NURS 3424 Pharmacology, VC: Nursing Implications
Winter 2013
COURSE DESCRIPTION: This course will focus on the fundamental principles of pharmacology and
investigation of the major classifications of drugs with emphasis on pharmacotherapeutic actions and nursing
implications. Previously learned skills and concepts as well as prerequisite science courses are integrated into the
discussions. Students will be required to take an assessment Pharmacology Exam (ATI). Please note that there are
chapters missing from this syllabus. These chapters are taught in later courses.
CREDIT: 4 Credit hours (6 clock per week)
Class time:
Monday and Friday 0900-1200
PROGRAM LEVEL: I
REQUIRED TEXTBOOKS:
Kee, J, Hayes, E.R., McCuistion, L.E., (2009). Pharmacology : A Nursing Process Approach (7th edition).
St. Louis: Saunders.
Kee, J, Hayes, E.R., McCuistion, L.E. , (2009). Pharmacology : A Nursing Process Approach 7th Ed Study Guide.
St. Louis: Saunders. Worksheets or other learning tools may be used @ faculty’s discretion.
Wissmann, J., Knippa, A., Lawler, K.M., Brant, L.S., (2008). Pharmacology for Nursing.
ATI Latest Version, Overland Park, Kansas. Located at WWW.ATITESTING.COM
OTHER REQUIRED READINGS:
http://www.dosagehelp.com/ Excellent resource for Dosage Calculation Problems
Additional resources for students: http://evolve.elsevier.com/KeeHayes/pharmacology/
Course Coordinator: Charles Whitehead, MSN, RN
Office Hours: Mon: 0600-0800 and 1300-1500, Friday: 0600-0800 and 1300-1500 and by appointment
Phone: 210-486-5814 (Office)
Email: whiteheadc@wbu.edu
COURSE OBJECTIVES:
At the end of the course, the student will be able to:
 Recognize pharmacokinetics and pharmacodynanamics of selected agents, and be able to administer
medications according to current and approved standards.
 Select and prioritize nursing interventions based on differentiating side effects from adverse reactions in clients.
 Identify specific client responses influenced by pharmacodynamic interactions of categories of drugs.
 Utilize the nursing process and critical thinking skills to assist clients with management of drug therapy.
 Identify key elements to be included in client teaching programs related to medications.
** Federal regulations mandate that we contact students at their University issued
e-mail address. Please set up your @wayland.wbu.edu email account by following the
instructions located at:
http://www.wbu.edu/academics/online_programs/resources/student_email_access.pdf
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EVALUATION AND GRADING:
A = 90-100
B = 80-89
C = 75-79 75% or better is Required to pass this nursing course
D = 70-74
F = 69 and below
Grading Rubric
8 Tests
ATI Practice Exams (5 total), with focused review
ATI (100% for level 3; 80% for level 2; 60% for level 1; 40% for below level 1)
Comprehensive Final
Total
55%
5%
15%
25%
100%
* Final grade will be rounded to the nearest .10 decimal place. > 0.5 rounds to the NEXT whole number. For
example: If your grade is 89.49% the grade will be rounded to 89.5%. However, rounding only moves up or down
one place. Therefore 89.49% rounds to 89.5%, not 90%. But, a grade of 89.5% before rounding will be rounded to
90%.
Testing/Exams
Test and exam dates and content are published in course syllabus. There will a total of 9 tests/exams; 8 unit tests and
the final examination covering the entire presented course. A blueprint prepared by the faculty is distributed to
students on Blackboard at least one week prior to the test or exam. The blueprint will provide the student with the
subject content area and the type of question. The type of question will be categorized two ways. First the question
will be categorized by the areas of the nursing process; assessment, planning, intervention and evaluation. The
question will also be categorized by cognitive level; knowledge, analysis, application, and comprehension. There are
no make-up tests for this course-except under extraordinary circumstances (per faculty discretion).
ATI Practice Tests are worth 5% for 5 total tests; but, 5% only when all five (5) tests are completed. Less than 5
and you receive 0%. ATI Practice Test noted on course calendar indicates tests are submitted by Wed. of that week.
A focused review are dues one week following submission of your test results; review requirements:
If you made Level III: put in 2 hours of Focused Review time
If you made a Level II: put in 4 hours of Focused Review time
If you made a Level I: put in 6 hours of Focused Review time
If you made <1 :
put in 8 hours of Focused Review time
Time spent in focused review demonstrated improved test and NCLEX-RN scores
Test Chapters are published in the course syllabi for the students at the beginning of each term. Test dates are found
within the Student Calendar. Exam blueprints may be provided by the instructor prior to each exam. The Online
Students will continue to use Proctor Secure as the secure mode for testing or Live Proctor (Mr. Whitehead) for
make-up Exams. Students are required to follow the mandates as identified by Proctor Secure as this is a security
camera that videos the student during testing which is then sent to the Dean of Nursing if questionable behaviors are
videoed. The Exams will only be offered one time (will be opened at 8:15 pm CST and will close at 9:45 pm
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CST). Student is to follow the Student Calendar for the dates when the various Unit Exams and Final Exam will be
administered. If the Student fails to take the Online Exam at the time it is offered, the Student will take an alternate
paper test at the next Clinical Weekend on the Sunday after all students have been dismissed. The Alternate (Makeup) Test will be 50 Questions in length and will be questions that may require answers of: Listing, Short answer,
Matching, Multiple Choice / Multiple Selection. There will be no Blue Print for Alternate (make-up) Tests but the
content will come from the same chapters of the Online Exams. If the Student does not log onto the Final Online
Exam at date/time being administered, the Student may place him/herself in a situation whereby he/she will have to
arrange to make an additional trip to San Antonio to take a paper-pencil make-up Final Exam which will have to be
taken prior to the current academic Quarter closing out. Again the Final Makeup Exam will not be the same Exam
as the Online Final and will be similar question profile as the Unit Makeup Exams (10 to 20 Questions in length and
will be questions that may require answers of: Listing, Short answer, Matching, Multiple Choice / Multiple
Selection. Due to multiple occurrences whereby Students in the past have not been taking exam(s) when the
exam(s) have been assigned, it was decided that the above was the best option to deter students from negating
academic responsibilities. Online Students are permitted to have only 1 make-up exam occurrence; thereafter, the
Exam Grade assigned will be 0 (ZERO) for missed online Exams (this also includes the Final Exam). It is your
responsibility to ensure your Remote Secure Proctor Device is functioning appropriately. It is also your
responsibility as an Adult Learner to view your Student Calendar as well as check your Blackboard Course
Announcements at least twice a day, once in the early morning and then prior to you going to bed at night in
case there have been changes.
Securexam Remote Proctor System Guidelines for Online Exams
As recommended by Softwaresecure
Objective: This policy outlines proctoring and examination security expectations for students when online
examinations are given in a course.
Standards: Examinations are important mechanisms for evaluation of student learning. The College of Nursing
programs adhere to standards of academic integrity as articulated by the College of Nursing Honor Code and
Wayland Baptist University Student Conduct Code. Cheating on examinations is contrary to both academic
integrity standards and to ethical standards and constitutes reason for academic withdrawal and/or expulsion
from the College or University. Review the Student Conduct Policy in the student handbook, available online at
http://www.sa.wbu.edu/
Some courses in the College of Nursing use the Securexam Remote Proctor System. Securexam Remote Proctor
contains a web‐camera, microphone and fingerprint reader. These devices identify the student and capture video
and audio throughout the exam and upload it to SSI’s secure servers. This video will be used for the purpose of
establishing if any suspicious activity occurred during the test. The video feed provides a 360 degree view of the
exam environment and all video records are subject to review by faculty.
The Remote Proctor system must be purchased through the WBU bookstore. The fee includes all charges for use
of the Remote Proctor system for (1) year from date of purchase. Renewal service fees are charged every year
after initial purchase.
Process: The Remote Proctor system will be used with online examinations as instructed by course faculty
members. Students are required to take online examinations using a Windows or Mac based computer that
meets the minimum requirements as outlined in the instructions on the Software Secure installation page
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(http://www.remoteproctor.com/install).
o Students are required to register their devices and establish identity following the procedures
outlined in the Remote Proctor instructions.
o Students are responsible for self‐testing the functionality of their units well in advance of all Remote
Proctored exams in their courses, so that any troubleshooting that is required can be accomplished. A
practice quiz for this purpose can be found in the course.
Test Environment Requirements:
The online testing environment should mimic the ‘in class’ testing environment, and must conform to the
following:
 A quiet, secure, fully lighted room for the examination
o No other people in the room
o No pets in the room
o No communicating with others by any means (with the exception of contact
with the faculty member in an emergency)
o No leaving the room
o Clean desk or table with nothing except computer and remote proctor
system on the desktop or tabletop including removal of all books, papers,
notebooks or other materials, unless specifically permitted in written guidelines for a
particular examination
o No writing visible on desk or on walls
o No music, videos, or TV playing
o No use of headphones
o No use of cell phone for any reason other than to contact support or your
instructor
o All other computer monitors must be powered off
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 Have the Remote Proctor device correctly situated:
o Within an arm’s reach at all times during an exam
o On the opposite side of the keyboard as the computer mouse (if using one)
o Parallel to the keyboard (not behind the screen, etc.)
o Nothing covering the base or prism
o Lighting must be “daylight” quality and overhead is preferred if at all
possible. If overhead is not possible, the source should not be behind the
student.
All exam videos can/will be reviewed by the course faculty and the Program director. If a red or yellow violation
is detected, you will receive a zero on your exam or assignment.
Contact information for Product Technical Support: Technical support is available by phone
24/7 for students from Software Secure at 1‐866‐811‐0719 or by clicking the following link for the online:
http://clientportal.softwaresecure.com/support/ where students will be able to either (1) search the Knowledge
Base (KB) to find the answer to their question; or, (2) open a web‐ticket which will be promptly answered by
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Software Secure Technical Support.
Class Attendance
Students are expected to enter this course at least once a week. Additionally, although blueprints and power point
slides are at your disposal, reading the textbook is imperative to capturing all necessary information necessary to
pass the tests and learn all necessary information regarding pharmacology.
1. The student must attend the class(es) for which he/she is enrolled.
2. Weekly online participation to include appropriate academic construction of Discussion Postings is
required. Refer to the Discussion Posting Rubric that is contained within this Syllabus.
3. Students not engaging in the weekly discussions will be considered Absent and thus more than 2 weeks
absent of online engagement would be considered a failure for the online course
4. When a student reaches a number of absences considered by the instructor to be excessive, the instructor will
so advise the student and file an Unsatisfactory Progress Report at the San Antonio Campus.
Discussion Board
Discussion Posting Grading Rubric
INTERPRETATION
Weekly Discussion
Grade
GRADING CRITERIA
The comment is accurate, original, relevant, teaches us
something new, and is well written. Four pt. comments add
substantial learning presence to the course and stimulate
additional thought about the issue under discussion.
Referencing your postings is a requirement.
Excellent
(A)
100
Student must log on a minimum of three times a week and
Post to 4 Discussion Question(s). Additionally, Student
must post to a minimum of four student postings a week
Initial Postings must be posted within 24-72 hours
at the beginning of the business week (Monday)
Unless specified as per the Student Calendar
The comment lacks at least one of the above qualities, but is
above average in quality. A 3 pt. comment makes
significant contribution to our understanding of the issue
being discussed. Referencing your postings is a
requirement.
Minimum
(C)
75
Student must log on a minimum of three times a week and
Post to 3 Discussion Question(s). Additionally, Student
must post to a minimum of three student postings a week
Initial Postings must be posted within 24-72 hours
at the beginning of the business week (Monday)
Unless specified as per the Student Calendar
Substandard
(F)
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The comment lacks 2 or 3 of the required qualities.
Fall 2011 Pharmacology Syllabus
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50
Comments which are based upon personal opinion or
personal experience often fall within this category.
Student must log on a minimum of two times a week and
Post to 2 Discussion Question(s). Additionally, Student
must post to a minimum of two student postings a week
Initial Postings must be posted within 24-72 hours
at the beginning of the business week (Monday)
Unless specified as per the Student Calendar
The comment presents little or no new information.
However, 1 pt. comments may provide important social
presence and contribute to a collegial atmosphere.
Unacceptable
(F)
25
Student must log on a minimum of one time a week and
Post to 1 Discussion Question. Additionally, Student must
post to a minimum of one student posting a week Initial
Postings must be posted within 24-72 hours at the
beginning of the business week (Monday) Unless
specified as per the Student Calendar
Unacceptable
(F)
0
Student fails to log on to course for the week.
*The numeric number listed is the weekly grade that will be assigned for the weekly Discussion Postings.
8 CHARACTERISTICS OF A QUALITY ONLINE DISCUSSION POSTING
1. SUBSTANTIAL: Messages should relate to the subject matter and provide information, opinions or questions
about that subject matter. They may relate the subject matter to something personal, but they should remain
academic in their focus.
2. CONCISE: Studies have shown that messages that are several screens long do not get many replies. To write an
effective message, attempt to use a single screen if possible. Try to get the point and focus of your message across so
that it is clear what you are saying.
3. PROVOCATIVE: The discussion board is an interactive medium. The more interaction there is between
students the better. A good message is one that prompts others to reply or object. A focused and pointed message
that produces replies from other learners in that class in moving the discussion forward is having an impact on the
learning environment.
4. HERMENEUTICAL: The discussion board is a place where ideas are interpreted and language is explored. To
be hermeneutical is to interpret. A good message should explore, explain, or expand on a concept or connection. The
message should not simply state something, but rather expand upon an idea.
5. TIMELY: A good message appears in the context of similar messages in the message log. If you get on
irregularly, your message will appeal late and out of context with what is currently happening on the board. Log on
regularly and reply to messages in a timely fashion.
6. LOGICAL: A good message that is not a question should contain a logical argument. This means is should
contain a clearly stated conclusion of thesis supported by premises, reason, evidence or grounds of belief.
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7. GRAMMATICAL: A good, clear, concise message should be well-written and free of typos and sentence
fragments and referenced appropriately using APA format.
8. Be Polite to others online. Again, please refer to the website: http://online.uwc.edu/technology/onletiquette.asp
BENCHMARKS OF A SUCCESSFUL ONLINE COURSE
1. An online semester BEGINS the same week that an onsite semester begins. Student needs to access and post on
the first day of classes in session.
2. To obtain the maximum grade (100) - Every online student should log into the online course no less than three
times per week to read instructor and/or student postings and produce no less than four responses to Discussion
Questions and four responses to other student postings per unit of content (total of 8 Postings) unless otherwise
directed by the Online Instructor (refer to Student Calendar for weeks where student is not required to post).
Initial Postings must be posted within 24-72 hours at the beginning of the business week (Monday). Refer to
Student Calendar as a Guide.
3. At least 90% of the messages in a discussion board should be from learner to learner. It is required that students
comment and expand upon the ideas of their virtual classroom peers. This interaction and participation is a huge part
of what transpires in the virtual learning environment. Instructors are encouraged to engage themselves more as
discussion guides and monitors of discussions and less as lecturers in online classes.
Medication Cards
Five medication cards will be completed for each unit, beginning in Unit 4. The cards will be dropped in the marked
drop box on Blackboard the night prior to each test. The medication cards will contain: Brand and Generic name of
medication, Usage of medication, Action, Usual dose, side effects/adverse reactions (Note first three for each
category-do not list all side effects-this will result in writing a novel), and nursing consideration/implications. The
medication cards are for your benefit-in that they will be utilized during clinical experiences in upcoming courses;
and, assist in helping you to learn medications.
Policy on Academic Integrity. Standards of academic honesty are expected. Academic dishonesty includes, but is
not limited to, cheating, plagiarism and counterfeit work, unauthorized reuse of work, theft, and collusion. Cheating
will not be tolerated. Students who cheat will be removed from this course
Student Responsibilities: Students are adult learners and responsible for self-directed study to complete this
course.
Check postings on blackboard at least once a week, learn to use blackboard postings provided by professors, as
they are intended to increase your professional nursing knowledge bank. Learn to become a resource broker, speak
professionally and use citations, it is part of professional nursing. Assignments, blogs, and presentation have due
dates and points will be reduced if not punctual. The profession of nursing requires punctuality in documentation
and attendance. It also requires reliability as fellow staff and administration rely on you to come to work prepared.
Patients rely on you to know the current state of their health and current professional standards. Citations and
references are to be used and documented using the professional citation of nursing, APA (5th edition) format.
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Disability Statement: Wayland Baptist University adheres to a policy of providing equal opportunity to students
with disabilities. Disability is defined by the University as any condition that falls under the purview of the
Rehabilitation Act of 1973. Wayland will strive to achieve optimum opportunity for participation in the University
experience for all students, regardless of their circumstance. The University encourages any student who has a
disability, as defined by the Rehabilitation Act of 1973, to inform the University of any Special Requirements or
needs by reporting these to the Dean of Students or the Vice President for Academic and Student Services. The
University will strive to meet these needs in accordance with applicable federal guidelines and Christian ethical
considerations.
Student Conduct: (This is a statement of conduct standards. It is enforced in conjunction with the Discipline
Policy and Substance Abuse Policy found elsewhere in this handbook.) Wayland proudly adheres to high standards
of intellectual, moral, ethical, and spiritual values. Convinced that self-discipline is more desirable than outside force
and that the truly educated person must pursue what is right under all circumstances, Wayland entrusts each student
with the solemn obligation of preserving these standards.
However, in the light of revelation, reason, and the custom of the Christian community from which Wayland has
sprung, certain practices are evaluated:
1. Personal integrity in keeping with New Testament standards is expected of all students.
2. Respect for the property, knowledge, and rights of other people must prevail.
3. The use or possession of alcoholic beverages and/or illegal drugs is forbidden.
4. Gambling, hazing, and the on-campus possession of firearms or deadly weapons are prohibited. BB Guns and
Paint Ball Guns are also prohibited.
5. The use of tobacco by students is discouraged, though permitted in certain designated areas of the campus. In
consideration of the rights of others and the requirements of safety, such areas are designated.
6. Unprofessional correspondence, as well as unprofessional conduct, toward faculty and/or fellow students is not
tolerated
7. Cheating of any kind is not tolerated and will result in immediate removal from this course.
The authority of the University is exercised over all student groups or organizations bearing the name of the
university, or any student enterprises to the extent necessary to safeguard the good name and wellbeing of Wayland.
Specifically, each student is expected to conduct himself in such a manner as to uphold, not detract from, the good
name of Wayland Baptist University. If one feels that he/she cannot subscribe to the moral and social practices of
the University, he/she will find greater acceptance elsewhere.
Standards of Professional Nursing Practice (BON 213.27, 217.11, 217.12) Please refer to the Board of Nursing at
www.BON.state.tx.us for any additional information regarding the Texas Nurse Practice Act.
 Knows rationale for side effects of medications and treatments, and correctly administers same. 217.00 (1)(c).
 Documents nursing care accurately and completely, including signs and symptoms, nursing care rendered,
medication administration. Contacts health care team concerning significant events in patient health. 217.11
(1) (d).
 Implements a safe environment for patients and/or others. 217.11 (1) (b).
 Respects client confidentiality. 217.11 (1)(e).
 Accepts assignments commensurate with educational level, preparation, experience and knowledge.
217.11(1)(t).
 Obtains instruction and supervision as necessary when implementing nursing procedures and practices.
217.11(1)(h).
 Notifies the appropriate supervisor when leaving an assignment. 217.11 (1) (I).
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Recognizes and maintains professional boundaries of the nurse/patient relationship. 217.11 (1)(J).
Clarifies orders, treatments, that the nurse has reason to believe are inaccurate, non-effective or contraindicated.
217.11 (1)(N).
Able to distinguish right from wrong. 213.27 (b)(2)(A).
Able to think and act rationally 213.27(b)(2)(B).
Able to keep promises and honor obligations 213.27(b)(2)(C).
Accountable for own behavior 213.27(b)(2)(D).
Able to promptly and fully self-disclose facts, circumstances, events, errors and omissions when these
disclosures will enhance health status of patients or protect patients from unnecessary risk or harm.
213.27(b)(2)(G).
Course Outline
Unit 1 Nurse’s Perspective of Pharmacology
Unit 2 Medications and Calculations
Unit 3 Contemporary Issues in Pharmacology
Unit 4 Nutrition and Electrolytes
Unit 5 Autonomic Nervous System Agents
Unit 6 Neurologic and Neuromuscular Agents
Unit 7 Anti-inflammatory and Pain Management Agents
Unit 8 Psychiatric Agents (Omitted)
Unit 9 Antibacterial Agents
Unit 10 Anti-infective Agents
Unit 11 Immunologic Agents
Unit 12 Antineoplastic Agents
Unit 13 Respiratory Agents
Unit 14 Cardiovascular Agents
Unit 15 Gastrointestinal Agents
Unit 16 Eye, Ear and Skin Agents
Unit 17 Endocrine Agents
Unit 18 Reproductive and Gender-related Agents (Omitted)
Unit 19 Emergency Agents (Omitted)
Date
Textbook Chapters
1,2 & 4
5
6-14
15-17
18-19
20-24
25-26
XXXX
29-31
32-34
35-36
37-39
40-41
42-46
47-48
49-50
51-52
XXXX
XXXX
Monday & Wednesday 1-4 pm
Nurse’s Perspective of Pharmacology (Unit 1)
Nurse’s Perspective of Pharmacology (Unit 1) & Contemporary Issues in
Pharmacology (Unit 3)
Medications & Calculations (Unit 2)
Test 1, Medications of infection & The Immune System (Unit 9-12)
Medications for Infection & the Immune system (Unit 9-12), cont.
Test 2 , ATI Practice Test-1: (ATI PT-1), Medications of Pain & Inflammation
Medications for Pain & inflammation (Unit 7), cont.
Test 3, (ATI PT-2), Medications of the Nervous System
/Medications for the Nervous system (Units 5 & 6), cont.
Test 4, Medications of the cardiovascular & Blood system
Medications for the Cardiovascular & blood system (Unit 14), cont. (ATI PT-3)
Test 5, Medications of the Respiratory System
Medications for Respiratory System (Unit 13), cont.
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Test 6, Medications for Fluid/Electrolyte and Nutrition
Medications for Fluid/Electrolyte and Nutrition (Unit 4), cont. (ATI PT-4)
Test 7, Medications of the Digestive System & EENT and Skin
Medications for Digestive System and EENT & skin (Unit 15 & 16), cont.
Test 8, Medications of the Endocrine System
Medications for the Endocrine system (Unit 17), cont. (ATI PT-5)
Final Review and Self Study
Comprehensive Final Examination
Final ATI
NOTE: Class schedule may be adapted or changed by faculty/university, Dean, or facility.
Learning Objectives: Review and apply knowledge within resources provided below in readiness for performance
of the following nursing activities:
Unit 1 A Nurse’s Perspective of Pharmacology
Objectives
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Differentiate the three phases of drug action.
Discuss the two processes that occur before tablets are absorbed into the body.
Describe the four processes of pharmacokinetics.
Explain the meaning of pharmacodynamics, dose response, maximal efficacy, the receptor, and nonreceptors in drug action.
Define the terms protein-bound drugs, half-life, therapeutic index, therapeutic drug range, side effects, adverse reaction, and drug toxicity.
Check drugs for half-life, percentage of protein-binding effect, therapeutic range, and side effects in a drug reference book.
Pharmacogentic effects of drugs
Describe the nursing implications of pharmacokinetics and pharmacodynamics.
Describe the five-plus-five rights of drug administration.
Analyze safety risks for medication administration.
Discuss safe disposal of medications.
Differentiate routes of administration.
Explain the documentation of medication administration.
Analyze the nursing interventions related to administration of medications by various routes.
Unit 2 Medication and Calculations
Objectives
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Discuss the three systems of measurement.
Convert measurement within the metric system, larger units to smaller units, and smaller units to larger units.
Convert measurements within the apothecary system, larger units to smaller units, and smaller units to larger units.
Convert measurements within the household system, larger units to smaller units, and smaller units to larger units.
Convert metric, apothecary, and household measurements among the three systems of measurement as appropriate.
Select a formula—the basic formula, the ratio-and-proportion method, fractional equation, or dimensional analysis—for calculating drug dosages.
Convert all measures to the same system and same unit of measure within the system before calculating drug dosage.
Calculate drug dosage using one of the general formulas.
Calculate drug dosage according to body weight and body surface area.
Discuss meanings for abbreviations used in drug therapy.
Introduce the difference between vials and ampules.
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Introduce the types of syringes and needles and their uses.
Introduce how to administer intradermal, subcutaneous, and intramuscular injections.
Introduce calculating dosage of drugs for subcutaneous and intramuscular injections.
Introduce the amount of insulin dosage with the use of an insulin syringe.
Introduce the methods for mixing two insulins in one insulin syringe and for mixing two injectable drugs in one syringe.
Unit 4 Nutrition and Electrolytes
Objectives
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Discuss the four justifications for the use of vitamin supplements.
Differentiate between water- 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 client teaching, related to vitamin and mineral uses.
Describe osmolality and tonicity.
Discuss the iso-osmolality range for serum and isotonicity of intravenous solutions.
Describe the four classifications of intravenous fluids.
Differentiate between cations and anions of electrolytes.
Explain the major functions of cations.
Discuss examples of potassium, calcium, and magnesium supplements.
Explain the methods used to correct potassium, calcium, and magnesium excess.
Describe several signs and symptoms of hypokalemia, hyperkalemia, hyponatremia, hypernatremia, hypocalcemia, hypercalcemia, hypochloremia,
hyperchloremia, hypophosphatemia, and hyperphosphatemia.
Explain the pharmacokinetics and pharmacodynamics of oral and intravenous potassium chloride and calcium salts.
Describe the assessments, nursing interventions, and client teaching for fluid, potassium, sodium, calcium, and magnesium imbalances.
Explain the differences between enteral nutrition and parenteral nutrition.
Describe the routes for enteral feedings.
Discuss examples of 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 enteral nutrition and parenteral nutrition.
Discuss the nursing interventions for clients receiving enteral nutrition and parenteral nutrition
Unit 5 Autonomic Nervous System Agents
Objectives
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Explain the adrenergic receptors, citing examples of their major responses.
Differentiate between selective and nonselective adrenergic drugs.
Discuss the major side effects of adrenergic drugs.
Explain nursing interventions, including client teaching, associated with adrenergic drugs.
Contrast the uses of alpha blockers and beta blockers.
Explain the general side effects of adrenergic blockers.
Describe nursing interventions, including client teaching, associated with adrenergic blockers.
Apply the nursing process for the client taking beta-adrenergic blockers.
Compare the two cholinergic receptors.
Describe the responses of cholinergic drugs and anticholinergic drugs.
Differentiate between direct-acting and indirect-acting cholinergic drugs.
Contrast the major side effects of cholinergic and anticholinergic drugs.
Differentiate the uses of cholinergics and anticholinergics.
Explain the nursing process, including client teaching associated with cholinergics and anticholinergics.
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Apply the nursing process for the client taking neostigmine, a reversible cholinesterase inhibitor.
Unit 6 Neurologic and Neuromuscular Agents
Objectives
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Explain the effects of stimulants on the central nervous system (CNS).
Discuss attention deficit/hyperactivity disorder and narcolepsy.
Explain the action of drugs used for attention deficit/hyperactivity disorder and narcolepsy.
Contrast the common side effects of amphetamines, anorexiants, analeptics, doxapram, and caffeine.
Discuss the drugs used in the treatment of migraine headaches.
Describe at least four nursing interventions when administering CNS stimulants.
Apply the nursing process for the client taking doxapram (Dopram).
Explain the types and stages of sleep.
Discuss several nonpharmacologic ways to induce sleep.
Differentiate among these adverse effects: hangover, dependence, tolerance, withdrawal symptoms, and rapid eye movement (REM)
rebound.
Contrast short-acting and intermediate-acting barbiturates used as sedative hypnotics. Discuss the uses of benzodiazepines.
Apply the nursing process for the client taking benzodiazepines for hypnotic use.
Differentiate nursing interventions related to barbiturates and benzodiazepine hypnotics.
Describe the stages of anesthesia.
Explain the uses for topical anesthetics.
Differentiate general and local anesthetics and their major side effects.
Contrast the two international classifications of seizures with characteristics of each type.
Differentiate between the types of seizures.
Summarize the pharmacokinetics, side effects and adverse reactions, therapeutic plasma phenytoin level, contraindications for use, and drug
interactions of phenytoin (Dilantin).
Describe the uses for hydantoins, long-acting barbiturates, succinimides, oxazolidones, benzodiazepines, iminostilbenes, and valproate.
Apply the nursing process to anticonvulsants.
Summarize the pathophysiology of parkinsonism and Alzheimer’s disease.
Contrast the actions of anticholinergics, dopaminergics, dopamine receptors, MAO-B inhibitors, and COMT inhibitors in the treatment of
parkinsonism.
Describe the side effects of antiparkinson drugs.
Apply the nursing process to anticholinergics, dopaminergics, and acetylcholinesterase inhibitors.
Differentiate the phases of Alzheimer’s disease with corresponding symptoms.
Discuss the drug group used to treat Alzheimer’s disease.
Unit 7 Anti-inflammatory and Pain Agents
Objectives
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Explain the pathophysiologic basis of five cardinal signs of inflammation.
Describe the action of nonsteroidal antiinflammatory drugs (NSAIDs).
Explain the use of disease-modifying antirheumatic drugs (DMARDs).
Differentiate between the side effects and adverse reactions of NSAIDs and DMARDs.
Correlate the nursing processes associated with NSAIDs and corticosteroids, including client teaching.
Apply the nursing process to the client taking DMARDs.
Explain the action of antigout medications.
Differentiate between acute and chronic pain.
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Fall 2011 Pharmacology Syllabus
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Compare indications 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 client teaching related to nonopioid and opioid analgesics.
Apply the nursing process to the client with patient-controlled analgesia (PCA).
Unit 9 Antibacterial Agents
Objectives
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Explain the mechanisms of action of antibacterial drugs.
Differentiate between bacteria that are naturally resistant and those that have acquired resistance to an antibiotic.
Summarize the three general adverse effects associated with antibacterial drugs.
Differentiate between narrow-spectrum and broad-spectrum antibiotics.
Describe the effects of the natural, broad-spectrum (extended), penicillinase-resistant, and antipseudomonal penicillins.
Contrast the effects of first-, second-, third-, and fourth-generation cephalosporins.
Apply the nursing process for clients receiving penicillins and cephalosporins.
Describe the pharmacokinetics and pharmacodynamics of erythromycin.
Apply the nursing process for tetracyclines, including client teaching.
Summarize the nurse’s role in detecting ototoxicity and nephrotoxicity associated with the administration of aminoglycosides.
Discuss the reasons for ordering serum aminoglycosides for peak and trough concentration levels.
Write a teaching plan to include the mechanism for action of fluoroquinolones (quinolones).
Contrast the nursing interventions for each of the drug categories: macrolides, tetracyclines, aminoglycosides, and fluoroquinolones.
Differentiate between short-acting and intermediate-acting sulfonamides.
Describe the uses, side effects, and adverse reactions to all the sulfonamides and co-trimoxazole.
Explain the pharmacokinetics of sulfonamides.
Apply the nursing process to the client taking trimethoprim-sulfamethoxazole.
Unit 10 Antiinfective Agents
Objectives
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Differentiate between first-line and second-line antitubercular drugs and give examples of each.
Compare the five groups of antifungal drugs.
Explain the uses of polyenes.
Differentiate between the adverse reactions of antitubercular, antifungal, and peptide drugs.
Apply the nursing process for clients taking antitubercular, antifungal, and peptide drugs.
Describe the side effects/adverse effects for metronidazole
Explain the uses of antiviral and antimalarial drugs.
Describe the various helminths and the human body sites used for their infestation.
Describe the action of antivirals, antimalarials, and anthelmintics.
Compare the side effects and adverse reactions to antiviral, antimalarial, and anthelmintic drugs.
Apply the nursing process for the client taking antimalarial and anthelmintic drug therapy.
Compare the groups of drugs that are urinary antiseptics and antiinfectives.
Describe the side effects and adverse reactions to urinary antiseptics and antiinfectives.
Differentiate the uses for a urinary analgesic, a urinary stimulant, and a urinary antispasmodic.
Apply the nursing process, including teaching, to nursing care of the client receiving urinary antiseptic/antiinfective drugs.
Unit 11 Immunologic Agents
Objectives
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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.
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Fall 2011 Pharmacology Syllabus
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Describe the six classifications of antiretroviral therapy, and give examples of medications in each group.
Relate specific issues of medication adherence to the dosing and side effects of antiretroviral agents.
Explain prophylactic treatment for opportunistic infections.
Discuss the medical management for preventing mother-to-child transmission of HIV infection during pregnancy.
Discuss health care workers’ exposure risks, and relate the risk and type of exposure to postexposure prophylaxis practices.
Apply the nursing process, including client teaching, to the care of clients who are infected with HIV; discuss the nurse’s role in medication
management and issues of adherence.
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 interventions, including client teaching, related to the administration of vaccines.
Unit 12 Antineoplastic Agents
Objectives
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Differentiate between cell cycle–specific and cell cycle–nonspecific anticancer drugs.
Identify general side effects and adverse reactions to anticancer drugs.
Describe the uses and considerations for alkylating compounds, antimetabolites, antitumor antibiotics, mitotic inhibitors, hormones, and biotherapy
agents.
Describe client education guidelines for administering chemotherapy in the home.
Identify three ways the nurse can avoid exposure to chemotherapeutic agents.
Describe the nursing process, including client teaching, related to anticancer drugs.
Develop client-focused teaching plans related to anticancer drugs.
Compare the mechanisms of action of targeted therapies for cancer with those of standard chemotherapy drugs.
Distinguish among the different types of targeted therapies for cancer treatment with regard to indications, possible side effects and adverse effects,
route of administration, and nursing responsibilities.
Apply the nursing process related to the needs of clients receiving targeted therapies for cancer.
Develop a teaching plan for clients and their families about the use and side effects of targeted therapy for cancer.
Discuss the actions of drugs classified as biologic response modifiers.
Describe client populations that may benefit from the use of biologic response modifiers.
Discuss three common side effects of interferons, colony-stimulating factors, and interleukin-2.
Distinguish anaphylaxis reactions from the anaphylactoid reactions caused by the administration of monoclonal antibody therapy.
Describe the nursing process, including client teaching, when caring for clients who receive biologic response modifiers.
Unit 13 Respiratory Agents
Objectives
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Compare antihistamine, decongestant, antitussive, and expectorant drug groups.
Differentiate between rhinitis, sinusitis, and 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.
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.
Describe 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, cromolyn, antihistamines, and mucolytics for COPD and asthma.
Apply the nursing process for the client taking drugs commonly used for COPD, including asthma, and restrictive lung disease.
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Fall 2011 Pharmacology Syllabus
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Unit 14 Cardiovascular Agents
Objectives
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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 client teaching, related to cardiac glycosides, antianginal drugs, and antidysrhythmic drugs.
Explain the action and uses of diuretics.
Compare the various groups of diuretics.
Describe several side effects and adverse reactions related to thiazide, loop, and potassium-sparing diuretics.
Explain the nursing interventions, including client teaching, related to diuretics, especially thiazide, loop, and potassium-sparing diuretics.
Identify the categories of antihypertensive drugs.
Explain the pharmacologic action of the individual groups of antihypertensive drugs.
Describe the side effects and adverse reactions to sympatholytics (beta blockers, centrally acting and peripherally acting alpha blockers, alpha and
beta blockers), direct-acting vasodilators, and angiotensin antagonists.
Explain the nursing interventions, including client teaching, related to antihypertensives.
Give the blood pressure guidelines for determining hypertension.
Describe the action for anticoagulants, antiplatelets, and thrombolytics.
Identify the side effects and adverse reactions of anticoagulants, antiplatelets, and thrombolytics.
Give the nursing processes, including client teaching, for anticoagulants and thrombolytics.
Describe the action of the two main drug groups: antihyperlipidemics and peripheral vasodilators.
Identify the side effects and adverse reactions of antihyperlipidemics and peripheral vasodilators.
Describe the nursing process, including client teaching, for antihyperlipidemics and peripheral vasodilators.
Unit 15 Gastrointestinal Agents
Objectives
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Compare causes of vomiting, diarrhea, and constipation.
Explain the actions and side effects of antiemetics, emetics, antidiarrheals, and laxatives.
Apply the nursing process for the client taking antiemetics, antidiarrheals, and laxatives.
Describe contraindications to the use of antiemetics, emetics, antidiarrheals, and laxatives.
Explain the predisposing factors for peptic ulcers.
Differentiate between peptic ulcer, gastric ulcer, duodenal ulcer, and gastroesophageal reflux disease.
Describe the actions of seven groups of antiulcer drugs used in the treatment of peptic ulcer: tranquilizers, anticholinergics, antacids, histamine2
blockers, proton pump inhibitors, pepsin inhibitor, and prostaglandin analogue antiulcer.
Describe client teaching for the following drug groups: anticholinergics, antacids, and histamine2 blockers.
Differentiate between the side effects of anticholinergics and systemic and nonsystemic antacids.
Apply the nursing process, including client teaching, to antiulcer drugs.
Unit 16 Eye, Ear and Skin Agents
Objectives
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Differentiate acne vulgaris, psoriasis, drug-induced dermatitis, and contact dermatitis.
Describe nonpharmacologic measures used to treat mild acne vulgaris.
Describe at least three drugs that can cause drug-induced dermatitis and their characteristic symptoms.
Compare the topical antibacterial agents used to prevent and treat burn tissue infection.
Discuss the nursing process, including client teaching, related to commonly used drugs for acne vulgaris, psoriasis, and burns
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Unit 17 Endocrine Agents
Objectives
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Compare the hormones secreted from the adenohypophysis and the neurohypophysis.
Differentiate the actions and uses of the pituitary hormones, thyroxine (T4), triiodothyronine (T3), parathyroid hormone (PTH), and glucocorticoids.
Describe the side effects of thyroxine (T4) and triiodothyronine (T3).
Compare the nursing process, including client teaching, of drug therapy related to hormonal replacement or hormonal inhibition for the pituitary,
thyroid, parathyroid, and adrenal glands.
Compare type 1 and type 2 diabetes mellitus.
Describe the symptoms of diabetes mellitus.
Explain a hypoglycemic reaction and describe the symptoms.
Differentiate among rapid-acting, short-acting, intermediate-acting, and long-acting insulins and combination mix.
Determine the peak concentration time for four types of insulin action and when a hypoglycemic reaction is most likely to occur.
Explain 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 client taking insulin and oral antidiabetic agents.
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Fall 2011 Pharmacology Syllabus
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