for Bone and Joint Disorders
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TOPIC (S)
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Drug Therapy of Rheumatoid Arthritis
Drug Therapy of Gout
Drugs Affecting Calcium levels and Bone Mineralization
Unit 13: Respiratory Tract Drugs
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Drugs for Asthma and Chronic Obstructive Pulmonary Disease
Drugs for Allergic Rhinitis, Cough, and Colds
READING ASSIGNMENT
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Chapter 73: drug Therapy of Rheumatoid Arthritis – pp 879 – 890
Chapter 74: Drug Therapy of Gout – pp 891 – 895
Chapter 75: Drugs Affecting Calcium Levels and Bone Mineralization
– pp 896 – 917
Chapter 76: Drugs for Asthma and Chronic Obstructive Pulmonary
Disease – pp 918 – 938
Chapter 77: Drugs for Allergic Rhinitis, Cough, and Colds – pp 939 –
948
DISCUSSION (Choose One)
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LEARNING
ACTIVITIES
Discuss the use of zinc and vitamin C for colds in children and adults.
Describe the two basic goals in the treatment of chronic asthma.
Discuss the etiology, pathophysiology, clinical presentation, and
treatment of gouty arthritis.
ASSIGNMENT
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete case study
Review Nursing Math Calculations (Although not a required textbook, it
may be helpful to reference the following book: Calculation of Drug
Dosages: A work Text, by Ogden Fluharty)
ASSESSMENT
Discussion & response
Case study
Quiz
Homework: Chapter readings: Chapters 78, 79, 80
DATE
SPECIFIC
OBJECTIVES 
WEEK 3
At the end of this lesson, you will be able to:
Describe peptic ulcer disease as an imbalance between protective and
destructive factors on the gastrointestinal (GI) mucosa. Also, state the
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contributions of histamine, gastrin, and acetylcholine to overall gastric
acid secretion and explain why gastric acid is a necessary (but not in itself
sufficient) component of the development of peptic ulcers.
Summarize the benefits and limitations of drug therapy targeted at the
destructive factors on the GI mucosa and identify which drugs or drug
groups truly alter the underlying disease processes rather than creating a
local environment that is conducive to natural ulcer healing.
Discuss short-term and long-term goals of therapy for peptic ulcer disease
and identify one or more drugs or drug groups that can meet those goals
quicker or better than others.
State conditions for which a trial of over-the-counter (OTC) drug therapy
might be indicated, either for peptic ulcer disease (PUD) or
gastroesophageal reflux disease (GERD). In addition, recommend a
treatment plan that involves OTC drugs; also, with regard to this plan,
highlight the limitations and potential dangers of self-medication with
OTCs and state findings that necessitate a visit to a physician.
Identify the four main chemicals in single-ingredient antacid products and
the major benefits or limitations of each. State the ingredients typically
found in proprietary antacid combination products and give the rationale
for using them rather than single-ingredient products. Include the main
expected effects of single-ingredient antacids on gut motility.
Compare and contrast the H2 blockers in terms of efficacy, side effects,
and drug-drug interactions. Also, be able to argue for or against the
selection of a particular H2 blocker over another.
State the role of antihistamines (e.g., diphenhydramine) in the
management of PUD.
State the role of proton pump inhibitors in the management of PUD.
Prepare a short list of drugs or drug groups (classes) that are ulcerogenic.
Describe the principal functions of the colon and what constitutes a
normal bowel movement.
Define constipation and describe nondrug measures to correct it.
Identify indications for the use of a laxative.
Describe the basic pharmacology of laxatives and distinguish among
surfactant laxatives, stimulant laxatives, and osmotic laxatives.
Describe the causes, consequences, and treatment of laxative abuse.
Discuss the mechanisms by which emesis is triggered and the main
neurotransmitters that participate in the triggering of signs and symptoms.
Describe the drugs used as antiemetics and summarize their mechanism of
action, if known.
Describe a care plan for managing chemotherapy-induced nausea and
vomiting, including interventions and drugs that would be suitable for the
three main types of emesis seen in this setting (anticipatory, acute, and
delayed), as well as considerations for effective routes of administration.
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Unit 14: Gastrointestinal Drugs
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TOPIC (S)
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Drugs for Peptic Ulcer Disease
Laxatives
Other Gastrointestinal Drugs
READING ASSIGNMENT
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Chapter 78: Drugs for Peptic Ulcer Disease – pp 947 – 962
Chapter 79: Laxatives – pp 963 – 970
Chapter 80: Other Gastrointestinal Drugs – pp 971 – 986
DISCUSSION
Discuss the relationship of mucosal defenses and aggressive factors to
health and peptic ulcer disease (p. 948) to begin a discussion of the factors
that protect against or lead to ulcer formation. You are reminded that the
protective factors are the basis for pharmacologic intervention.
LEARNING
ACTIVITIES
ASSIGNMENT
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete the chapter test by Friday at 11:55 pm EST
Use the Math test as a practice exam
ASSESSMENT
Discussion & response
Math quiz( Practice)
Quiz Chapters 78, 79, 80
Homework: Chapter readings: 81-82
DATE
WEEK 4
At the end of the week, the student will be able to:
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SPECIFIC
OBJECTIVES
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State the overall functional role of vitamins in maintaining good health.
In general terms, compare and contrast the Recommended Dietary
Allowance (RDA), Adequate Intake (AI), Tolerable Upper Intake Level
(UL), and Estimated Average Requirement (EAR) with regard to vitamin
intake.
Identify the two major vitamin groups or classifications and the factor or
factors that place a vitamin in either of those groups.
Recognize the common synonyms or alternative terms (or common
pharmaceutical products) for the following vitamins: 1. Niacin ‒ nicotinic
acid, nicotinamide; 2. Vitamin A ‒ retinol; 3. Vitamin B1 ‒ thiamine; 4.
Vitamin B12 ‒ cyanocobalamin; 5. Vitamin B2 ‒ riboflavin; 6. Vitamin
B6 ‒ pyridoxine; 7. Vitamin C ‒ ascorbic acid; 8. Vitamin E ‒ alphatocopherol.
State the main biochemical roles of the following vitamins and the
clinical findings or consequences of inadequate or excessive levels:
vitamins A, C, D, E, K, B1, B2, B6, B12, niacin, and folic acid.
State the common comorbidities associated with obesity.
Give a general overview of the importance of existing comorbidities in
determining whether or how to initiate weight-loss therapy.
Discuss the management of obesity, including the benefits, risks, and
limitations of lifestyle changes, drug therapy, and surgery.
Identify the main pharmacologic classes and mechanisms of appetite
suppressants and the common medical or psychologic conditions they
may aggravate.
Describe serotonin syndrome and the weight-loss medication that is most
likely to trigger it; also, identify drugs that increase the risk of this serious
response.
Summarize the main calorie-lowering actions of and indications for
orlistat. Also, identify its main site of action, compare it with that of such
drugs as sibutramine or the amphetamines, and explain the clinical
consequences of orlistat’s different site of action.
TOPIC (S)
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Identify the main drug used in many over-the-counter (OTC) weight-loss
aids, the potential adverse peripheral autonomic effects, and common and
important contraindications to its use.
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Vitamins
Drugs for Weight Loss
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READING ASSIGNMENT
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Chapter 81: Vitamins – pp 987 – 995
Chapter 82: Drugs for Weight Loss – pp 996 – 1000
DISCUSSION (Choose 1)
ASSIGNMENT
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
LEARNING
ACTIVITIES
Respond to at least one classmate by Friday at 11:55 pm EST
Complete Pharmacology Midterm by Friday at 11:55 pm EST
Math Quiz
ASSESSMENT
Discussion & response
Math quiz
Quiz
Homework: Chapter readings: 83-90. Practice Dosage and
Calculations for Math Midterm.
DATE
SPECIFIC
OBJECTIVES
WEEK 5
At the end of this lesson, the student will be able to:
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Define selective toxicity as it applies to the general mechanisms by which
antibiotics work against invading pathogens but not against host cells.
Give a working definition of narrow-spectrum antibiotics and broadspectrum antibiotics and state when one or the other would be preferred
as a therapeutic approach and why.
Explain the fundamental difference between bactericidal and
bacteriostatic drugs and state the host-related factors required for
successful therapy with a bacteriostatic agent.
State the main mechanisms by which microbes develop resistance to
antimicrobial drugs. Also, address the important issues of spontaneous
mutations and R factors.
Understand the concept and purpose of the broth dilution procedure and
the disk-diffusion test in determining the susceptibility of bacteria to
antibiotics.
Discuss the general rationale and need for using antibiotics in
combination as well as situations in which antibiotic combinations should
be avoided.
Describe generally accepted indications for prophylactic antimicrobial
therapy.
Discuss the misuse of antibiotics, its general prevalence, why misuse
persists as a major health problem, and the consequences. Give some
examples of common situations in which iatrogenic antibiotic misuse
occurs.
Start preparing a table to be completed in the remaining chapters in this
unit. Include (1) the names of each main drug class as well as prototypes
and important related drugs; (2) whether and for what infections and
infectious organisms the drugs are considered first-line treatment; (3)
whether the drugs are bacteriostatic or bactericidal; (4) specific and
important contraindications; (5) the relative degree to which resistance
develops and a general mechanism by which resistance occurs; (6) the
general risk for allergic reactions and whether antibiotics in other classes
may cross-react to trigger allergic responses; and (7) any specific host
toxicities.
Describe the basic mechanism of action of the penicillins.
Compare and contrast gram-positive and gram-negative bacteria; state
which penicillins are able to penetrate the outer membrane of gramnegative bacteria.
Describe the beta-lactam ring. Also, explain why penicillins are part of
the family of antibiotics called the beta-lactam antibiotics, and state how
that relates to the vulnerability of these antibiotic classes to inactivation
by certain bacteria.
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State the four main classes of penicillins: (1) narrow-spectrum penicillins
that are penicillinase sensitive, (2) narrow-spectrum penicillins that are
penicillinase resistant, (3) broad-spectrum penicillins, and (4) extendedspectrum penicillins. Also, for each group, identify the prototype and
indicate the bacterial types or strains that typically respond to them.
Explain the clinical significance of various salts of penicillin G in terms
of pharmacokinetics, spectrum of activity, susceptibility to penicillinases,
unique side effects, and adverse reactions.
Recognize penicillins as a main cause of drug-induced allergic reactions.
Also, compare and contrast immediate, accelerated, and delayed
hypersensitivity reactions in terms of time of onset and main signs and
symptoms.
Given a patient’s history of severe hypersensitivity reactions to penicillin,
state at least one other group of antibiotics that should not be administered
because of the risk of cross-reactivity.
Recognize clavulanic acid, sulbactam, and tazobactam as penicillinase
inhibitors that are combined with certain broad- or extended-spectrum
penicillins and as drugs that lack intrinsic toxicity and antibiotic effects
and do nothing to reduce the risk or severity of hypersensitivity reactions
in susceptible patients.
Describe the general rationale and indications for using both intravenous
penicillin and an aminoglycoside. State the practical and correct reason
for administering them together.
Compare and contrast cephalosporins (as a single large drug class) and
penicillins with respect to general mechanisms of action and mechanisms
by which resistance develops.
Identify a prototype or representative example for each of the four
generations of cephalosporins. Differentiate the groups in terms of
mechanism of action, spectrum of action, susceptibility to
destruction/inactivation by beta-lactamases, and access to the
cerebrospinal fluid.
Focus on imipenem as the prototype for carbapenems; also, recognize its
broad spectrum of activity and explain how it influences when the drug
should or should not be used.
State the characteristics of vancomycin that make it such a critically
important drug, yet one that is not used unless an infection is very serious
or other antibiotics fail or cannot be given to a particular patient.
Unit 16: Chemotherapy of Infectious Diseases
TOPIC (S)
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Basic Principles of Antimicrobial Therapy
Drugs that Weaken the Bacterial Cell Wall 1: Penicillins
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Drugs that Weaken the Bacterial Cell Wall II: Cephalosporins,
Carbapenens, Vancomycin, Telavancin, Aztronaim, and Fosfomycin
Bacteriostatic Inhibitors of Protein Synthesis: Tratracyclines, Marolides,
and Others
Aminoglycosides: Bactericidal Inhibitors of Protein Synthesis
Sulfonamides and Trimethoprim
Drug Therapy of Urinary Tract Infections
Antimycobaterial Agents: Drugs for Tuberculosis, Leprosy,
and Mycobacterium avium Complex Infections
READING ASSIGNMENT
Chapter 83: pp 1001 - 1014
Chapter 84: 1015 – 1024
Chapter 85: pp 1025 – 1036
Chapter 86: 1026-1037
Chapter 87: 1038-1050
Chapter 88: 1051-1058
Chapter 89: 1059-1066
Chapter 90: 1067-1071
DISCUSSION
Review the normal cell wall physiology of bacteria and discuss how
cephalosporins affect the bacterial cell wall.
Visit http://www.emedexpert.com/compare/cephalosporins.shtml
LEARNING
ACTIVITIES
ASSIGNMENT
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete math midterm by Friday at 11:55 pm EST
ASSESSMENT
Discussion & response
Math midterm
Homework: Chapter readings: 91-96
DATE
WEEK 6
At the end of this lesson, the student will be able to:

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SPECIFIC
OBJECTIVES 
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Summarize the main clinical uses for the fluoroquinolones, focusing on
the organisms or infections for which one of these drugs is considered
first-choice therapy.
Describe the adverse effects of fluoroquinolones.
Recognize that tendon rupture is a rather unusual adverse response
associated with ciprofloxacin and other fluoroquinolones. Also,
demonstrate understanding of how tendon rupture may occur; point out
that the risk means certain patient populations should not use the drug;
and explain how to monitor for tendon rupture when the drug is used.
Recognize the potential for serious neurotoxicity and nephrotoxicity
associated with parenteral use of polymyxin B and the impact of such
concerns on the use of this medication.
Compare and contrast opportunistic and nonopportunistic infections (the
general terms), particularly the patient populations most likely to acquire
them.
Identify the drug that is the agent of choice for most systemic mycoses;
describe its main mechanism of antifungal action; and state whether it is
best used for minor or more serious fungal infections and why.
Compare and contrast the basic biology, epidemiology, and treatment of
fungi with that of bacteria, explaining why amphotericin B is effective
against fungi but not against bacteria and why host-centered toxicity of
amphotericin B is much greater and more prevalent than with most
antibiotics.
Discuss the main indications for intravenous amphotericin B; also,
identify the drug’s three most common adverse responses and the
precautions that should be taken to minimize their effects.
Explain what azole antifungal drugs are and give examples; also,
recognize that these drugs, when given systemically, can be a major cause
of interactions with other drugs by inhibiting their hepatic metabolism.
Summarize the main similarities and differences between how a typical
antibiotic affects bacterial metabolism, having minimal or no effects on
host-cell metabolism, and how antiviral drugs more often affect both the
target organisms and the host.
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Recognize that acyclovir is the drug of choice for most herpes simplex
and varicella-zoster virus infections and explain the drug’s main actions,
uses, and other key clinical pharmacologic properties.
Describe the adverse effects of acyclovir and ganciclovir and how the
route of administration affects those responses.
Compare and contrast hepatitis B and hepatitis C, the two most common
strains of viral hepatitis, in terms of prevalence, mode of transmission,
incidence of acute and chronic disease, lethality, and prevention and
management (for example, vaccines, treatments for active disease).
Summarize current guidelines or recommendations for prophylactic
influenza vaccination and identify high-risk populations most likely to
benefit from prophylaxis. Also, explain why the vaccines seem to keep
changing from one flu season to the next.
Define a retrovirus in terms of the transcription of information between
viral deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). Also,
compare the sequence of the basic events in retroviruses with what goes
on in a typical host cell.
Recognize that helper T-lymphocyte (CD4) cells are the main target of
HIV. Also, explain what CD4 cells do to/for the human
immunodeficiency virus (HIV), why they are important to the host, and
how these facts relate to the opportunistic infections that accompany
acquired immunodeficiency syndrome (AIDS).
Describe the three phases of HIV infection and the likely levels of CD4
cells and HIV in each. Also, explain why the CD4 and HIV levels change
as they do.
In simple terms, explain what the main classes of antiretroviral drugs do
to impair viral replication or function biochemically. (Understanding what
these drugs do ensures a good grasp of how retroviruses such as HIV
cause infections and damage host cells.)
Give a reasonable explanation of why HIV infection does not kill people
directly, pointing out that infected individuals die of the consequences of
other events that develop when the infection turns into AIDS.
Briefly summarize the antiretroviral mechanism of action of the protease
inhibitors and recognize hyperglycemia and its consequences, a pseudoCushing’s syndrome, and hyperlipidemias as key adverse responses to
these drugs. Also, state the main monitoring methods or interventions for
these adverse responses.
Explain highly active antiretroviral therapy (HAART) and indicate why
multidrug therapy for HIV/AIDS is important. Also, explain drug or drug
class selection and the merits of combination therapy.
Recognize that the blood levels, effects, and toxicity of saquinavir as the
prototype protease inhibitor are very dependent on the level of activity of
the liver’s P450 drug-metabolizing system. Recognize that the proteases,
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in general, inhibit the P450 system. Identify some of the key drugs that
interact with protease inhibitors, either by inhibiting or inducing the P450
system, and predict the consequences of such interactions.
Identify the three main reasons for changing antiretroviral therapy and
summarize some reasonable guidelines for the process of changing
treatment.
Identify some of the common opportunistic infections in patients with
HIV/AIDS. Also, identify and describe some of the common modalities
for prophylaxis and treatment of these opportunistic infections.
Explain some of the main impediments to proper, optimal therapy of
HIV/AIDS, including not only pharmacologic considerations but also
economic and compliance factors.
Describe the special therapeutic and preventive approaches that must be
taken for pregnant HIV/AIDS patients, for adolescents with active
infection, and for infected neonates and infants.
Give an accurate definition of sexually transmitted diseases (STDs) and
explain how the term encompasses more than one clinical presentation.
Make an accurate statement about the overall incidence of an individual
STD in the context of diseases likely to be encountered in clinical
practice.
Describe the various treatments and prophylactic measures for STDs and
explain how and why previously effective antibiotic therapies have
become outmoded because of resistance.
Describe the symptoms and time courses of the three main stages of
syphilis, as well as the typically recommended therapies for syphilis in
adults, during pregnancy, and in newborns with congenital exposure
to Treponema pallidum.
Summarize a general drug plan for a patient with syphilis who also has a
history of severe hypersensitivity reaction to penicillin.
State the most common route by which neonatal gonococcal infection
occurs and the most common and handicapping consequence of that
neonatal infection; also, describe the usual prophylactic measures taken
with neonates and why they must be done.
State the main criterion that differentiates an antiseptic from a
disinfectant.
Discuss how healthcare providers can use antiseptics and disinfectants to
protect patients and themselves from infections.
Describe the preferred treatments for established local cutaneous
infections.

Unit 16: Chemotherapy of Infectious Diseases, continued
TOPIC (S)

Chapters 91-96
READING ASSIGNMENT
Chapter 91: pp 1086-1092
Chapter 92: pp. 1093-1105
Chapter 93: pp 1106 - 1123
Chapter 94: pp 1124 - 1166
Chapter 95: pp: 1167-1174
Chapter 96:, pp: 1175-1181
DISCUSSION (Choose 1)



Describe the adverse effects of fluoroquinolones
Describe the three phases of HIV infection and the likely levels of CD4
cells and HIV in each. Also, explain why the CD4 and HIV levels change
as they do.
Describe the preferred treatments for established local cutaneous
infections.
LEARNING
ACTIVITIES
ASSIGNMENT
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete math quiz by Friday at 11:55 pm EST
ASSESSMENT
Discussion & response
Math quiz
Quiz Chapters, 91-96
Homework: Chapter readings: Chapters 97-100
DATE
WEEK 7
At the end of this lesson, the student will be able to:



SPECIFIC
OBJECTIVES



TOPIC (S)
Give an accurate definition of sexually transmitted diseases (STDs) and
explain how the term encompasses more than one clinical presentation.
Make an accurate statement about the overall incidence of an individual
STD in the context of diseases likely to be encountered in clinical
practice.
Describe the various treatments and prophylactic measures for STDs and
explain how and why previously effective antibiotic therapies have
become outmoded because of resistance.
Describe the symptoms and time courses of the three main stages of
syphilis, as well as the typically recommended therapies for syphilis in
adults, during pregnancy, and in newborns with congenital exposure
to Treponema pallidum.
Summarize a general drug plan for a patient with syphilis who also has a
history of severe hypersensitivity reaction to penicillin.
State the most common route by which neonatal gonococcal infection
occurs and the most common and handicapping c
Unit 17: Chemotherapy of Parasitic Diseases
READING ASSIGNMENT
Chapter 97: pp: 1182-1186
Chapter 98: pp: 1187-1194
Chapter 99: pp 1195 - 1200
Chapter 100: pp 1201 – 1205
DISCUSSION (Choose 1)
LEARNING
ACTIVITIES



Discuss the adverse effects of the various drug therapies used for the
different forms and stages of malaria.
Discuss drug therapies for the various protozoal infections
Summarize the differences between scabies and the three main types of
pediculosis so as to clarify them to a layperson.
ASSIGNMENT
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete case study
ASSESSMENT
Discussion & response
Case study
Quiz Chapters 97-100
Homework: Chapter readings: Chapters 101-103 ; Call Michelle, order
your Pharm HESI exam and schedule your testing date.
DATE
WEEK 8
At the end of this lesson, the student will be able to:


SPECIFIC
OBJECTIVES


Describe why the three main treatment approaches to cancer (drugs,
surgery, and radiation) can be considered and often are used as adjuvants
to one another. Also, state the general types of cancers for which surgery
and radiation therapy generally are not the primary approaches and for
which pharmacologic treatment therefore is mainly used.
Summarize the main states of the cell cycle (G0, G1, S, G2, M) and
briefly describe what occurs in each stage. Also, explain the following:
whether or why the cell cycle state is in affects a cell’s response to
anticancer drugs; how this relates to the concept of growth fraction; and
how, in general, solid tumors differ from disseminated cancers in terms of
their responsiveness to cancer chemotherapy.
In general terms, compare and contrast the typical cancer
chemotherapeutic drug with the typical antibiotic with respect to the
concept of selective toxicity.
Recognize that cancer cells tend to develop resistance to anticancer drugs
through random mutation and that these mutations can have the following
consequences in terms of the cancer cells’ response to a specific drug.
The cells may do any of the following: become less able to take up the
drug, improve their ability to pump the drug out of the cells, lose their
ability to transform the drug into an active and cytotoxic metabolite, or
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develop better or faster ways to repair the damage caused by the
chemotherapeutic agent.
Summarize the basic principles and concepts that apply to how and why
multidrug therapy is preferred for treating cancers.
Give a succinct but accurate explanation of why drug therapy of
disseminated cancers usually is more successful than drug
treatment of solid tumors.
Identify and describe the main classes of anticancer drugs in terms of
their main mechanisms of action.
Differentiate between cell-cycle phase–specific and cell-cycle phase–
nonspecific anticancer drugs in terms of their mechanisms of action on
cell growth and replication. Also, state the main advantages or limitations
of drugs in these two groups in terms of general efficacy against cancer
cells.
Summarize the main roles of deoxyribonucleic acid (DNA) replication,
transfer of DNA’s genetic message to ribonucleic acid (RNA) and onto
protein synthesis, and the role of mitosis and microtubular formation as
they affect cancer cell growth and reproduction.
Identify the side effects and adverse responses that are generally common
to all anticancer drugs and explain why they occur.
Identify the anticancer drugs that exert selective toxicities that are not
shared by many or any other anticancer agents, focusing on pulmonary,
cardiac, renal, and hepatic toxicity and neurotoxicity.
Compare and contrast the basic mechanisms of action, clinical
indications, and general toxicities of anticancer drugs discussed in this
chapter.
Summarize the likely benefits of glucocorticoids, not merely as anticancer
drugs per se, but also as useful adjuncts in management of cancers with
other drugs or nondrug modalities. Consider the main systemic adverse
responses that almost always occur, along with the beneficial effects.
State the precautions and related risk factors that should go into a decision
about whether to administer tamoxifen either to prevent or treat estrogensensitive breast cancers in women.
Summarize the desired and unwanted effects of antiestrogens and
selective estrogen receptor modifiers (SERMs) when used for cancer.
Describe the paradoxic effects of leuprolide on androgen-dependent
advanced prostatic cancer, and name the adjunctive intervention that
might prevent the drug’s unwanted effects on the cancer.

TOPIC (S)
Unit 18: Cancer Chemotherapy
READING ASSIGNMENT
Chapter 101:
Chapter 102:
Chapter 103:
DISCUSSION (Choose 1)


Review the most common toxicities of chemotherapy and discuss
prevention and treatment options for patients being treated with
chemotherapy. List nursing interventions for each option.
Identify and describe the main classes of anticancer drugs in terms of their
main mechanisms of action.
ASSIGNMENT
LEARNING
ACTIVITIES
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete math quiz by Friday at 11:55 pm EST
ASSESSMENT
Discussion & response
Math quiz
Take your Hesi Pharm Exam and pass with a minimum score of 850
Homework: Read Chapters 104-108
DATE
WEEK 9
At the end of this lesson, the student will be able to:
SPECIFIC
OBJECTIVES


Compare and contrast open-angle glaucoma and angle-closure glaucoma
in terms of etiology, prevalence, and management.
Summarize how the sympathetic and parasympathetic branches of the
autonomic nervous system control pupil size, and explain why pupil size
is important for narrow-angle glaucoma. Also state the classes of
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autonomic drugs that cause miosis and mydriasis, and explain whether the
effects of these drugs are beneficial or harmful in glaucoma and why.
State the fundamental mechanism of all drugs that have been shown to be
effective for managing glaucoma, regardless of their particular
mechanism of action or class.
Give a description of how the following may help lessen IOP: adrenergic
agonists, muscarinic agonists, acetylcholinesterase inhibitors, carbonic
anhydrase inhibitors, and prostaglandin F2 alpha or its analogs.
State comorbidities that might be aggravated by stated drugs or drug
groups that are suitable for managing glaucoma. Conversely, name the
drugs or drug classes (and the main indications for their use) that might
raise the IOP and aggravate glaucoma.
Summarize the basic etiology and pathophysiology of common acne.
Also, explain the benefits and limitations of and indications for the main
drugs used for acne.
Identify the main drugs or other factors that can increase the risk for local
or systemic toxicity of topical retinoic acid derivatives.
Summarize the main adverse responses associated with isotretinoin
therapy and the precautions that should be taken to prevent them or to
deal with adverse responses that may occur. Include comments on the
drug’s common adverse effects, the potential for psychiatric depression,
concerns related to pregnancy and breast-feeding, and interactions with
other drugs and vitamins.
Compare and contrast acute otitis media (AOM), otitis media with
effusion (OME), and antibiotic-resistant otitis media (OM) in terms of the
most common pathogenic causes, typical signs and symptoms, and
treatment.
Comment on the pros and cons of routinely treating all causes of acute
otitis media with antibiotics, rather than waiting for a short time and
seeing whether the signs and symptoms of the condition resolve
spontaneously before treating with antibiotics.
Comment on the use of antibiotic prophylaxis for recurrent otitis media in
children. For example, demonstrate talking with a mother who has
brought her daughter to the pediatrics office three times in the past year
with an ear infection and who wants a prescription for antibiotics to
prevent another infection.
Describe pulmonary arterial hypertension (PAH) and identify the drugs
used to treat the condition, their mechanism of action, and significant side
effects.
State the likely consequences of administering bosentan or sildenafil with
drugs that inhibit the liver’s cytochrome P450 system. Also, identify the
main groups of these drugs.

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
TOPIC (S)
Discuss the drugs used for neonatal respiratory distress syndrome (RDS)
and include time frames for their administration.
Describe the pathophysiologic process of cystic fibrosis and explain the
effect of the disorder on the pancreas, lungs, and reproductive organs.
Discuss the pathophysiologic process of amyotrophic lateral sclerosis
(ALS) and describe the only medication approved for its treatment.
Define the terms dietary supplement and complementary and alternative
medicine.
Recognize that herbal products usually do contain active ingredients,
some of which can cause desired effects and some that can cause serious
adverse effects or interact beneficially or not with prescribed FDAapproved drugs.
List and describe some of the main reasons patients may turn to herbal
products, either as supplements or as alternatives to traditional medicines
and medical practice.
Recognize what the German Commission E is as it applies to herbal
products.
Summarize what the Dietary Supplement Health and Education Act
(DSHEA-1994) permits (and does not permit) in the way of
manufacturing, advertising, and labeling herbal products. Compare and
contrast this with the general criteria that a potential manufacturer of a
prescription medication must prove before the drug can be marketed.
Explain how calling products dietary supplements, rather than drugs, may
allow the manufacturers of these products to circumvent standards of
purity, efficacy, and safety that apply to FDA-approved drugs, and
describe how that ability to skirt more stringent regulations and
requirements can be harmful.
Recognize that an array of ostensibly equal herbal products, prepared and
sold by various individuals or companies, are likely to have very large
differences in the amounts of active substance, impurities, and
adulterants, thus providing little uniformity.
State the main reasons that some practitioners of traditional Western
medicine are skeptical of herbal products and nutritional supplements.
Unit 19: Miscellaneous Drugs and Therapies
READING ASSIGNMENT
LEARNING
ACTIVITIES
Chapter 104: pp 1267 – 1277
Chapter 105: pp 1278 – 1295
Chapter 106: 1296 – 1301
Chapter 107: pp 1302 – 1317

Chapter 108: pp 1318 – 1329
ASSIGNMENT
Read assignments
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Complete math quiz by Friday at 11:55 pm EST
Complete case study
Discussion:


Compare and contrast open-angle glaucoma and angle-closure glaucoma
in terms of etiology, prevalence, and management.
Compare and contrast acute otitis media (AOM), otitis media with
effusion (OME), and antibiotic-resistant otitis media (OM) in terms of the
most common pathogenic causes, typical signs and symptoms, and
treatment.
ASSESSMENT
Quiz Chapters 104, 105, 106, 107, 108
HESI Remediation if necessary
Homework: Read chapters 109-110
DATE
WEEK 10
At the end of this lesson, the student will be able to:


SPECIFIC
OBJECTIVES


Describe the five basic elements of managing poisonings.
Identify five mechanisms for reducing the absorption of toxicants,
commenting on the pros and cons, benefits and limitations, and settings
for appropriate use of each.
Describe methods (including drugs) that can be used to accelerate the
removal of absorbed poisons.
Discuss the general mechanism of action by which chelating agents work,
why no single chelator is effective for all heavy metal poisonings, and
other properties that chelators should have to cause their desired effects.

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


TOPIC (S)
Identify the main biotoxins, as discussed in this chapter, and the common
properties that make this diverse group of agents suitable for their
malevolent uses.
Discuss the controversies surrounding the prophylactic use of antibiotics
for anthrax by the general population, which is not likely to be exposed to
the causative bacterium.
Describe the signs, symptoms, and typical times to onset (after exposure)
of cutaneous and inhalational anthrax. Summarize the general approaches
to treating the infection and preventing the spread to others.
Identify agents for which toxicity can be transmitted from person to
person via exposure to body fluids, thereby constituting an infectious
disease.
Discuss the controversies surrounding the issue of vaccinating healthcare
workers and first responders against smallpox, including some concept of
the estimated risks from the vaccination itself. Also, compare and contrast
these risks with the potential risks of being exposed (or of caring for an
exposed patient) without being vaccinated beforehand.
Discuss chemical weapons and describe the signs and symptoms of
exposure and of treatment after exposure to these weapons.
Discuss treatments used after radiation exposure, including how soon
treatment must be implemented and the factors that determine the choice
of treatment.
Unit 20: Toxicology
READING ASSIGNMENT
Chapter 109: pp 1330 – 1335
Chapter 110: pp 1336 - 1345
ASSIGNMENT
Read assignments
LEARNING
ACTIVITIES
Post discussion topic by Wednesday at 11:55 pm EST
Respond to at least one classmate by Friday at 11:55 pm EST
Discussion:
Reflect on your feelings of safety and security since the events of September
11, 2001. Discuss what you see as the nurse’s role in times of disaster.
ASSESSMENT
Hesi vs.2 if necessary. Pass with a minimum score of 900
Instructional Methods
The following strategies may be used in this class:
1.
2.
3.
4.
5.
Threaded Discussions
Case studies
. Quizzes
. Readings
. Exams
.
..
Academic Honesty: When learners fail to complete their own work, they are cheating
themselves out of their education and are committing plagiarism. Plagiarism, or failing to meet
the academic honesty policy, will result in disciplinary actions by the institution.
APA Format: All of your writing must be done following APA format. For more information
regarding this format, go to Purdue Owl or follow this
link:https://owl.english.purdue.edu/owl/resource/560/01/
Late work & Educational Responsibility: All assignments must be completed by the last day
of the schedule unless an alternate due date has been previously approved by your instructor or
documentation has been provided regarding extreme circumstances. It is the learner's
responsibility to communicate with the instructor about extreme circumstances or ask questions
concerning the assignment and their due dates.
Threaded discussions: Students are to respond to the instructor’s weekly discussion post by
Wednesday at 1159 PM (EST). The responses must be substantial (at least 125 words in length
using correct grammar).
These are intended to stimulate discussion and re-enforce course content. The student must also
respond to one classmate posts by Friday at 11:59 PM (EST). Please refer to the assignment
calendar for assignment due dates.
ASSESSMENT TESTING FOR NURSING PROGRAM REQUIREMENT:
As part of certain nursing courses, students are required to take third-party computerized
assessments, These assessments are intended to provide students with the tools they need to be
successful in the Nursing program and on the NCLEX; as well as increase confidence and
familiarity with computerized testing, The assessments typically include various types of
formats, including multiple choice items, multiple response items, fill-in-the-blank items, dragand drop items, hot spots items, chart/exhibit items, and other items,. The assessments help
identify deficit areas and provide students opportunities to practice and learn. Each assessment
can represent up to the percent (30%) of a student’s course grade. Failure to achieve the
minimum assessment score may result in a loss of points on an examination, or required
remediation or retesting (as outlined in the course syllabus). Students who do not successfully
complete the remediation or retest associated with an assessment examination (as outlined in the
course syllabus) may receive an incomplete in a course and may be required to repeat the course
in its entirety. An incomplete due to failure to successfully complete the assessment testing
remediation or successfully retest is considered a failure for the course.
References and Resources
Medline Plus http://www.nlm.nih.gov/medlineplus/
Health information from the National Library of Medicine National Institutes of Health. Easy
access to health topics, medical dictionaries, directories, drug information, videos and more.
Full-text electronic journal articles at lirn.net
Click on “Databases”
access code 40149
select “Connect to ProQuest”
There you will find full text health and medical information from Joanna Briggs Institute, the
Nursing and Allied Health Collection, Health & Medical Complete, and Psychology Journals.
PALM BEACH COUNTY LIBRARY ONLINE RESOURCES
You need a free Palm Beach County Library card to access, or register for a free “Temporary
Research Access Code” at http://edb.pbclibrary.org/TRAC/
If you need help using any of the library websites, click on the
“Ask a Librarian” icon and “chat” with a librarian.
Consumer Health
http://www.pbclibrary.org/consumer-health.htm
CINAHL® with Full Text - full text articles for more than 610 nursing and allied health journals
as well as health care books, nursing dissertations, selected conference proceedings, and
more.
http://www.pbclibrary.org/online-research
LearningExpress - Take online practice tests for Health Careers, Radiography, NCLEX-PN and
NCLEX-RN. Learn techniques for job searching, resumes, interviewing and workplace
skills. http://www.pbclibrary.org/online-research
Health and Wellness Resource Center http://www.pbclibrary.org/online-research
Assessment Criteria and Methods of Evaluating Students
90 – 100%
A
80 – 89%
B
75 – 79%
C
< 75%
F
Do not count on a curve!
Generally, the grades “A” through “C-” are considered passing grades. Grades "W" and
"I" indicate that no grades were earned for the course. A "W" grade indicates that the
student withdrew from the course. An "I" grade indicates that the student was passing the
course, but failed to complete all the required course work. The instructor, in his/her
discretion may grant an "I" grade instead of an "F", pending completion of the course
work by the student within a specified time arranged by the instructor and told to the
student. It is the student's responsibility to follow-up with the instructor to complete the
course work. If the course work is not completed by the arranged time, the “I” grade
becomes an “F".
Distribution of Grade Elements
Discussions
10%
Case Studies:
15%
Quizzes/Chapter exams:
15%
Math Final:
30%
Final:
30%
Total:
100 %
Revised: May 27, 2016