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NURSING DEPARTMENT
Date
Course Title
Credits
Course Number
3
NUR 1141
Nursing Math and
Pharmacology
Pre-requisite (s) MAT 0002, DEP 1000,
Co-requisite (s) None
NUR 1889, 1822, 1045,
1025, 1025C,
Hours
45 theory hours/45
Total
outside 90 hours
clock 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, MSN.Ed, RN
E-mail:
Text:
[email protected]
(904) 521 – 2805
Office Hours:
Tues, Thurs, Sat; 1400 - 2000
Campus Telephone:
(561) 202-6333
Delivery Method:
Online
Book required
(The institution recognizes the use of the textbook in the classroom as part of the educational
methodology and strategy applied in diverse materials. The textbook is part of the curriculum and is used
to reach the student in an effective manner in the classroom. Every student is expected to acquire and use
the textbook.)
Lehne’s Pharmacology for Nursing Care, 9/e, Jacqueline Rosenjack Burchum & Laura D. Rosenthal
©2016 | Pearson | Published: 2/2015
ISBN-9780323322614
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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.
Course Description (must correspond exactly to Catalog 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.
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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. Examine recent research findings and developments related to drug therapy. (SLO-2)
4. Demonstrate the ability to accurately calculate drug dosages. (SLO- 3,4, 5)
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)
7. Explain the nurse’s role in teaching patients receiving drug therapy. (SLO – 3, 5)
8. 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)
Topical Outline and Schedule
DATE
WEEK 1
Describe the course.
SPECIFIC
OBJECTIVES At the end of this lesson, you will be able to:
 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
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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.
 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.
 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
 Review of the Immune System
 Childhood Immunization
 Immunosuppressants

TOPIC (S)
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NURSING DEPARTMENT
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
READING ASSIGNMENTS
Chapter 67: Review of the Immune System – pp 806 – 816
Chapter 68: Childhood Immunization – pp 817 – 833
Chapter 69: Immunosuppressants – pp 834 – 840
DISCUSSION
Discussion of Syllabus/Library Handout
Discussion topic
Complete Case Study
CASE STUDY
ASSIGNMENT
Review the Syllabus
Read assignments
Complete discussion question
Complete Case study
Print, sign, and submit both library and syllabus acceptance and library
acceptance forms to class site or fax to the school to the attention of “Ms.
Michelle Flint”
ASSESSMENTS
Discussion
Case study
Library and syllabus acceptance form (5 points towards discussion and
submission section of score).
Homework: Chapters 70-72
DATE
WEEK 2
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 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,
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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.
 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
Antihistamines
Cyclooxygenase Inhibitors: Nonsteroidal Anti-inflammatory Drugs and
Acetaminophen
Glucocorticoids in Nonedocrine Disorders
READING ASSIGNMENTS
Chapter 70: Antihistamines – pp 841 – 848
Chapter 71: Cyclooxygenase Inhibitors: Nonsteroidal Anti-inflammatory
Drugs and Acetaminophen – pp 849 – 868
Chapter 72: Glucocorticoids in Nonedocrine Disorders – pp 869 - 917

TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
DISCUSSION
Discussion topic
ASSIGNMENTS
Read assignments
Complete discussion topic
ASSESSMENT
Discussion post
Homework: Chapters 73-75
DATE
WEEK 3
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Discuss the etiology, pathophysiology, clinical presentation, and long6|Page
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term 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.
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.
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TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
Drug Therapy of Rheumatoid Arthritis
Drug Therapy of Gout
Drugs Affecting Calcium Levels and Bone Mineralization
Chapter 73: Drug Therapy of Rheumatoid Arthritis
Chapter 74: Drug Therapy of Gout
Chapter 75: Drugs Affecting Calcium Levels and Bone Mineralization
DISCUSSION
Discussion topic choose 1
ASSIGNEMNTS
Read assignments
Discussion
Case Study
Quiz
ASSESSMENT
Discussion posts
Discussion
Case Study
Quiz
Homework: Read chapters 76-77
DATE
WEEK 4
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 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,
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TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
symptoms, and underlying causes of the common cold.
 Discuss the use of zinc and vitamin C for colds in children and adults.
Drugs for Asthma and Chronic Obstructive Pulmonary Disease
Drugs for Allergic Rhinitis, Cough, and Colds
READING ASSIGNMENTS
Chapter 76: Drugs for Asthma and Chronic Obstructive Pulmonary Disease
Chapter 77: Drugs for Allergic Rhinitis, Cough, and Colds
DISCUSSION
Discussion topic choose 1
ASSIGNEMNTS
Read assignments
Discussion
Case Study
Quiz
Math worksheet
ASSESSMENT
Discussion posts
Case Study
Quiz
Homework: Read chapters 78-80
DATE
WEEK 5
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Describe peptic ulcer disease as an imbalance between protective and
destructive factors on the gastrointestinal (GI) mucosa. Also, state the
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.
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TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
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.
Drugs for Peptic Ulcer Disease
Laxatives
Other Gastrointestinal Drugs
READING ASSIGNMENTS
Chapter 78: Drugs for Peptic Ulcer Disease
Chapter 79: Laxatives
Chapter 80: Other Gastrointestinal Drugs
DISCUSSION
Discussion topic choose 1
ASSIGNEMNTS
Read assignments
Discussion
Case study
Math quiz
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ASSESSMENT
Discussion posts
Discussion
Case study
Math quiz
Homework: Read chapters 81-82
DATE
WEEK 6
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 State the overall functional role of vitamins in maintaining good health.
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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.
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TOPIC (S)
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 ‒ alpha-tocopherol.
 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.
 Identify the main drug used in many over-the-counter (OTC) weightloss aids, the potential adverse peripheral autonomic effects, and
common and important contraindications to its use.
Vitamins
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LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
Drugs for Weight Loss
READING ASSIGNMENTS
 Chapter 81: Vitamins – pp 987 – 995
 Chapter 82: Drugs for Weight Loss – pp 996 – 1000
DISCSSION
Discussion topics
ASSIGNMENTS
Read assignments
Discussion
Math midterm
ASSESSMENT
Discussion posts
Math Midterm
Homework:
Prepare for Pharm midterm
Chapter readings: 83-84.
DATE
WEEK 7
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 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
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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.
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) extended-spectrum 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.
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TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
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
 Basic Principles of Antimicrobial Therapy
 Drugs that Weaken the Bacterial Cell Wall 1: Penicillins
READING ASSIGNMENTS
 Chapter 83: pp 1001 - 1014
 Chapter 84: 1015 – 102
DISCUSSION
Discussion topic
ASSIGNEMNTS
Reading assignments
Discussion
Pharm midterm
ASSESSMENT
Discussion posts
Pharm midterm
Homework:
Read Chapters: 85-86
DATE
WEEK 8
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 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
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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.
 Recognize the drugs discussed in the chapter as mainly bacteriostatic
inhibitors of bacterial protein synthesis and explain in general terms
why they affect bacteria rather than host cells.
 State the antibacterial spectrums of the drugs discussed in this chapter
and explain whether and why these drugs are first-line (first-choice)
agents for the stated indications.
 Describe the mechanism and potential outcomes of interactions
between oral tetracyclines and such minerals as calcium, aluminum,
magnesium, iron, and zinc and describe common sources of these
interactants.
 State the drugs (and drug groups) described in this chapter for which
caution is warranted regarding use in people with liver and/or renal
disease, children, and pregnant women; also, explain the basis for such
caution and the potential consequences if the stated drugs are
administered to those individuals.
 Recognize the macrolides as usually good alternatives to penicillin
(e.g., penicillin G) for patients who are or may be allergic to
penicillins.
 List the drugs that should not be combined with erythromycin and
explain the basic mechanisms and outcomes of interactions caused by
combined administration.
 State the unique adverse responses that apply to chloramphenicol and
linezolid.
Drugs that Weaken the Bacterial Cell Wall II: Cephalosporins, Carbapenens,
Vancomycin, Telavancin, Aztronaim, and Fosfomycin
Bacteriostatic Inhibitors of Protein Synthesis: Tratracyclines, Marolides, and
Others
READING ASSIGNMENTS
Chapter 85: pp 1025 – 1036
Chapter 86: 1026-1037
DISCUSSION
Discussion topic choose 1

TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
ASSIGNEMNTS
Read assignments
Discussion
Essay paper( to be submitted in week 9)
Quiz
ASSESSMENT
Discussion posts
15 | P a g e
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Essay paper
Quiz
Homework: Read chapters 87-90
DATE
WEEK 9
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Discuss the mechanism of action and main indications for
aminoglycosides.
 Recognize that nephrotoxicity and ototoxicity are the two main
toxicities of aminoglycosides and describe precautions that need to be
taken to prevent them.
 Identify other drugs that increase the risk for aminoglycoside-induced
nephrotoxicity and ototoxicity and describe the factors that should be
considered when deciding whether to use them with aminoglycosides.
 State the antimicrobial mechanism of action of sulfonamides and of
trimethoprim and explain why their effects on susceptible bacteria do
not affect human cells at the same time.
 Describe the primary uses for sulfonamides, trimethoprim, and the
combination of the two drugs. Explain the clinical and biochemical
rationales for the common combination of sulfamethoxazole with
trimethoprim.
 Recognize the link between sulfonamides and Stevens-Johnson
syndrome, hemolytic anemia, and kernicterus. Describe the patient
populations at highest risk for these potentially serious disorders. State
how a nurse might recognize Stevens-Johnson syndrome or hemolytic
anemia; list their major signs and symptoms in the context of how
nurses should be monitoring for these untoward responses.
 Explain the general way that sulfonamide-induced crystalluria occurs
and state two simple yet usually effective and appropriate ways to
reduce the risks.
 Name two or three other groups of drugs that might cross-react and
cause adverse responses in patients who have had hypersensitivity
reactions to sulfonamide antibiotics.
 Compare and contrast the etiologies and symptoms of acute cystitis
and acute pyelonephritis.
 Recognize Escherichia coli as the main cause of uncomplicated,
community-acquired urinary tract infections (UTIs) and the cause of
less than 50% of hospital-acquired UTIs.
 Compare and contrast what the text describes as short-course and
conventional therapy for lower UTIs. Identify the major patient
populations that generally are not candidates for short-course
treatment.
 State which key aspect of therapy distinguishes pharmacologic
approaches to uncomplicated lower UTIs versus acute pyelonephritis.
 Differentiate between relapse and reinfection as a cause of recurrent
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TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
UTIs and identify the relative prevalence of each. Also, state the
general clinical approaches for each and the general clinical
presentations that would warrant consideration of long-term
prophylaxis.
 Discuss the concept of targeted tuberculin skin testing for
Mycobacterium tuberculosis in the context of who should be targeted
and who should be treated if a skin test result is positive.
 Describe the first-line drugs used for tuberculosis (TB): what they are,
their individual and collective risks of toxicity to the host, and drug
interactions likely to be encountered.
 Describe the additional issues involved when treating patients who
have TB and also infection with the human immunodeficiency virus
(HIV).
 Recognize that genetically based differences affect how quickly a
person metabolizes isoniazid. Given that fact, compare and contrast the
effect of slow and fast metabolization on the therapeutic response to
this drug and toxicity that affects the liver and other structures or
functions.
 Recognize that rifampin induces hepatic-metabolizing enzymes,
including those responsible for its own inactivation. Discuss the other
drugs rifampin affects by induction of cytochrome P450 enzymes
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 ASSIGNMENTS
Chapter 87: 1038-1050
Chapter 88: 1051-1058
Chapter 89: 1059-1066
Chapter 90: 1067-1071
DISCUSSION
Discussion topic choose 1
ASSIGNEMNTS
Read assignments
Discussion
Submission of Essay paper
Quiz
ASSESSMENT
Discussion posts
Submission of Essay paper
Quiz
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Homework: Read chapters 91-93
DATE
WEEK 10
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 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
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.
 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).
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
TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
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.
Miscellaneous Antibacterial Drugs: Fluroquinolones, Metronidazole,
Daptomycin, Rifampin, Rifaximin, Bacitracin, and Polymyxins,
Antifungal Agents
Antiviral Agents I: Drugs for Non-HIV Viral Infections
READING ASSIGNMENTS
 Chapter 91: Miscellaneous Antibacterial Drugs: Fluroquinolones,
Metronidazole, Daptomycin, Rifampin, Rifaximin, Bacitracin, and
Polymyxins,pp. 1086-1092
 Chapter 92: Antifungal Agents, pp. 1093-1105
 Chapter 93: Antiviral Agents I: Drugs for Non-HIV Viral Infections –
pp 1106 - 1123
DISCUSSION
Discussion topic choose 1
ASSIGNEMNTS
Read assignments
Discussion
Case study
Quiz
ASSESSMENT
Discussion posts
Case study
Quiz
Homework: Read chapters 94-96
DATE
WEEK 11
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 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
19 | P a g e
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
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





(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.
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
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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 pseudo-Cushing’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, 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.
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
TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
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.
Antiviral agents II: Drugs for HIV Infection and Related Opportunistic
Infections
Drug Therapy of Sexually Transmitted Diseases
Antiseptics and Disinfectants
READING ASSIGNMENTS
 Chapter 94: Antiviral agents II: Drugs for HIV Infection and Related
Opportunistic Infections – pp 1124 - 1166
 Chapter 95: Drug Therapy of Sexually Transmitted Diseases, pp: 11671174
 Chapter 96: Antiseptics and Disinfectants, pp: 1175-1181
DISCUSSION
Discussion topics
ASSIGNMENTS
Reading assignments
Discussion
Math Quiz
Case Study
ASSESSMENT
Discussion posts
Math Quiz
Case Study
Homework:
Chapter readings: Chapters 97-100
Prepare to take the proctored final in week 13. Please call this school to
make arrangements.
22 | P a g e
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DATE
WEEK 12
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 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.
Unit 17: Chemotherapy of Parasitic Diseases
TOPIC (S)
LEARNING READING ASSIGNMENTS
 Chapter 97: Anthelmintics, pp: 1182-1186
ACTIVITIES
 Chapter 98: Antiprotozoal Drugs I: Antimalarial Agents, pp: 11871194

Chapter 99: Antiprotozoal Drugs II: Miscellaneous Agents – pp 1195 1200
 Chapter 100: Ectoparasiticides – pp 1201 – 1205
OUTSIDE
DISCUSSION
Discussion topic (Choose 1)
WORK &
ASSIGNED
READINGS
ASSIGNMENTS
Read assignments
Complete discussion topic
Case Study
ASSESSMENT
Discussion posts
Case Study
Quiz: Chapters 97-100
Homework:
Read Chapters : Chapters 101-103
DATE
WEEK 13
At the end of this lesson, you will be able to:
SPECIFIC
OBJECTIVES
 Describe why the three main treatment approaches to cancer (drugs,
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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 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.
24 | P a g e
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
TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
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 estrogen-sensitive 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.
Unit 18: Cancer Chemotherapy
READING ASSIGNMENTS
 Chapter 101: Basic Principles of Cancer Chemotherapy
 Chapter 102: Anticancer Drugs I: Cytotoxic Agents
 Chapter 103: Anticancer Drugs II: Hormonal Agents, Targeted Drugs,
and Other Noncytotoxic Anticancer Drugs
DISCUSSION
Discussion topic
CASE STUDY
ASSIGNEMNTS
Read assignments
Discussion
Math Quiz
ASSESSMENT
Discussion posts
Case Study
Math Quiz
Homework: Read Chapters 104-108
Take the proctored final. Please call the school to make arrangements
DATE
WEEK 14
At the end of this lesson, you 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
autonomic drugs that cause miosis and mydriasis, and explain whether
the effects of these drugs are beneficial or harmful in glaucoma and
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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.
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
26 | P a g e
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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
FDA-approved 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 FDAapproved 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 ASSIGNMENTS
 Chapter 104: Drugs for the Eye – pp 1267 – 1277
 Chapter 105: Drugs for the Skin – pp 1278 – 1295
 Chapter 106: Drugs for the Ear – pp 1296 – 1301
 Chapter 107: Additional Noteworthy Drugs – pp 1302 – 1317
 Chapter 108: Complementary and Alternative Therapy – pp 1318 –
1329
DISCUSSION
Discussion topic (Choose 1)

TOPIC (S)
LEARNING
ACTIVITIES
OUTSIDE
WORK &
ASSIGNED
READINGS
ASSIGNMENTS
Read assignments
Discussion
Case study
27 | P a g e
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ASSESSMENT
Discussion posts
Case study
Complete remediation if necessary and prepare to retake the proctored final.
DATE
TOPIC (S)
WEEK 15
Proctored Final Exam
Instructional Methods
The following strategies may be used in this class:
1. Lectures
2. Reading assignments
3. Discussion threads
4. Case studies
5. Quizzes
6. Midterm exam
7. Final exam
8. Internet research
References and Resouorces
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.
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NURSING DEPARTMENT
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, NCLEXPN 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%
80 – 89%
70 – 79%
< 75%
A
B
C
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
Discussion & submissions:
20%
Weekly Quiz
30%
Case Studies:
20%
Final exam:
30%
Total:
100 %
Date Syllabus Was Last Reviewed: April 2, 2016
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