House Bill 2504

Spring 2011 Course Syllabus

VNSG-1331-01 (Pharmacology)

Faculty Information
SemesterSpring 2011
InstructorMulliner, Mary A.
Phone(409) 984-6364
E-mailmullinma@lamarpa.edu
Department
Allied Health
Chair:Janet Hamilton
Telephone:(409) 984-6354
E-mail:hamiljr@lamarpa.edu
Office
Hours:M-T 8-4, W 2-4, Th-F 8-4
Building:Allied Health (AH)
Room #:117
Course Information
Course ID #10358
Course Subject-Number-SectionVNSG-1331-01
Course TitlePharmacology
Course Description Fundamentals of medications and their diagnostic, therapeutic, and curative effects. Includes nursing interventions utilizing the nursing process.
Course Prerequisites BIOL 2401 & BIOL 2402 Human Anatomy and Physiology

NURA 1301 Nurse Aide for Health Care Organizations I

NURA 1160 Clinical

Required Textbooks 1 Roach, Sally S. (2010) Introductory Clinical Pharmacology (9th edition). Philadelphia: Lippincott

2 Smith, B. & Roach, S. (2010) Study Guide to Accompany Introductory Clinical Pharmacology (9th edition). Philadelphia: Lippincott

Learning Objectives 1. Topic: Orientation to the Vocational Nursing Program Syllabus

Objective: Upon completion of this learning experience, the student should be able to:

a.        List sources of college and program policies.

b.        Discuss content of the course syllabus.

c.        Seek opportunities to ask questions concerning class content, and/or         assignments.

d.        Distinguish how the Philosophy of the Lamar State College – Port Arthur Vocational Nursing Program addresses beliefs, regarding individuals, health, society, and nursing.

2. Topic: Strategies used by the Vocational Nurse in understanding and facilitating general principles of pharmacology for clients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Explain the meaning of therapeutic methods.

b.        Identify the different names assigned to drugs.

c.        List official sources of drug standards.

d.        Distinguish between prescription drugs, nonprescription drugs and controlled substances.

e.        List and describe literature resources for researching drug interactions and drug incompatibilities.

f.        List legislative acts controlling drug use and abuse.

g.        Differentiate among Schedule I, II, III, IV, and V medications, and describe nursing responsibilities associated with the administration of each type.

h.        Identify factors that influence drug action.

i.        Explain nursing assessments necessary to evaluate potential problems associated with the absorption of medications.

j.        Describe nursing interventions that can enhance drug absorption.

l.        Differentiate between general and selective types of drug distribution mechanisms.

m.        Name the process that inactivates drugs.

n.        Identify the meaning and significance to the nurse of the term half-life when used in relation to drug therapy.

o.        Compare and contrast the following terms used in relationship to medications: desired action, side effects, adverse reactions, allergic reactions, and idiosyncratic reactions.

p.        List factors that cause variations in absorption, distribution, metabolism, and excretion of drugs.

q.        State the mechanisms by which drug interactions may occur.

r.        Differentiate among the following terms: additive effect, synergistic effect, antagonistic effect, displacement, interference, and incompatibility.

s.        Discuss the effects of age on drug action.

3. Topic: Strategies used by the Vocational Nurse in understanding and facilitating the administration of medications to clients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to:        

a.        Name the six rights of drug administration.

b.        Identify the different types of medication orders.

c.        List the various routes by which a drug may be given.

d.        Discuss nursing responsibilities before, during, and after administration of a drug.

4. Topic: Strategies used by the Vocational Nurse in understanding and facilitating the nursing process in clients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to:

a.        List the five phases of the nursing process.

b.        Differentiate between objective and subjective data.

c.        State the information that should be obtained as a part of a medication history.

d.        Identify sources of information used to build a patient information base.

5. Topic: Strategies used by the Vocational Nurse in understanding and facilitating patient and family teaching.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Describe essential elements of patient education in relation to the prescribed medications.

b.        Describe the nurse’s role in fostering patient responsibility for maintaining well-being and complying with the therapeutic regimen.

c.        Identify the types of information that should be discussed with the patient or significant others to establish reasonable expectations for the prescribed therapy.

d.        Discuss the different domains of learning

6. Topic: Strategies used by the Vocational Nurse in understanding and facilitating anti-infective therapies.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss the uses, general drug actions, and general adverse reactions, contraindications, precautions, and interactions of the sulfonamides, penicillins, cephalosporins, tetracyclines, macrolides, lincosamides, fluoroquinolones, aminoglycosides, miscellaneous anti-infectives, antiutbercular drugs, leprostatic drugs, antiviral drugs, antifungal drugs, and antiparasitic drugs.

b.        Discuss important preadministration and ongoin assessment activities the nurse should perform on the patient taking sulfonamides, penicillins, cephalosporins, tetracyclines, macrolides, lincosamides, fluoroquinolones, aminoglycosides, miscellaneous anti-infectives, antiutbercular drugs, leprostatic drugs, antiviral drugs, antifungal drugs, and antiparasitic drugs.

c.        Develop a plan for implementing patient education for patients receiving sulfonamides, penicillins, cephalosporins, tetracyclines, macrolides, lincosamides, fluoroquinolones, aminoglycosides, miscellaneous anti-infectives, antiutbercular drugs, leprostatic drugs, antiviral drugs, antifungal drugs, and antiparasitic drugs.

d.        Identify significant data in a patient history that could alert the medical team that a patient is more likely to experience an allergic reaction.

e.        Identify baseline data the nurse should collect on a continuous basis for comparison and evaluation of antimicrobial drug effectiveness.

f.        Describe basic principles of patient care that can be implemented to enhance an individual’s therapeutic response during an infection.

g.        Identify criteria used to select an effective antimicrobial agent.

h.        Differentiate between gram-negative and gram-positive microorganisms and between anaerobic and aerobic properties of microorganisms.

i.        Explain the major action and effects of drugs used to treat infectious diseases.

j.        Describe the nursing assessments and interventions for the common side effects associated with antimicrobial agents: allergic reaction; direct tissue damage (nephrotoxicity, ototoxicity, or hepatotoxicity); secondary infection; and other considerations such as photosensitivity, peripheral neuropathy, and neuromuscular blockage.

k.        Review parenteral administration techniques and the procedure for vaginal insertion of drugs.

7. Topic: Strategies used by the Vocational Nurse in understanding and facilitating anti-infective drugs that affect the Urinary System.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss the uses, general drug actions, adverse reactions, contraindications, precautions, and interactions of the drugs used to treat infections and symptoms associated with urinary tract infections or an overactive bladder.

b.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking a drug for a urinary tract infection or an overactive bladder.

c.        Explain the major action and effects of drugs used to treat disorders of the urinary tract.

d.        Identify baseline data the nurse should collect on a continuous basis for comparison and evaluation of drug effectiveness.

e.        Identify baseline data the nurse should collect on a continuous basis for comparison and evaluation of drug effectiveness.

f.        Identify important nursing assessments and interventions associated with drug therapy and treatment of diseases of the urinary system.

g.        Identify essential components involved in planning patient education that will enhance compliance with the treatment regimen.

h.        Be able to identify specific portions of a urinalysis report that would indicate proteinuria, dehydration, infection, or renal disease.

i.        Identify the antimicrobial agents used to treat urinary tract infections. Give names, the organisms treated, and special considerations (such as the need for acidic urine, changes in urine color, and effect on urine tests).

8. Topic: Strategies used by the Vocational Nurse in understanding and facilitating cardiotonic and miscellaneous Inotropic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Summarize the pathophysiology of heart failure including the body’s compensatory mechanisms.

b.        Identify the goals of treatment of heart failure.

c.        Identify the similarity in spelling of the generic names of the major cardiac         glycosides.

d.        Explain the process of digitalizing a patient, including the initial dose, preparation, and administration of the medication, as well as the nursing assessments needed to monitor therapeutic response and digitalis toxicity.

e.        Identify essential assessment data, nursing interventions, and health teaching needed for a patient with heart failure.

f.        Identify the normal therapeutic levels of cardiac glycosides.

g.        Discuss the uses, general drug action, general adverse reactions, contraindications, precautions, and interactions of the cardiotonic and inotropic drugs.

h.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking a cardiotonic or inotropic drug.

i.        Identify the symptoms of digitalis toxicity.

j.        Discuss specific teaching points to keep in mind when educating patients about the use of cardiotonic or inotropic drugs.

9. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antiarrhythmic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Describe the therapeutic response that should be observable when an antiarrhythmic agent is administered.

b.        Identify baseline nursing assessments that should be implemented during the treatment of arrhythmias.

c.        List the dose forms and precautions needed in the preparation of intravenous (IV) lidocaine for the treatment of arrhythmias.

d.        Describe various types of cardiac arrhythmias.

e.        Discuss the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions of the antiarrhythmic drugs.

f.        Discuss important preadministration and ongoing assessments the nurse should perform on a patient taking an antiarrhythmic drug.

g.        Discuss specific teaching points to keep in mind when educating patients about the use of antiarrhythmic drugs.

10. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antianginal and Peripheral Vasodilating drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Identify assessment data needed to evaluate an anginal attack.

b.        Implement medication therapy health teaching for an anginal patient in the clinical setting.

c.        List the two types of antianginal drugs.

d.        Discuss the general actions, uses, adverse reactions, contraindications, precautions, and interactions of antianginal and peripheral vasodilating drugs.

e.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking an antianginal or peripheral vasodilating drugs.

h.        List the baseline assessments needed to evaluate a patient with peripheral vascular disease.

i.        Identify specific measures the patient can use to improve peripheral circulation and prevent complications from peripheral vascular disease.

j.        Develop measurable objectives for patient education for patients who are taking antianginal and peripheral vasodilating drugs.

11. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antihypertensive drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Summarize nursing assessments and interventions used during the treatment of hypertension.

b.        State lifestyle modifications that should be implemented when a diagnosis of hypertension is made.

c.        Identify specific factors the hypertensive client can use to assist in the management of the disease.

d.        Develop objectives for patient education for patients with hypertension.

e.        Discuss the various types of hypertension and risk factors involved.

f.        List the various types of drugs used to treat hypertension.

g.        Discuss the general drug actions, uses, adverse reactions, contraindications, precautions, and interactions of the antihypertensive drugs.

h.        Discuss important pre-administration and ongoing assessment activities the nurse should perform on the patient taking an antihypertensive drug.

i.        Explain why blood pressure determinations are important during therapy with an antihypertensive drug.

12. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antihyperlipidemic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss cholesterol, HDL, LDL and triglyceride levels and how they contribute to heart disease

b.        Discuss therapeutic life changes and how they affect cholesterol levels.

c.        Discuss the general actions, uses, adverse reactions, contraindications, precautions, and interactions of antihyperlipidemic drugs.

d.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking an antihyperlipidemic drug.

e.        Discuss specific teaching points to keep in mind when educating patients about the use of antihyperlipidemic drugs.

13. Topic: Strategies used by the Vocational Nurse in understanding and facilitating diuretic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Cite nursing assessments used to evaluate a patient’s state of hydration.

b.        Review possible underlying pathologic conditions that may contribute to the developments of excess fluid volume in the body.

c.        State which electrolytes may be altered by diuretic therapy.

d.        Cite nursing assessments used to evaluate renal function.

e.        Identify the effects of diuretics on blood pressure, electrolytes, and diabetic or prediabetic patients.

f.        Review the signs and symptoms of electrolyte imbalance and normal laboratory values of potassium, sodium, and chloride.

g.        Explain the rationale for administering diuretics cautiously to older patients and people with impaired renal function, cirrhosis of the liver, or increased intraoccular pressure or before vascular surgery in the brain.

h.        Cite alterations in diet that may be prescribed concurrently with loop, thiazide, or potassium-sparing diuretic therapy.

i.        Develop objectives for patient education for patients taking loop, thiazide, and potassium-sparing diuretics.

j.        Discuss the uses, general drug actions, adverse reactions, contraindications, precautions, and interactions of the diuretics.

k.        Describe important preadministration and ongoing assessment activities the nurse should perform on the patient taking a diuretic.

14. Topic: Strategies used by the Vocational Nurse in understanding and facilitating anticoagulants and thrombolytic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        State the primary purposes of anticoagulant therapy.

b.        Identify the effects of anticoagulant therapy on existing blood clots.

c.        Describe conditions that place an individual at risk for developing blood clots.

d.        Identify specific nursing interventions that can prevent clot formation.

e.        Explain laboratory data used to establish dosing an anticoagulant medications.

f.        Describe specific monitoring procedures to detect hemorrhage in the patient taking anticoagulants.

g.        Explain the specific procedures and techniques used to administer heparin subcutaneously, via intermittent administration through a heparin lock, and via intravenous infusion.

h.        Identify the purpose, dosing determination, and scheduling factors associated with the use of protamine sulfate.

i.        State the nursing assessments needed to monitor therapeutic response and the development of side effects to expect or report from anticoagulant therapy.

j.        Develop objectives for patient education for patients receiving anticoagulant and thrombolytic therapy.

k.        Discuss the uses, general drug actions, adverse reactions, contraindications, precautions, and interactions of warfarin, heparin preparations, and the thrombolytic drugs.

l.        Identify the antagonists for each anticoagulants and thrombolytic drugs.

17. Topic: Strategies used by the Vocational Nurse in understanding and facilitating drugs used to manage pain.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss the types, uses, general drug actions, common adverse reactions, contraindications, precatuions, and interactions of narcotic analgesics and narcotic antagonists.

b.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking narcotic analgesics and narcotic antagonists.

c.        Discuss the ways to promote on optimal response to therapy, how to manage common adverse reactions, and important points to keep in mind when educating patients about the use of narcotic analgesics and narcotic antagonists.

18. Topic: Strategies used by the Vocational Nurse in understanding and facilitating anesthetic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        State the use of local anesthesia, methods of administration, and nursing responsibilities when administering a local anesthetic.

b.        Discuss important nursing responsibilities associated with caring for a patient receiving a preanesthesia drug and during the postanesthesia recovery room period.

19. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antianxiety drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Name the three types of psychotherapeutic drugs.

b.        Describe the essential components of a baseline assessment of a patient’s mental status.

c.        Discuss the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions associated with the administration of the antianxiety drugs.

d.        Discuss the important preadministration and ongoing assessment activities the nurse should perform on the patient taking antianxiety drugs.

e.        Develop a teaching plan for patient education of people taking antianxiety medications.

f.        Describe signs and symptoms the patient will display when a positive therapeutic outcome is being seen for the treatment of high anxiety state.

g.        Discuss psychologic and physiologic drug dependence.

20. Topic: Strategies used by the Vocational Nurse in understanding and facilitating sedative and hypnotic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Differentiate between the terms sedative and hypnotic.

b.        Identify alterations found in the sleep pattern when hypnotics are discontinued.

c.        Cite nursing interventions that can be implemented as an alternative to administering a sedative-hypnotic.

d.        Compare the effects of barbiturates and miscellaneous sedatives and hypnotics.

e.        Discuss the uses, general drug actions, adverse reactions, contraindications, precautions, and interactions of the barbiturates and miscellaneous sedatives and hypnotics.

f.        Develop a plan for patient education for a patient receiving a hypnotic.

21. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antidepressant drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Describe the essential components of a baseline assessment of a patient with depression and identify symptoms of a major depressive episode.

b.        Discuss the uses, general drug actions, general adverse reaction, contraindications, precautions, and interactions of the antidepressant drugs.

c.        Cite monitoring parameters used for persons taking monoamine oxidase inhibitors (MAOIs), selective serotonin reuptake inhibitors (SSRIs), or tricyclic antidepressents.

d.        Prepare a teaching plan for an individual receiving antidepressant drugs.

e.        Differentiate between the physiologic and psychologic therapeutic responses seen with antidepressant therapy.

f.        Identify the premedication assessments necessary before administration of MAOIs, SSRIs, tricyclic antidepressants, and antimanic agents.

g.        Cite the advantages of SSRIs over other antidepressant agents.

22. Topic: Strategies used by the Vocational Nurse in understanding and facilitating central nervous system stimulants.

Objective: Upon completion of this learning experience, the student should be able to:

a.        List the three types of central nervous system stimulants.

b.        Discuss the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions of the central nervous system stimulants.

c.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking a central nervous system stimulate.

d.        Discuss ways to promote an optimal response to drug therapy, how to manage common adverse drug reactions, and important points to keep in mind when educating patients abut the use of central nervous system stimulates.

23. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antipsychotic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Identify signs and symptoms of psychotic behavior.

b.        Describe major indications for use of antipsychotic agents.

c.        Identify common adverse effects observed with antipsychotic medicaitons.

d.        Develop a teaching plan for a patient taking haloperidol and one receiving clozapine.

e.        Discuss the mood swings associated with bipolar disorder.

f.        Compare drug therapy used during the treatment of the manic phase and depressive phase of bipolar disorder.

g.        List the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions associated with the administration of the antipsychotic drugs.

h.        Discuss the important preadministration and ongoing assessment activities the nurse should perform on the patient taking an antipsychotic drug.

24. Topic: Strategies used by the Vocational Nurse in understanding and facilitating adrenergic; adrenergic blocking; cholinergic; and cholinergic blocking drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss the uses, general drug actions, adverse reactions, contraindications, precautions, and interactions associated with the administration of adrenergic drugs, adrenergic blocking drugs, cholinergic drugs, and cholinergic blocking drugs.

b.        Discuss important preadministration and ongoing assessment activities a nurse should perform on a patient taking adrenergic drugs, adrenergic blocking drugs, cholinergic drugs, and cholinergic blocking drugs.

c.        Differentiate between afferent and efferent nerve conduction within the central nervous system.

d.        Explain the role of neurotransmitters at synaptic junctions.

e.        Name the most common neurotransmitters of the autonomic nervous system.

f.        Identify the two major neurotransmitters of the autonomic nervous system.

g.        Cite the names of nerve endings liberating acetylcholine and those liberating norepinephrine.

h.        Explain the action of drugs that inhibit the actions of the cholinergic and adrenergic fibers.

i.        Identify two broad classes of drugs used to stimulate the adrenergic nervous system.

j.        Name the neurotransmitters called catecholamines.

k.        Review the actions of adrenergic agents to identify conditions that would be affected favorably and unfavorably by these medications.

l.        Explain the rationale for use of adrenergic-blocking agents for conditions that have vasoconstriction as part of the disease pathophysiology.

m.        Describe the benefits of using beta-adrenergic-blocking agents for hypertension, angina pectoris, cardiac arrhythmias, and hyperthyroidism.

n.        Identify disease conditions that would preclude the use of beta-adrenergic-blocking agents.

o.        List the neurotransmitters responsible for cholinergic activity.

p.        List the predictable side effects of cholinergic and anticholinergic agents.

q.        Describe the clinical uses of anticholinergic agents.

25. Topic: Strategies used by the Vocational Nurse in understanding and facilitating anticonvulsant drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Identify the following information:

a.        name of seizure type

b.        description of seizure

c.        medications used to treat each type of seizure

d.        nursing interventions and monitoring parameters for seizures

b.        Describe the effects of the hydantoins on patients with diabetes and on people receiving oral contraceptives, theophylline, folic acid, or anticids.

c.        Cite precautions needed when administering phenytoin or diazepam intravenously.

d.        Explain the rationale for proper dental care for people receiving hydantoin therapy.

e.        Develop a teaching plan for patient education for people diagnosed witha seizure disorder.

f.        Cite the desired therapeutic outcomes for seizure disorders.

g.        Identify the mechanisms of action thought to control seizure activity when anticonvulsants are administered.

h.        Discuss the basic classification systems used for epilepsy.

i.        Discuss the general drug actions, uses, adverse reaction, contraindications, precautions, and interactions of anticonvulsants.

j.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient receiving an anticonvulsant.

26. Topic: Strategies used by the Vocational Nurse in understanding and facilitating anti-parkinsonism drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss the uses, general drug action, adverse reactions, contraindications, precautions, and interactions of the anti-parkinsonism drugs.

b.        Describe reasonable expectations of medications prescribed for treatment of Parkinson’s disease.

c.        Identify the period necessary for a therapeutic response to be observable when drugs used to treat parkinsonism are initiated.

d.        List symptoms that can be attributed to the cholinergic activity of pharmacologic agents.

e.        Cite the specific symptoms that should show improvement when anticholinergic agents are administered to the patient with Parkinson’s disease.

f.        Develop a health teaching plan for an individual being treated with levodopa.

27. Topic: Strategies used by the Vocational Nurse in understanding and facilitating cholinesterase inhibitors.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss the clinical manifestations of Alzheimer’s disease.

b.        List the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions associated with the administration of the cholinesterase inhibitors.

c.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking a cholinesterase inhibitor.

28. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antitussive, mucolytic and expectorant drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Distinguish the mechanisms of action of expectorants, antitussives, and mucolytic agents.

b.        Describe the uses, general drug action, general adverse reactions, contraindications, precautions, and interactions of antitussives, mucolytic, and expectorant drugs.

c.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking an antitussive, mucolytic, or expectorant drug.

d.        Discuss specific teaching points to keep in mind when educating patients about the use of antitussives, mucolytics, and expectorant drugs.

29. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antihistamine and decongestant drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Review the procedure for administration of medications by nose drops, sprays, and inhalation.

b.        Explain why all decongestant products should be used cautiously in people with hypertension, hyperthyroidism, diabetes mellitus, cardiac disease, increased intraoccular pressure, or prostatic disease.

c.        State the nursing assessments needed to monitor therapeutic response and development of side effects to expect or report from the use of decongestant drug therapy.

d.        Describe the uses, general drug action, general adverse reactions, contraindications, precautions, and interactions of the antihistamines and decongestants.

e.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking an antihistamine or a decongestant.

f.        Identify essential components involved in planning patient education that will enhance compliance with the treatment regimen.

30. Topic: Strategies used by the Vocational Nurse in understanding and facilitating bronchodilators and antiasthma drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Compare the physiologic responses of the respiratory system to emphysema, chronic bronchitis, and asthma.

b.        Describe the physiology of respirations.

c.        Identify components of blood gases.

d.        Cite nursing assessments used to evaluate the respiratory status of a patient.

e.        Implement patient education for patients receiving drug therapy for lower respiratory disease.

f.        Review the procedures for administration of medication by inhalation.

g.        State the nursing assessments needed to monitor therapeutic response and the development of side effects to expect or report from sympathomimetic bronchodilator therapy.

h.        State the nursing assessments needed to monitor therapeutic response and the development of side effects to expect or report form anticholinergic bronchodialtor therapy.

i.        List side effects know to occur with the use of xanthine derivatives, and correlate these with the needed nursing assessments and interventions.

j.        State the nursing assessments needed to monitor therapeutic response and the development of side effects to expect or report from corticosteroid inhalant therapy.

k.        Explain laboratory date used to monitor therapeutic levels in the blood.

l.        Describe the uses, general drug action, general adverse reactions, contraindications, precautions, and interactions of the bronchodilators and antiasthma drugs.

m.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient about the use of bronchodilators and antiasthma drugs.

31. Topic: Strategies used by the Vocational Nurse in understanding and facilitating anti-diabetic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Identify the extent of the disease within the United States.

b.        Describe the current classification system for diabetes mellitus.

c.        Differentiate between the symptoms of type 1 (IDDM) and type 2 (NIDDM) diabetes mellitus.

d.        Identify the objectives of dietary control of diabetes mellitus.

e.        Identify and know the peak, onset, and duration times associated with the administration of insulin.

f.        Know how to manage common adverse reactions, special considerations, and important points to keep in mind when educating patients about the use of insulin.

g.        Identify which insulin is used for sliding scale and explain how sliding scale works.

h.        Discuss the types, uses, general drug actions, adverse reactions, contraindications, precautions, and interactions of the antidiabetic drugs.

32. Topic: Strategies used by the Vocational Nurse in understanding and facilitating pituitary and adrenocortical hormones.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Review the functions of the adrenal gland.

b.        State the normal actions of mineralocorticoids and glucocorticoids in the body.

c.        Cite the disease states caused by hypersecretion or hyposecretion of the adrenal gland.

d.        Identify the baseline assessments needed for a patient receiving corticosteroids.

e.        Identify the clinical uses of mineralocorticoids and glucocorticoids.

f.        Develop measurable objectives for patient education for persons taking corticosteroids.

g.        List the hormones produced by the pituitary gland and the adrenal cortex.

h.        Discuss general actions, uses, adverse reactions, contraindications, precautions, and interactions, of the pituitary and adrenocortical hormones.

33. Topic: Strategies used by the Vocational Nurse in understanding and facilitating thyroid and anti-thyroid drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Describe the signs, symptoms, treatment, and nursing interventions associated with hypothyroidism and hyperthyroidism.         

b.        Explain the effects of hyperthyroidism on dosages of warfarin and digitalis glycosides and on persons taking oral hypoglycemic agents.

c.        State the different types of treatment for hyperthyroidism.

d.        Explain the nutritional requirements and activity restrictions needed for an individual with hyperthyroidism.

e.        Identify the types of conditions that respond favorably to the use of radioactive iodine-131.

f.        Identify the hormones produced by the thyroid gland.

g.        Discuss the uses, general drug actions, adverse reactions, contraindications, precautions, and interactions of thyroid and antithyroid drugs.

h.        Discuss specific teaching needs of patients receiving thyroid or antithyroid         drugs.

34. Topic: Strategies used by the Vocational Nurse in understanding and facilitating male and female hormones.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Describe the body changes that can be anticipated with the administration of androgens, estrogens, or progesterone.

b.        State the uses of estrogens and progestins.

c.        Identify the rationale for administering androgens to women who have certain types of breast cancer.

d.        Describe the major adverse effects and contraindications to the use of oral contraceptive agents.

e.        Describe pharmacological treatments of benign prostatic hyperplasia.

f.        Discuss the medical uses, actions, adverse reactions, contraindications, precautions, and interactions of the male and female hormones.

g.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking male or female hormones.

35. Topic: Strategies used by the Vocational Nurse in understanding and facilitating drugs acting on the uterus.

Objective: Upon completion of this learning experience, the student should be able to:

a.        State the actions. Primary uses, nursing assessments, and monitoring parameters for uterine stimulants, uterine relaxants, clomiphene citrate, magnesium sulfate, and Rh (D) immune globulin.

b.        Describe specific nursing concerns and appropriate nursing actions when uterine stimulants are administered for induction of labor, augmentation of labor, and postpartum atony and hemorrhage.

c.        Describe specific assessments needed before and during the use of ritodrine, terbutaline, or magnesium sulfate therapy.

36. Topic: Strategies used by the Vocational Nurse in understanding and facilitating drugs used to manage pain and the musculoskeletal system.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss the types, uses, general drug actions, common adverse reactions, contraindications, precautions, and interactions of the salicylates, acetaminophen, nonsteroidal anti-inflammatory drugs (NSAIDs) and drugs used to treat musculoskeletal disorders.

b.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking salicylates, acetaminophen, nonsteroidal anti-inflammatory drugs (NSAIDs) and drugs used to treat musculoskeletal disorders.

c.        Discuss specific teaching points to keep in mind when educating patients about the use of salicylates, acetaminophen, nonsteroidal anti-inflammatory drugs (NSAIDs) and drugs used to treat musculoskeletal disorders.

d.        Prepare a list of assessment data needed to evaluate a patient with a skeletal muscle disorder.

e.        State the nursing assessments needed to monitor therapeutic response and the development of side effects to expect and report from skeletal muscle relaxant therapy.

f.        Develop a health teaching plan for patients with skeletal muscle relaxants on the central nervous system and the safety precautions required.

g.        Describe essential components of patient assessment used for patients receiving neuromuscular blocking agents.

h.        State when information on the use of these agents is found in the patient’s chart.

i.        List the equipment that should be available in the immediate patient care area when neuromuscular blocking agents are to be administered.

j.        Describe the physiologic effects of neuromuscular blocking agents.

k.        Cite the uses of neuromuscular blocking agents.

l.        Identify the effect of neuromuscular blocking agents on consciousness, memory, and the pain threshold.

m.        Describe disease conditions that may affect the patient’s ability to tolerate the use of neuromuscular blocking agents.

n.        List steps required to treat respiratory depression.        

37. Topic: Strategies used by the Vocational Nurse in understanding and facilitating drugs that affect the gastrointestinal system.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Cite common stomach disorders that require drug therapy.

b.        Identify factors that prevent breakdown of the body’s normal defense barriers resulting in ulcer formation.

c.        Discuss the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions associated with gastrointestinal drugs.

d.        Develop health teaching for an individual with stomach disorders that incorporates pharmacologic and nonpharmacologic treatment.

e.        Briefly explain undesirable effects of sodium bicarbonate and why it should not be used as a home remedy for indigestion.

f.        Identify the indications for use, method of action, and onset of action for contact or stimulant laxatives, saline laxatives, lubricant or emollient laxatives, bulk-forming laxatives, and fecal softeners.

g.        Describe medical conditions in which laxatives should not be used.

h.        Cite the causes of diarrhea.

i.        State the differences between locally acting and systemically acting antidiarrheal agents.

j.        Identify electrolytes that should be monitored whenever prolonged or severe diarrhea is present.

k.        Describe nursing assessments needed to evaluate the patient’s state of hydration when suffering from either constipation or dehydration.

l.        Cite conditions that generally respond favorably to antidiarrheal agents.

m.        Identify the drugs that may cause diarrhea.

n.        Compare the purposes of using antiemetic products.

o.        State the therapeutic classes of antiemetics.

p.        Discuss scheduling of antiemetics for maximum benefit.

q.        Discuss the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions associated with an antiemetic.

38. Topic: Strategies used by the Vocational Nurse in understanding and facilitating immunologic agents.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Discuss humoral immunity and cell-mediated immunity.

b.        Distinguish between and define the different types of immunity.

c.        Discuss the use of vaccines, toxoids, immune globulins, and antivenins to provide immunity against disease.

d.        Discuss preadministration and ongoing assessments the nurse should perform on the patient receiving an immunologic agent.

e.        Discuss ways to promote an optimal response management of common adverse reactions, special considerations, and important points to keep in mind when educating a patient taking an immunologic agent.

39. Topic: Strategies used by the Vocational Nurse in understanding and facilitating antineoplastic drugs.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Cite the goals of chemotherapy.

b.        Explain the normal cycle for cell replication and describe the effects of cell cycle-specific and cell cycle-nonspecific drugs within this process.

c.        Cite the rationale for giving chemotherapeutic drugs on a precise time schedule.

d.        Describe the nursing assessments and interventions needed for persons experiencing adverse effects from chemotherapy.

e.        Develop patient education objectives for a patient receiving chemotherapy.

f.        List nursing diagnoses particular to a patient taking antineoplastic agents.

g.        List the types of drugs used in the treatment of neoplastic diseases.

h.        Discuss the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions of the antineoplastic drugs.

i.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking antineoplastic drugs.

40. Topic: Strategies used by the Vocational Nurse in understanding and facilitating agents used in the treatment of anemia.

Objective: Upon completion of this learning experience, the student should be able to:

a.        Describe the different types of anemia.

b.        List the drugs used in the treatment of anemia.

d.        Discuss the actions, uses, general adverse reactions, contraindications, precautions, and interactions of the agents used to treat anemia.

41. Topic: Strategies used by the Vocational Nurse in understanding and facilitating topical drugs used in the treatment of skin disorders.

Objective: Upon completion of this learning experience, the student should be able to:

a.        List the types of drugs used in the treatment of skin disorders.

b.        Discuss the uses, general drug actions, general adverse reactions, contraindications, precautions, and interactions associated with drugs used in the treatment of skin disorders.

c.        Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient receiving a drug used to treat skin disorders.

d.        Discuss ways to promote on optimal response to therapy and important points to keep in mind when educating the patient about a skin disorder.

Major Assignments Date        Topic        Reading Assignment

01/19/2011        Review of Syllabus

History

Foundations of Clinical Pharmacology        

Chapter 1 (pgs 3 – 15)

Chapter 2 (pgs 16 – 28)

Chapter 4 (pgs 45 – 50)

Chapter 5 (pgs 51 – 56)

01/26/2011        

Anti-Infectives        Introduction (pgs 57 – 58)

Chapter 6 (pgs 59 – 64)

Chapter 7 (pgs 65 – 73)

Chapter 8 (pgs 74 – 79)

Chapter 9 (pgs 80 – 89)

Chapter 10 (pgs 90 – 97)

Chapter 11 (pgs 98 – 105)

Chapter 12 (pgs 106 – 115)

Chapter 13 (pgs 116 – 129)

Chapter 49 (pgs 491 – 497)

02/02/2011        Anti-infectives continued        

02/09/2011        Exam 1        Chapters: 1,2,4,5,6,7,8,9,10,11,12,

13, 49, & History

02/16/2011        

Cardiovascular System & Drugs That Affect the Hematologic System

Introduction (pgs 315 – 316)

Chapter 35 (pgs 317 – 326)

Chapter 36 (pgs 327 – 342)

Chapter 37 (pgs 343 – 350)

Chapter 38 (pgs 351 – 361)

Chapter 39 (pgs 362 – 369)

Chapter 40 (pgs 370 – 381)

Chapter 48 (pgs 481 – 490)

02/23/2011        Cardiovascular continued        

03/02/2011        Exam 2        Chapters: 35,36,37,38,39,40,48

03/16/2011        

Drugs Used to Manage Pain, Neuromuscular System (CNS & ANS)

Chapter 16 (pgs 150 – 160)

Chapter 17 (pgs 161 – 163)

Chapter 18 (pgs 164 – 170)

Introduction (pgs 171)

Chapter 19 (pgs 173 – 179)

Chapter 20 (pgs 180 – 185)

Chapter 21 (pgs 186 – 192)

Chapter 22 (pgs 193 – 203)

Chapter 23 (pgs 204 – 212)

Introduction (pgs 213)

Chapter 24 (pgs 215 – 223)

Chapter 25 (pgs 224 – 233)

Chapter 26 (pgs 234 – 238)

Chapter 27 (pgs 239 – 245)

Introduction (pgs 247)

Chapter 28 (pgs 249 – 253)

Chapter 29 (pgs 254 – 262)

Chapter 30 (pgs 263 – 271)

03/23/2011        CNS and ANS continued        

03/30/2011        Exam 3        Chapters: 16,17,18,19,20,21,22,23,

24,25,26,27,28,29,30

04/06/2011        

Respiratory System

Endocrine System        

Introduction (pgs 283)

Chapter 32 (pgs 285 – 291)

Chapter 33 (pgs 292 – 298)

Chapter 34 (pgs 299 – 314)

Introduction (315 – 316)

Chapter 43 (pgs 409 – 427)

Chapter 44 (pgs 428 – 445)

Chapter 45 (pgs 446 – 452)

Chapter 46 (pgs 453 – 471)

Chapter 47 (pgs 472 – 478)

04/13/2011        Endocrine continued        

04/20/2011        Exam 4        Chapters: 32,33,34,35,36,37,38,39,40

04/27/2011        

Drugs Used to Manage Pain (Non-narcotic)

Musculoskeletal System

Gastrointestional System

Chapter 14 (pgs 133 – 140)

Chapter 15 (pgs 141 – 149)

Chapter 31 (pgs 272 – 281)

Introduction (pgs 383)

Chapter 41 (pgs 385 – 397)

Chapter 42 (pgs 398 – 406)

05/04/2011        

Immune system

Antineoplastic Drugs

Skin Disorders        Introduction (pg 499)

Chapter 50 (pgs 501 – 512)

Chapter 51 (pgs 513 – 529)

Chapter 52 (pgs 530 – 538)

Introduction (pgs 539)

Chapter 53 (pgs 541 – 552)

05/052011        Reach EXAM (HESI)        

05/11/2011        Exam 5

Review Exam V

Final Exam Review        Chapters: 14,15,31,41,42,50,51,52,53

05/18/2011        COMPREHENSIVE FINAL EXAM        

Discussion Topics The current topics that are scheduled for that particular day.
Attendance Policy 1.        Attendance at all scheduled classes is expected.

2.        A student who is absent from class for 3 days, may be withdrawn from the program by the program director.

3.        Students on campus but not in class are considered absent.

4.        Late arrival to class is disruptive. Students who consistently arrive after the beginning of class (2 or more times) will be counseled and a plan of corrective action determined. Class will begin promptly at the scheduled time. Students who arrive fifteen (15) minutes after the beginning of class should not enter the classroom and should wait until break to enter.

5.        It is the student’s responsibility to notify the instructor of any absence. If the student is unable to contact the instructor the student should call 409-984-6356 or 1-800-477-5872 ext. 6356. The student should also e-mail the instructor or call the instructors office and leave a voice mail.

6.        Students who arrive after an exam starts but before it ends may take the test without penalty. They are given no additional time.

Determination of Final Grade 13.        The following method will be used to determine each student’s grade in the course:

Exam I                                Grade

Exam II                                Grade

Exam III                        Grade

Exam IV                                Grade

Exam V                                Grade

Reach Exam (HESI)                Grade

Final Exam                        Grade

Final Exam                        Grade

Total divided by 8

Final Exam Date May 18, 2011 - 8:00 AM
Campus Policies
Lamar State College - Port Arthur

Mission Statement

Lamar State College-Port Arthur is an open-access, comprehensive public two-year college offering quality instruction leading to associate degrees and a variety of certificates. The college, a member of The Texas State University System, has provided affordable, quality educational opportunities to residents of the Southeast Texas area since 1909.Lamar State College-Port Arthur embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life. The faculty, staff, and administration share a commitment to a mission characterized by student learning, diversity, and community service. The foundations for student success include compensatory education programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, technical education programs that provide for the acquisition of the skills and demeanor necessary for initial and continued employment, and a core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community. Student achievement is measured by the completion of courses and programs of study, successful performance following transfer to a baccalaureate program, and the attainment of individual goals.

Lamar State College-Port Arthur operates in the belief that all individuals should be:

* Treated with dignity and respect;

* Afforded equal opportunity to acquire a complete educational experience;

* Given an opportunity to discover and develop their special aptitudes and insights;

* Provided and opportunity to equip themselves for a fulfilling life and responsible citizenship in a world characterized by change.

 College Grading Scale

90-100A
80-89B
70-79C
60-69D
Below 59F

(Some specialized programs may have different grading scales)

 

 Academic Dishonesty

Academic dishonesty in any form will not be tolerated.  Please consult the student handbook for consequences of academic dishonesty.  These policies will be strictly enforced.

 

 Facility  Policies

        No food, drinks, or tobacco products are allowed in the classroom.

        Only students enrolled in the course are allowed in the classroom.

        Cell phones and/or pagers are allowed ONLY on vibrate mode. Leaving the classroom to answer a page or phone call may constitute an absence or a tardy.

 

 Special Considerations

         The American with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6251.

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