Global Health College

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1 Course Title Global Health College Pharmacology HLT-233 Course Description This course introduces the principles of pharmacology, including drug classifications and their effects on the body. Emphasis is on the use of the components of the nursing process when administering medications. Furthermore, this course provides the nursing student with a sound basis for the clinical application of pharmacology. The basics of core drug knowledge, including pharmacotherapeutics, pharmacodynamics and pharmacokinetics, as well as patient-related variables affecting pharmacotherapy will be presented. All students are expected to take a proctored comprehensive exam as part of the requirements for this course. Course Prerequisite Anatomy & Physiology I (NAS-251), Anatomy & Physiology II (NAS 252) College Mathematics (Math-264) Course co-requisite None Course Length 16 Sessions Lecture Start Date May 2, 2017 Lecture End Date June 23, 2017 Course Schedule Tuesday s & Friday s 3:00pm 7:00pm Course Location Main Building, Room 218 Lecture Credit Lecture Instructor References Recommended Text & Supplies Skills Lab Resources Instructional Methods 4 Credits Kwabena Aduse-Poku, MD kadusepoku@global.edu Please allow 24hrs (2 business days to respond to your mails). Office hours: Tuesdays 2:00pm 3:00pm Phone number: Pharmacology: A Nursing Process Approach, 8 th Ed. Hayes, Kee, McCuistion Saunders, and study guide. ISBN: Saunders 6 th Edition Comprehensive Review for the NCLEX RN EXAMINATION Linda Anne Silvestri 3. Kaplan review book and online resources 1. Buchholz S., & Henke, G. (2003). Henke s Med-Math: Dosage Calculation, Preparation and Administration, 4e. Lippincott Williams and Wilkins. Philadelphia PA PO, IM, SQ, Topical medication administration. Sonisweb system Interactive teaching/learning utilizing power points presentations, videos, case scenarios, and skills lab. Page 1

2 REQUIRED THINGS TO DO: Print Syllabus and bring the first day of class Print Curriculum map and bring on the first day of class Print RN NCLEX Test plan and bring on the first day of class Print Oral Presentation grading rubric and bring on the first day of class Print 2015/2017 NANDA Diagnosis List and bring on the first day of class Mission of Global Health College - See College Catalog Honor Code - See College Catalog EMERGENCY CLOSING - See Catalog REPORTING FINANCIAL AID - See Catalog SEXUAL HARASSMENT PREVENTION AND RESOLUTION POLICY - See Catalog POLICY ON SEXUAL ASSAULT AND PROCEDURES - See Catalog Statement of Academic Integrity - See College Catalog Global Health College Grievances and Complaints See College Catalog Attendance Policy - You must attend at least 70% of the class. Students who attend less than 70% of class will be withdrawn with the grades they are earning as of the time of withdrawal. General Testing Policy The following policies pertain to all testing situations in GHC. These are posted in GHC classrooms and computer labs, and enforced by all exam proctors. GHC has a zero tolerance policy for cheating on tests. Cheating or compromising test security is an ethical concern and a sign of professional misconduct. Students are expected to adhere to the following for all classroom testing conducted as part of all courses: Turn off all electronic devices (i.e., cell phones, beepers, IPODS, etc.). Electronic devices are to be secured in a backpack or purse and are not to be accessed or used during testing. Calculators are to be basic calculators and must be approved by the proctor. No calculators may be shared with another student during testing. All purses/backpacks, books, papers, drinks and other materials, except a pencil/pen, are to be removed from the desk and placed in an area of the testing room designated by the proctor. Students may use a scrap piece of paper for calculations that is provided by the proctor only; no other papers are to be on students desks during testing. This scrap paper must be signed and returned to the proctor prior to leaving the testing area. No talking or eating/drinking is allowed during testing. Students are not permitted to open any other web browsers while taking computerized exams (3 rd party examiners, i.e. Kaplan) Hats must be removed. Page 2

3 The proctor may assign seats for testing. Attestations for academic honesty are signed by the student prior to starting the test. Looking around the room and at others tests/computer screens is not allowed. Test questions are randomized; therefore tests are not the same. All students must remain in the testing area once the test has begun. If an emergency arises, the student will be escorted to and from the testing area by staff/faculty contacted by the proctor. All paper tests, with the attached signed attestations for academic honesty, must be signed and handed in to the proctor when the student is finished prior to leaving the testing area. Students must leave the testing area when they complete the exam and are not permitted to return to the area until all students are finished with the exam. Students may not copy, print, take pictures, or duplicate any exam or part of an exam. Students may not share or discuss test questions with other students or write down questions for others or their personal use. The consequences for cheating or altering test security, as determined by the course faculty, may include: a grade of zero for the test, failure of the course or dismissal from the institution. For Sonisweb or Web-based Testing Computer test questions are randomized; therefore tests are not the same. Unless otherwise specified by the instructor, the only program to be opened for computerized tests is the test itself on Sonisweb or other testing site, with the exception of the Microsoft calculator program if permitted by the proctor/faculty. Unless otherwise specified by the instructor, the test can only be opened once and submitted. Students will lose answers if they leave the test for any reason or do not submit the test when finished. Students may not electronically copy, print, take pictures, duplicate, or send any exam or part of an exam. Students may not share or discuss test questions with other students or write down questions for others or their personal use. The consequences for cheating or altering test security, as determined by the course faculty, may include: a grade of zero for the test, failure of the course or dismissal from the institution. Students with disabilities (Accommodation Policy): The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 guarantee students with disabilities access to educational opportunities. This means the institution must provide reasonable accommodations to qualified handicapped students. Students who require academic accommodations due to any physical, psychological, or learning disability are encouraged to request assistance from a disability services counselor within the first two weeks of class. Likewise, students who potentially require emergency medical attention due to any chronic health condition are encouraged to disclose this information to a disability services counselor within the first two weeks of class. Student Services can be contacted by calling or by visiting the office at 6101 Stevenson Avenue, 3 rd Floor, Alexandria, VA Support Services The Global Health College student library The Global Health College computer lab Student Services office(schedule tutoring) Page 3

4 Students Learning Outcomes Global Health College 1. Patients Centered Care(chapter3) Demonstrate cultural awareness and sensitivity while addressing clients physiological, sociological, and spiritual needs. Demonstrate caring by establishing and maintaining relationships of trust with colleagues, instructors, and other members of the college. Describe the effects of medication administration on different cultural and ethnic groups, noting the variations in patients response to different medications based on their race or ethnicity. Demonstrate ability to work effectively with students from different cultural backgrounds. Incorporate patients believe and the use of complementary alternative therapy in their treatment plan. Develop an individualized teaching plan for patients related to medication regimen based on their ethnicity, cultural believe, and personal preferences. 2. Professional Identity and Behavior Demonstrate behavior of accountability and professionalism set forth for a competent licensed registered nurse. Demonstrate professional behavior in the classroom towards peers and instructor. Demonstrate respect for peers, staff, and faculty. Report to class on time, and in professional appearance Utilize constructive criticism to evaluate own behavior and modify behavior accordingly Adhere to the policies and procedure of Global Health College as stipulated in the nurse s scope of practice, student handbook, and the college catalog. Utilize time efficiently and appropriately Act according to ethical, legal, and regulatory principles as outlined in the nurse s scope of practice and nurse practice act. 3. Teamwork and Collaboration(ch 9 ) Collaborate with the interdisciplinary team to organize and incorporate the plan of care, utilizing the nursing process. Describe the role of different members of the health care discipline involved in the process of medication administration Actively participate in group discussions Describe the role of the nurse in the interdisciplinary team related to medication administration 4. Safety(ch12) Apply safety measures to minimize the risk factors that could cause injury or harm, while administering medication Describe the five plus five rights of medication administration Explain the rationale for performing three check prior to medication administration Describe the guidelines for safe medication administration Describe measures to prevent medication errors and appropriate procedures for reporting errors Identify patients variables that puts them at risk for harm for certain medications, and describe alternatives Analyze differences and rationales between pediatric, adult, and older adults doses of medication Identify high alert medications that have narrow therapeutic ranges and describe measures to prevent toxicity 5. Evidence Based Practice(ch10) Demonstrate critical thinking and apply the nursing process in the care of patients with a variety of medical surgical condition. Provide rationale for responses to group and individual assignments Provide citations and references to group and individual assignments Page 4

5 Describe the role of the nurse in drug research 6. Informatics Use informatics technology to manage and communicate data, facilitate knowledge, minimize errors, and support decision making. Effective use of school website to communicate with faculty and staff Effective use of technology to complete course requirements including testing and submission of assignments. Describe the importance of technology in minimizing errors and communicating patients data within the different healthcare disciplines. 7. Quality Improvement Participate in the development and implementation of a plan to improve healthcare services and improve patient outcome. Describe the importance of quality improvement in a health care setting. Describe the nurse s role in quality improvement Group discussion or presentation: Ensure that all comments and replies are of a professional nature. Avoid discussing of personal problems and issues. Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant. Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of others' ideas. Be patient and read the comments of other group members thoroughly before entering your remarks. Be cooperative with group leaders in completing assigned tasks. Be positive and constructive in group discussions. Respond in a thoughtful and timely manner Each group member is expected to participate equally. To ensure that each member contributes equally, each member will submit an evaluation. The final grade for group presentation will be recalculated pending each member s evaluation. The faculty reserves the right to adjust grades based on the contribution of the group members. Make-up Policy No make up for quizzes and exams unless in extreme circumstances with adequate documentation. Submission of Class Assignments: Assignments shall only be submitted personally by the student, in the format specified by Instructor (paper- based or electronic), within 15 minutes from start of class. For assignments turned in beyond the specified time, students can earn a maximum grade of 50% on day one. Assignments not submitted 2 days after due date will be recorded as a Zero. Students found to have committed acts of academic dishonesty such as plagiarism or cheating risk failure of the assignment and/or failure/dismissal from the program or course. Cellular telephones: Students MUST turn off cell phones when they enter the classroom and refrain from sending and receiving calls and text messages while in the classroom. If a student has a legitimate reason to remain reachable by cell phone (example: a parent who needs to be contacted about a child), the student should ask for the instructor s permission (in advance) to have the cell phone on during class. It is reasonable that the instructor would agree to such a request. Laptop computers: Using laptop computers in the classroom to take notes and for any other use Page 5

6 authorized by the course instructor can be allowed. However, the instructor may restrict the use of laptops to this (these) purpose(s) and prohibit other uses of laptops such as instant messaging, game playing, and Internet surfing during class time. The instructor can also disallow the use of laptop computers in the classroom. Calculators: Students must bring calculators to class. Cell phones cannot be used as calculators during a test. EXPECTATIONS FOR LEARNING 1. Students are expected to attend class and participate in class discussions. 2. Students are expected to read the assigned readings prior to each class. Students are expected to come to class prepared to discuss the scheduled material. Many of the readings are pertinent to class and lab and will be of benefit in both places. It will be of great benefit to complete the workbook when you are reading for class. This will help you focus on the important points. Remember the golden rule: For each hour you spend in class every week, you should be spending at least 3 hours out of class every week for preparation and study. For a 3 credit hour course, you should be spending no less than 9 hours a week studying. 3. Students should review anatomy and physiology associated with the course topics BEFORE class. Minimal class time can be allotted to review anatomy and physiology in class. 4. Students are accountable for all material covered in class, videos, readings, and vocabulary. 5. Students are expected to be respectful of other students and the instructor in class. Unnecessary talking and noise is a distraction and interferes with the teaching-learning process. Students who repeatedly talk during class will be asked to leave and given an absence for the day. The incident will be reported to Student Services. 6. Prior to each class PowerPoints and/or notes are posted in SONISWEB for the scheduled topic. 7. If students earn a poor grade on an exam, see the instructor for guidance. And plan of action would be taken which may include tutorial. 8. Students are expected to participate and contribute equally to the group work. Assessment Criteria and Methods of Evaluating Students Content Evaluation Points Due Date Exams (4) 60% See Schedule Below Final Exam 30% Last Lecture Day See Schedule Below Oral Presentations 10% See schedule below Lab Satisfactory/Unsatisfactory See schedule below Dosage Calculation Satisfactory/Unsatisfactory See below Nursing Care Plan/Concept Map Satisfactory/Unsatisfactory See schedule below Pre-lecture Quizzes Satisfactory/Unsatisfactory See schedule below Focus Review (Kaplan) Satisfactory/Unsatisfactory Kaplan Comprehensive Exam Satisfactory/Unsatisfactory Kaplan Activities Satisfactory/Unsatisfactory Kaplan Proctored Exams: After test, review results and identify the areas that you did not perform high, submit the report and your plan of study to address the areas of deficiency; due the following Monday after you have taken your test. Page 6

7 Kaplan Requirements: You re to take the Kaplan Comprehensive exams as scheduled below in your outline. You must aim for a score of at least 70%. You must continue to remediate to score at least the 70% with all remediation s complete on or before June 14, Concept Map Create your own Concept Map (search online for an example layout to use) with the following drugs: Digoxin and Prednisone. See attachment for grading rubric. Professionalism Professionalism is a critical aspect of training. It prepares the student nurse for a discipline that is steeped in rules of conduct and professional behavior. As a part of a continuous assessment of professionalism, the following behaviors are deemed unacceptable because they interfere with a positive learning environment or pose a threat to safety and/or security: 1. Wearing a non GHC attire (poses a security risk). 2. Eating in the class room (threatens a positive learning environment). 3. Drinking from a non-spilled-proof container (poses a risk to safety). 4. Behaving in a disrespectful manner towards faculty/students (threatens a positive learning environment and poses a security risk). 5. Using cell phones / failing to use the silence mode on phones during lecture/clinical/examinations (threatens a positive learning environment). 6. Following college and course syllabus policies. Grading System Grading is administered to correlate a student s progress in terms related to employee proficiency. Grading is based on a student s daily performance in class, laboratory, and externship and clinical alongside the student s level of achievement on tests, assignments, laboratory projects and final exam. Final grade reports will be available to students at the end of each course. Symbol A Excellent 4.0 ( percent) AUD (Audit): B Good ( percent) C Unsatisfactory 2.0 ( percent) D Unsatisfactory -1.0 ( percent) F Fail -0 (below 60 percent) I Incomplete (0): Page 7 Description Indicates a superior grasp of material as demonstrated by excellent performance on assignments and examinations. Indicates that the student audited this course and received no credit for the course Indicates a good level of proficiency. Indicates unsatisfactory level of achievement. The course must be repeated. Indicates marginal level of achievement. The course must be repeated. F indicates an unsuccessful achievement of course materials. The course must be repeated. Indicates that a student has not completed all work required for the course because of some unusual event. Incomplete work must

8 be made up. I grades may be given only with the approval of the instructor and the Executive Director. Incomplete work must be submitted no later than the second two Sessions after the completion of the course. If the incomplete grade is not resolved by this deadline, it will be changed to an F and will be included in the cumulative grade point average. Course Outline & Calendar Session/date Theory Chapters Kaplan Exams & Assignment Week 1 Lecture Day 1 Tuesday, May 2, 2017 Kaplan Orientation date to be announced Review of course schedule Introductory concepts in Pharmacology: The nursing process in drug therapy, drug development & safeguards, core drug knowledge Dosage calculations: reading labels, conversions Chapters 1,2,3,14 In class activity Group case study Learning Objectives Chapter 1: Drug Action: Pharmaceutic, Pharmacokinetics, and Pharmacodynamics Phases Differentiate the three phases of drug action Discuss the two processes that occur before tablets are absorbed into body Describe the four processes of pharmacokinetics. Explain the meaning of pharmacodynamics, dose response, maximal efficacy, receptors, and nonreceptors in drug action. Define the terms protein-bond drugs, half-life, therapeutic index, therapeutic drug range, side effects adverse reaction, and drug toxicity. Page 8

9 Check drugs for half-life, percentage of protein-binding effect, therapeutic range, and side effects in a drug reference book. Describe the nursing implication of pharmacokinetics and pharmacodynamics Chapter 2: The Drug Approval Process Discuss the federal legislation acts related to U.S. Food and Drug Administration drug approvals. Explain the Canadian schedules for drugs sold in Canada. Describe the function of nurse practice acts. Differentiate between chemical, generic, and brand names of drugs. Describe useful drug references. Chapter 3: Cultural and Pharmacokinetic Considerations Recognize verbal and nonverbal communication practices of various social and cultural groups. Explain appropriate spatial configuration for patients when delivering nursing care. Discuss the importance of including significant members of the social group in planning and implementation of patient care. Compare patient s perception of time based on cultural constructs. Describe patients need to exercise control in their environment Anticipate potential unique responses to drug based on social, cultural, and biologic influences. Safeguard patients rights to confidentiality drug inclusion of significant others in the place of care. B. Client Rights Page 9

10 a) State the rights and responsibilities of healthcare clients. b) List the major provisions of the HIPAA legislation and state the overall goal of this legislation. Describe how this impacts nursing care. c) Define quality improvement. The process used to identify and resolve performance deficiencies. Includes: measuring performance against a set of predetermined standards. d) Define quality content. e) Discuss the quality improvement process. f) Steps in the Quality Improvement Process by way of policies and procedures Week 1 Lecture Day 2 Friday, May 5, 2017 Core patient variables: Life span (Children, pregnant or breastfeeding women, older adults) Dosage calculations: Oral dosages Learning Objectives Chapter 7: Pediatric Pharmacology Apply principles of pharmacokinetics and pharmacodynamics to pediatric medication administration. Differentiate components of pharmacology unique to pediatric patients. Synthesize knowledge about pediatric medication safety and administration to current or potential nursing practice Chapter 7,8,10,11 12, 14 Quiz #1 (Session 1) In class activity Group case study Chapter 8: Geriatric Pharmacology Explain the physiology changes of the aging process that have a major effect on drug therapy. Page 10

11 Page 11 Global Health College Explain the pharmacokinetics and pharmacodynamics of the older adult that relate to drug dosing. Differentiate the effects of two drug categories on the older adult. Discuss reasons for noncompliance to drug regimen by the older adult. Describe nursing implications related to drug therapy in the older adult. Chapter 10: The Role of the nurse in Drug Research Discuss basic ethical principles Relate the basic ethical principles governing informed consent and riskto benefit ratio. Describe the objectives of each phase of clinical experimentation. Discuss the role of the nurse in clinical drug trials using the nursing process. Chapter 11: The Nursing Process in Patient- Centered Pharmacotherapy Discuss QESN and the Guiding Principles for Patient Engagement in relation to medication safety. Differentiate the steps of the nursing process and their purpose in relation to drug therapy. Develop patient-centered goals. Discuss at least eight principles for health teaching related to drug therapy plans Describe at least six culturally sensitive health teaching tips. Analyze the nurse s role related to drug therapy plans. Chapter 12: Safety and Quality in Pharmacotherapy Discuss the QSEN initiative related to safe administration of medications. Describe the five-plus-five rights of medication administration.

12 Analyze safety risks for medication administration. Discuss safe disposal of medication. Discuss high-alert drugs and strategies for safe administration. Describe application of safe practices when ordering medication on the internet. Discuss safety bases of pregnancy categories Apply the nursing process to safe administration of medication Safe and effective care environment Legal and ethical responsibilities. Define and describe the legal and ethical standards of healthcare and how they relate to nursing. Explain the implications for nurses for the concepts of false imprisonment, abandonment of care, invasion of privacy, and confidentiality. Define and discuss the purpose of a Nurse Practice Act. Name the components of a Nurse Practice Act. State at least three functions of a State Board of Nursing. Name some common-sense precautions that nurses can take against lawsuits. State the benefits and limitations of the Good Samaritan Act. Discuss the concept of professional boundaries. Week 2 Lecture Day 3 Tuesday, May 9, 2017 Autonomic Nervous system Respiratory System Dosage calculations: weight based calculations & BSA Learning Objectives Chapters 18,19 40,41, 14 Exam #1 session 2 In class activity Group case study Dosage calculation Page 12

13 Chapter 18: Adrenergic Agonists and Adrenergic Explain major responses to stimulation of adrenergic receptors. Differentiate between selective and nonselective adrenergic agonists. Differentiate between selective and nonselective adrenergic agonists. Contrast the uses of alpha blocker and beta blockers. Compare generally side effects of adrenergic agonists and adrenergic blocker. Describe nursing intervention, including patient teaching, associated with adrenergic agonists and adrenergic blockers. Compare the indication of adrenergic agonists and adrenergic blockers. Adrenergic agents Page 13 Chapter 19: Cholinergic Agonists and Anticholinergics Compare the responses of cholinergic agonists and anticholinergic drugs. Differentiate between direct-acting and indirect-acting cholinergic agonists. Contrast the major side effects of cholinergic agonists and anticholinergics. Differentiate the uses of cholinergic agonists and anticholinergics. Apply the nursing process, including patients teaching associated with cholinergic agonists and anticholinergics. Apply the nursing process for the patient taking neostigmine, a reversible cholinesterase inhibitor. Chapter 40: Drug for Upper Respiratory Disorders Compare antihistamine, decongestant, antitussive, and expectorant drug groups. Differentiate between rhinitis, sinusitis, and

14 Pharyngitis. Describe the side effects of nasal decongestants and how they can be avoided. Apply the nursing process for drugs used to treat the common cold. Chapter 41: Drug for Lower Respiratory Disorder Compare chronic obstructive pulmonary disease (COPD) and restrictive lung disease. Differentiate the drug groups used to treat COPD and asthma and the desired effects of each. Compare the side effects of beta2- adrenergic agonists and methylxanthines. Describe the therapeutic serum or plasma theophylline level and the toxic level. Contrast the therapeutic effects of leukotriene antagonists, glucocorticoids, commonly, antihistamines, and mucolytic for COPD and asthma. Apply the nursing process for the patient taking drugs commonly used for COPD, including asthma, and restrictive lung disease Week 2 Lecture Day 4 Friday, May 12, 2017 Page 14 Antibacterials: penicillins and cephalosporins -Macrolides, Tetracyclines, Aminoglycosides and Fluoroquinolones Dosage calculations: IV drug calculations Learning Objectives Chapter 29: Penicillin s and Cephalosporin s Explain the mechanisms of action of antibacterial drugs Differentiate between bacteria that are naturally resistant and those that have acquired resistance to an antibiotic. Chapters 29-32, 14 Quiz # 2 (Sessions 4) In class activity case study Skills Lab PO Medication administration

15 Page 15 Global Health College Summarize the three general adverse effects associated with antibacterial drugs. Differentiate between narrowspectrum and broad-spectrum antibiotics. Compare the effects of the natural, broad-spectrum (extended), penicillinase-resistant, and antipseudomonal penicillins. Contrast the effects of first-, second-, and fourth-generation cephalosporins. Apply the nursing process for patients receiving penicillins and cephalosporins. Chapter 30: Macrolides, Tetracyclines, Aminoglycosides, and Fluoroquinolones Describe the pharmacokinetics and pharmacodynamics of erythromycin Apply the nursing process for tetracyclines, including patient teaching. Summarize the nurse s role in detecting ototoxicity and nephrotoxicity associated either the administration of aminoglycosides. Explain the importance for ordering peak and trough concentration levels for aminoglycosides. Develop a teaching plan for a patient prescribed a fluoroquinolone (quinolone). Contrast the nursing intervention for each of the drug categories: macrolides, tetracyclines, aminoglycosides, and fluoroquinolones. Chapter 31: Sulfonamides Differentiate between shot-acting and intermediate acting sulfonamides. Compare the similarities and differences between the sulfonamides and sulfadiazine.

16 Explain the pharmacokinetics of the sulfonamides. Apply the nursing process to the patient taking trimethoprimsulfamethoxazole. Chapter 32: Antituberculars, Antifungals, Peptides, and Metronidazole Compare first-line and second-line antitubercular drugs and give example of each. Differentiate between the five groups of antifungal drugs explain the uses of polyenes Differentiate the adverse reactions of antitubercular antifungal, and drugs. Apply the nursing process for patients taking antitubercular, and peptide drugs. Describe the side effects/adverse effects for metronidazole Week 3 Lecture Day 5 Tuesday, May 16, 2017 Anti-infectives: Antitubeculars, Antifungals, Peptides,and Metronidazole. Antivirals, Antimalarials and AntiHelmintics. Drugs for UTI Dosage calculations: review of chapter 14 Learning Objective Chapter 33: Antivirals, Antimalarial, and Anthelmintic Explain the uses of antiviral and antimalarial drugs. Describe the various helminths and the human body sites used for their infestation. Differentiate the action of antivirals, antimalarials, and anthelmintics. Compare the side effects and adverse reaction of antiviral, antimalarial, and anthelmintic drugs. Apply the nursing process for the patient taking antimalarial and anthelmintic drug therapy. Chapters 33-36, 14 Exam #2 session 5 Learning activity Dosage calculation Anti-infectives Skills Lab Medication administration IM/SQ drugs Page 16

17 Page 17 Global Health College Chapter 34: Drug for Urinary Tract Disorders Compare the groups of drugs that are urinary antiseptics Describe the side effects and adverse reactions to urinary antiseptics and antispasmodic and antiinfectives Different the uses for a urinary analgesic, a urinary stimulant, and a urinary antispasmodic. Apply the nursing process, including teaching, to nursing care of the patient receiving urinary antiseptic/antiinfective drug. Chapter 35: HIV-and AIDS-Related Drugs Describe the life cycle of the human immunodeficiency virus (HIV), and relate it to the actions of pharmacologic agents used in the treatment of HIV disease. Identify the risk factors of HIV transmission. Decrease the six classifications of antiretroviral therapy, and give examples of medications in each group. Explain specific issues of medication adherence to antiretroviral agents Discus the nurse s role in medication management and issues of adherence. Explain prophylactic treatment for opportunistic infections. Discuss the medical management for preventing mother-to child transmission of HIV infection during pregnancy. Discuss health care worker s exposure risks, and relate the risk, and relate the risk and type of exposure to recommendations. Apply the nursing process, including teaching, to the care of patients with HIV infection. Chapter 36: Vaccines

18 Compare and contrast active and passive immunity Compare and contrast active natural and active acquired immunity. Describe infectious diseases for which vaccines are currently available Outline the currently recommended childhood immunization schedule. Discuss vaccines routinely administered to adults. Discuss contraindications to the administration of recommended immunizations Explain the nursing intervention, includes teaching, related to the administration of vaccines. Week 3 Lecture Day 6 Friday, May 19, 2017 Chapter 51: Endocrine Drugs: Pituitary, Thyroids, Parathyroid, and Adrenal Disorders Compare the hormones secreted from the adenohypophysis and the neurohypophysis. Differentiate the actions and uses of the pituitary hormones: thyroxine (T 4), triiodothyronine (T 3), parathyroid hormone (PTH), and glucocorticoids. Differentiate the side effects of thyroxine (T 4) and triiodothyronine (T 3). Apply the nursing process, including patient teaching, of drug therapy related to hormonal replacement or hormonal inhibition for the pituitary, thyroid, parathyroid, and adrenal glands. Chapter 52: Antidiabetics Compare type 1 and type 2 diabetes mellitus. Describe he symptoms of diabetes mellitus. Chapters 51-52, Chapter 14 Page 18

19 Differentiate symptoms of hypoglycemic reaction and hyperglycemia. Compare onset, peak and duration of rapid-acting, short-acting, intermediate-acting, and long-acting insulins. Compare the action of oral antidiabetic drugs and their side effects. Differentiate between the action of insulin, oral antidiabetic agents, and glucagon. Apply the nursing process to the patient taking insulin and oral antidiabetic agents. Week 4 Lecture Day 7 Tuesday, May 23, 2017 Learning Objectives Cardiovascular Agents I: Cardiac Glycosides, AntiAnginals & Antidysrythmics. Diuretics Chapters 42, 43 Dosage calculation review Quiz # 3 (Sessions 6) Kaplan Comprehensive Learning Objectives Chapter 42: Cardiac Glycosides, Antianginals, and Antidysrhythmics Differentiate the actions of cardiac glycosides, antianginal drugs, and antidysrhythmic drugs. Describe the signs and symptoms of digitalis toxicity. Compare the side effects and adverse reactions of nitrates, beta blockers, calcium channel blockers, quinidine, and procainamide. Apply the nursing process, including patient teaching, related to cardiac glycosides, antianginal, and antidysrhythmic drugs. Page 19 Chapter 43: Diuretics Compare the action and uses of thiazide, loop, and potassium-sparing diuretics.

20 Differentiate side effects and adverse reactions related to thiazide, loop, and potassium-sparing diuretics. Explain the nursing interventions, including patient teaching, related to thiazide, loop, and potassium-sparing diuretics. Apply the nursing process for the patient taking thiazide, loop, and potassium-sparing diuretics. Week 4 Lecture Day 8 Friday, May 26, 2017 Chapter 44: Antihypertensives Differentiate the pharmacologic action of the various categories of antihypertensive drugs. Compare the side effects and adverse reactions to sympatholytics, directacting vasodilators, and angiotensin antagonists. Apply the nursing process related to antihypertensives including nursing interventions and teaching. Describe the blood pressure guidelines for determining hypertension. Chapters 44,45,46 Exam #3 (Sessions 7) Learning Activity Case study Chapter 45: Anticoagulants, Antiplatelets, and Thrombolytics Compare the action for anticoagulants, antiplatelets, and thrombolytics. Differentiate the side effects and adverse reaction of anticoagulants, antiplatelets, and thrombolytics. Apply the nursing process, including patient teaching for anticoagulants and thrombolytics. Chapter 46: Antihyperlipidemics and peripheral vasodilators Page 20

21 Describe the action of the two main drug groups: antihyperlipidemics and peripheral vasodilators. Compare the side effects and adverse reactions of antihyperlipidemics Differentiate the side effects and adverse reactions of peripheral vasodilators. Apply the nursing process, including patient teaching, for antihyperlipidemics and peripheral vasodilators. Week 5 Lecture Day 9 Tuesday, May 30, 2017 Anti-inflammatory and Pain Management agents Learning Objective Chapter 9: Collaboration in Community Settings Describe common elements of patient teaching about medication administration in community settings. Explain specific points related to administration of medications in the home. Discuss specific points related to administration of medications in the school. Describe specific points related to administration of medications in the work site. Explain the application of the nursing process to medication administration in community settings. Chapter 25: Antiinflammatory Drugs Explain the pathophysiologic basis of five cardinal signs of inflammation. Compare the action of various nonsteroidal antiinflamatory drugs (NSAIDs) Explain the use of disease-modifying antirheumatic drugs (DMARDs) Chapters 9,25,26 Exam #4 (Sessions 8 & 9) Learning Activity Case study Concept Map 1 Due on Digoxin Page 21

22 Differentiate between the side effect and adverse reactions of NSAIDs and DMARDs Correlate the nursing processes associated with NSAIDs and corticosteroids, including patient teaching Apply the nursing process to the patient taking DMARDs Compare the action of various antigout medication Chapter 26: Nonopioid and Opioid Analgesics Differentiate between acute and chronic pain. Compare indication for nonopioid and opioid analgesics. Describe the serum therapeutic ranges of acetaminophen and aspirin Contrast the side effects of aspirin and opioids Explain the methadone treatment program Discuss nursing interventions and patient teaching related to nonopioid and opioid analgesia. Apply the nursing process to the patient with patient-controlled analgesia. Week 5 Lecture Day 10 Friday, June 2, 2017 Page 22 Gastrointestinal Agents: Drugs for GI disorders Antiulcer drugs Learning Objective Chapter 47: Drugs for Gastrointestinal Tract Disorders Compare the pharmacologic treatment of vomiting, diarrhea, and constipation. Differentiate the actions and side effects of antiemetics emetics, antidiarrheals, and laxatives Chapters 47,48 Quiz #4 (Session 10) Learning Activity Case study Skills Lab IV Medication Administration

23 Apply the nursing process for the patient taking antiemetics, antidiarrheals, and laxatives Differentiate contraindication to the use of antiemetics emetics, antidiarrheals, and laxatives. Chapter 48: Antiulcer Drugs Explain the predisposing factors for peptic ulcers Differentiate between peptic ulcer, gastric ulcer, duodenal ulcer, and gastroesophageal reflux disease. Compare the action of seven groups of antiulcer drugs used in the treatment of peptic ulcer: tranquilizers, antacids, histamine2 blockers proton pump inhibitors, pepsin inhibitor, and prostaglandin analogue. Plan patient teaching for the following drug group: anticholinergic, and histamine2 blockers Differentiate between the side effects of anticholinergics and systemic and nonsystemic antacids. Apply the nursing process, including teaching to antiulcer drugs. Week 6 Lecture Day 11 Tuesday, June 6, 2017 Page 23 Neurologic Agents Learning Objects Chapter 20: Central Nervous System Stimulants Explain the effects of stimulants on the central nervous system (CNS) Compare attention deficit/ hyperactivity disorder and narcolepsy. Differentiate the action of drugs used for attention deficit/ hyperactivity disorder and narcolepsy. Contrast the common side effects of amphetamines, Contrast the common side effects of amphetamines, anorexiants, analeptics, doxapram, and caffeine. Chapters 20,21,22,23,2 4 Quiz #5 (Sessions 10 & 11) Learning Activity Case study Kaplan Comprehensive

24 Page 24 Global Health College Compare the pharmacology of drugs used in the treatment of migraine headaches. Apply the nursing process for the patient taking CNS stimulants. Apply the nursing process for the patient taking doxapram (Dopram). Chapter 21: Central Nervous System Depressants Differentiate the type and stages of sleep. Explain several nonpharmacologic ways to induce sleep. Differentiate among these adverse effects: hangover, dependence, tolerance, withdrawal symptom, and rapid eye movement (REM) rebound. Discuss the uses of benzodiazepines. Apply the nursing process for the patient taking benzodiazepines for hypnotic use. Differentiate nursing interventions related to barbiturates, benzodiazepines, nonbenzodiazepines, and melatonin agonist hypnotics. Compare the stages of anesthesia Explain the uses for topical anesthetics Differentiate general and local anesthetics and their major side effects. Chapter 22: Anticonvulsants Contrast the two international classifications of seizures with characteristic of each type. Differentiate between the type of seizures Summarize the pharmacokinetics, side effects and adverse reactions, therapeutic plasma phenytoin level, contraindications for use, and drug interactions of phenytoin (Dilantin)

25 Compare the action of hydantoins, long-acting barbiturates, succinimides, oxazolidones, benzodiazepines, iminostillbenes, and valproate. Apply the nursing process to anticonvulsants including patient teaching. Chapter 23: Drugs for Neurologic Disorders: Parkinsonism and Alzheimer s Disease Summarize the pathophysiology of parkinsonism and Alzheimer s disease Contrast the action of anticholinergics, dopaminergic, dopamine agonists, MAO-B inhibitors, and COMT inhibitors in the treatment of Parkinsonism. Compare the side effect of various antiparkinsonism drugs Apply the nursing process to anticholinergics, dopaminergic, and acetylcholinesterase inhibitors. Differentiate the phase of Alzheimer s disease with corresponding symptoms. Compare the side effects/adverse effects of acetylcholinesterase inhibitors that are used to treat Alzheimer s disease Chapter 24: Contrast the pathophysiology of myasthenia gravis and multiple sclerosis. Discuss the drug group used to treat myasthenia gravis. Compare the treatment strategies for the three phases of multiple sclerosis. Differentiate between the muscle relaxants used for spasticity and those used for muscle spasms. Apply the nursing process to drugs used to treat myasthenia gravis and muscle spasms. Page 25

26 Week 6 Lecture Day 12 Friday, June 9, 2017 Global Health College Nutrition and Electrolytes: Vitamins and Minerals Fluid and Electrolytes Nutritional Support Learning Objective Chapters 15,16,17 Chapter 15: Vitamin and Mineral Replacement Discuss the four justification for the use of vitamin supplements. Differentiate between water-soluble and fat-soluble vitamins. Relate food sources and deficiency conditions associated with each vitamin. Explain the need for iron and foods that are high in iron content Explain the uses for iron, copper, Zinc, chromium, and selenium. Describe the nursing interventions, including patient teaching, related to vitamin and mineral uses. Chapter 16: Fluid and Electrolyte Replacement Describe osmolality and tonicity. Discuss normal range for serum osmolality and tonicity of intravenous solutions. Describe the classification of intravenous fluids. Discuss the function of major intracellular and extracellular electrolytes. Explain the difference between cations and anions. Describe major sign and symptoms of deficiency and excess of potassium, sodium, calcium, magnesium, chloride, and phosphorus. Explain the methods used to correct potassium, calcium and magnesium excess. Apply the nursing process to the care of the patient experiencing fluid, Page 26

27 potassium, sodium, calcium, and magnesium imbalances. Chapter 17: Nutritional Support Explain the difference between enteral nutrition and parenteral nutrition. Describe the route for enteral solutions, and explain the differences. Explain the advantages and differences of the methods used to deliver enteral nutrition. Describe the complications that may occur with use of eternal nutrition and parenteral nutrition. Discuss the nursing intervention for patient receiving eternal nutrition and parenteral nutrition. Week 7 Lecture Day 13 Tuesday, June 13, 2017 Psychiatric Agents Learning Objectives Chapter 27: Antipsychotics and anxiolytics Differentiate between the two groups of drugs; antipsychotics and anxiolytics Contrast the action, uses, side effects, and adverse effect of traditional/typical and atypical antipsychotics. Plan nursing intervention, including patient teaching for the patient taking antipsychotics and anxiolytics. Apply the nursing prices sot the patient taking an atypical antipsychotic, a typical antipsychotic, and an anxiolytic. Chapters 27,28 Exam #5 Dosage calculation Concept map #2 due (Fluid and electrolyte) Page 27 Chapter 28: Antidepressants and Mood Stabilizers Contrast the various categories of different antidepressant, give an example of one drug for each category.

28 Week 7 Lecture Day 14 Friday, June 16, 2017 Page 28 Global Health College Describe the side effects and adverse reaction of antidepressants. Plan nursing interventions, including patient teaching, for antidepressant (tricyclic antidepressants, monoamine oxidase inhibitors, selective serotonin reuptake inhibitors, selective norepinephrine reuptake inhibitors, and atypical antidepressants) Explain the uses of lithium and its serum/ plasma therapeutic ranges, side effects and adverse reactions and nursing interventions. Apply the nursing process to the patient taking lithium, carbamsepine, and valproic acid. Explain the nursing process, including patient teaching related to drugs used to treat male reproductive disorders. Chapter 56: Drugs for Woman s Chapters Reproductive Health and Menopause 56,57 Recognize the successful contraception is essential to the health and well-being of women. Describe methods of contraception commonly prescribed, patient selection, mechanisms of action, and possible side effects. Identify specific nursing actions that will enhance successful contraception for women and their partners. Describe the nursing process, including teaching and risk-benefitalternative education associated with medications used for contraception and family planning. Provide information for nonpharmacologic and pharmacology intervention for women experiencing menopausal symptoms. Differentiate between types of medication used for osteoporosis. Describe the nursing process, including teaching and risk-benefitalternative education associated with

29 medication used for menopausal symptoms. Chapter 57: Drugs for Men s Health and Reproductive Disorders Describe the effects of gonadal hormone supplementation on the hypothalamic anterior pituitary feedback loop. Describe the role of testosterone therapy in managing development problems related to primary and secondary male sex characteristic and in spermatogenesis. Differentiate common conditions for which androgen therapy and antiandrogen therapy are indicated. Describe patients for whom androgen therapy is particularly risky. Assess patients for therapeutic and adverse effects of androgen therapy. Categorize commonly prescribed medication that can impair male sexual function. Week 8 Lecture Day 15 Tuesday, June 20, 2017 Week 8 Lecture Day 16 Kaplan proctored Exam(optional) Group presentation Comprehensive Final Exam Friday, June 23, 2017 The following documents have been posted on Sonisweb 1. Oral Presentation grading rubric 2. NCLEX RN Curriculum map 3. RN Test Plan (2016) 4. NANDA Nursing Diagnosis List Page 29