Fall 2021 Course Syllabus Course: VNSG-1231- Section: 60 Pharmacology

Instructor Information
Instructor	Lois Holmes
E-mail	holmesll@lamarpa.edu
Phone	(409) 984-6359
Office	Location: Allied Health - Room: 107-3 Hours: M-F as posted and by appointment
COVID 19 Information	The Lamar State College Port Arthur (LSCPA) Student Code of Conduct COVID 19 Policy requires students who have been exposed to COVID 19 or diagnosed with COVID 19 to report their condition on the COVID 19 Notification Form (available via a link on the Student Code of Conduct COVID19 webpage). This information will be provided to the Dean of Student Services. In addition, this policy requires all students to wear face coverings in compliance with the criteria included in the policy. For more information please refer to the COVID 19 link on the LSCPA website.
Course Information
Description	Fundamentals of medications and their diagnostic, therapeutic, and curative effects. Includes nursing interventions utilizing the nursing process.
Prerequisites	BIO 2301/2101 & BIO 2302/2102 Human Anatomy and Physiology NURA 1301 Nurse Aide for Health Care Organizations I NURA 1160 Clinical To graduate from the VN program it is required that you must complete either, Business Computer Information Systems (BCIS 1305), or Introduction to Computers (ITSC 1401) prior to graduation. Students must have a minimum grade of “C” or better in every course that applies to the Vocational Nursing Program Certificate plan to graduate
Learning Outcomes	In accordance with the mission of LSC-PA, VNSG 1231 Pharmacology assists the student to develop the particular skills, knowledge, and attitudes necessary for success as a vocational nurse. Upon successful completion of the course, the student should be able to: 1. Identify properties, effects, and principles of pharmacotherapeutic agents; and list common nursing interventions associated with the various pharmacotherapeutic agents. (PSLO Alpha; PSLO 3) 2. Explain the roles and responsibilities of the nurse in administering pharmacological agents. (PSLO Alpha; PSLO 1) 3. Identify contraindicated medications or treatments.(PSLO Alpha; PSLO 2; PSLO 3 4. Describe therapeutic and nontherapeutic reactions to medications. (PSLO Alpha; PSLO 2; PSLO 3) 5. Withhold medications to minimize potential complications (e.g., adverse reactions, toxicity, electrolyte imbalances, etc.). PSLO Alpha; PSLO 1; PSLO 2; PSLO 3) 6. Relate therapeutic blood levels to effectiveness of treatment. (PSLO Alpha; PSLO 1; PSLO 2) 7. Assist in evaluating extent to which drug therapy meets patient’s needs. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) 8. Assist in evaluation and control of side effects of medications. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) 9. Collect data related to the patient’s need for medications prescribed PRN (PSLO 1; PSLO 2; PSLO 3) 10. Monitor for interactions between drugs, food, and fluids administered to the patient. (PSLO 1; PSLO 2; PSLO 3) 11. Review appropriate use of non-prescription/OTC medications. (PSLO Alpha; PSLO 1; PSLO 2; PSLO 3)
Core Objectives	Communication skills: Students will demonstrate effective written, oral and visual communication. Critical Thinking Skills: Students will engage in creative and/or innovative thinking, and/or inquiry, analysis, evaluation, synthesis of information, organizing concepts and constructing solutions. Empirical and Quantitative Skills: Students will demonstrate applications of scientific and mathematical concepts. Teamwork: Students will demonstrate the ability to work effectively with others to support a shared purpose or goal and consider different points of view. Social Responsibility: Students will demonstrate intercultural competency and civic knowledge by engaging effectively in local, regional, national and/or global communities. Personal Responsibility: Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making
Program Student Learning Outcomes	PSLO ALPHA: Reading skills - Demonstrates comprehension of content-area reading material. Upon completion of the Vocational Nursing Program graduates will, under the supervision of a professional licensed nurse and/or licensed physician, function in non-complex settings and should be able to: 1. Function within the scope of practice for a Vocational Nurse. 2. Demonstrates safe, direct patient care with individuals who have predictable healthcare needs. 3. Exhibits professional nursing behaviors. 4. Cooperates with members of the interdisciplinary healthcare team to provide evidence-based care.
Textbooks	Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer. 1 Ford, Susan M. (2018) Roach’s Introductory Clinical Pharmacology (11th ed.) Lippincott: Coursepoint Class Code: A2E5F5C5 (Instructions for Access located in Blackboard) 2 Zerwech, JoAnn (2019) Mosby’s Pharmacology Memory Notecards: Visual, Pneumonic and Memory Aids for Nurses (6th ed.) Elsevier Note: These books are part of the Barnes and Noble First Day Course Material
Lecture Topics Outline	Week 1: Orientation, Syllabus, Course Point Access and Resource Overview, Unit 1, Nursing Foundation of Clinical Pharmacology Week 2: Course Point Quiz Assignments, Begin Unit 2, Drugs for Infection Week 3: Continue Unit 2, Drugs for Pain Management Week 4: Exam I Week 5: Begin Units 3, 4, 5, and 6, Drugs for Pain Management and of the Central, Peripheral and Neuromuscular NS Week 6: Continue Units 3, 4, 5, and 6 Week 7: Continue Units 3, 4, 5, and 6 Week 8: Exam II Week 9: Begin Units 7-8, Drugs of the Respiratory and Cardiovascular Systems Week 10: Continue Units 7-8, Drugs of the Respiratory and Cardiovascular Systems Week 11: Exam III Week 12: Units 9-10, Drugs of the Gastrointestinal and Endocrine Systems Week 13: Continue Drugs of the Gastrointestinal and Endocrine Systems Week 14:Miscellaneous Drugs; Group Project Due Week 15: Standardized HESI Exam Week 16: Final Exam; including Miscellaneous Drugs, GI and Endocrine
Major Assignments Schedule	Date: 09/15/2021 Exam I Time: Noon Date: 10/13/2021 Exam II Time: 0800 Date: 11/03/2021 Exam III Time: Noon Date: 11/28/2021 Pharmacology Group Project Time: 11:59 p.m. Date: 11/30/2021 Standardized Exam (HESI) Time: Noon
Final Exam Date	December 9, 2021 - 8:0 AM   Through  December 9, 2021 - 12:0 PM
Grading Scale	90-100 = A 80-89 = B 75-79 = C 60-74 = D Below 60 = F
Determination of Final Grade	1. Examinations are based on course objectives. 2. Course content from pre-requisite courses will be included on exams, as appropriate. 3. A specified amount of time will be set for testing. No questions may be asked during the exams. No hats/caps/hoodies/smart watches/personal possessions other than keys, earbuds, pencil and pencil may be brought in to the exam. 4. Case studies, practice quizzes, group activities and discussions may be utilized in the classroom to enhance comprehension and application of material. Participation is highly recommended for clarification of concepts for self and for peers. 5. No make-up unit exams are given. The numerical grade attained on the Comprehensive Final exam is substituted for any missed unit exam(s); excluding the Standardized Pharmacology exam, providing the student has followed proper protocol in reporting absence. 6. Students who arrive after the exam starts, but before it ends, may take the exam without penalty. No additional time is provided for late arrivals into the exam. Once the exam period ends from the scheduled start time, the student’s time will end and questions unanswered will be counted wrong. 7. Test times for exams will be set up for between 70-80 seconds per question, depending upon the complexity of the exam question. At the end of the allotted time, the computer will not record any further answers. 8. Test grades will not be available for a minimum of 24 hours post test. 9. Evaluation of Examinations: After each exam, the faculty uses psychometric principles to evaluate the examination. Items missed by 50% or more of the class are reviewed. If an item is found to be flawed, the faculty may give credit for more than one answer or nullify the item. When an item is nullified, the key is changed so that all answers are credited as correct. That is, if a student answered the item as originally keyed, the student will retain the credit for the item. If a student’s answer differs from the one originally keyed, the student is credited for the nullified item. In other words, everyone gets credit for the item and no one loses credit. 10. If a student scores less than a “75” on a unit examination, the student is required to make an appointment with an instructor prior to the day before the next examination. At that time, the student and instructor will review the examination and, with the assistance of the instructor, identify strategies to improve performance on subsequent examinations. Failure to review will result in a 5 point deduction of the next exam. 11. Any challenge to exam questions must be presented in writing, with documentation, within one (1) week of the review of the exam. Disputed exam items must be submitted by the student along with proposed answer supported by documentation from the current textbook, handouts, and/or lecture reference material. 12. A Comprehensive Final Exam must be taken and is weighted equivalent to two (2) unit exams. 13. Any assignment or exam submitted without a student’s name will not receive credit. The following method will be used to determine each student’s grade in the course: Exam I 13.57 % Exam II 13.57 % Exam III 13.57 % Standardized Pharmacology Exam 13.57 % Pharmacology Group Project 13.57% Final 13.57% Final 13.57% Total/8 =Grade (95%) Assignments and Quiz Average Grade (5 %) =100% 14. A minimum average of 75% in VNSG 1231 independent of all other requirements is necessary to pass the course. 15. No grades will be rounded until the Final Course average; this includes the Weighted Exam Average. Grades will not be rounded when calculating the Weighted Exam average (74.5 – 74.9 is not rounded to 75). 16. Final exams are not available for review by the student and Final exam grades are not posted. A mandatory Comprehensive Standardized Examination (HESI) is administered at the end of the semester prior to the final exam and is weighted equivalent to one unit exam. The cost of the exam is included in the HESI Case Study Testing package (approx. $65.00) and it is the student’s responsibility to pay at the business office by the designated deadline.
Course Policies
Instructor Policies	Additional classroom policies include: Students and faculty of the Lamar State College-Port Arthur Vocational Nursing Program are expected to assist in maintaining a classroom environment that is conducive to learning. To assure that faculty have the opportunity to teach and students have the opportunity to benefit from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in distracting classroom behavior: · I understand that promptness is expected. I will be on time for all classes on campus or virtually and return from breaks promptly. I understand that I am expected to come to theory and lab experiences prepared and present myself as a sincere, adult learner. Pre-course assignments may be required for admission into class. I am expected to attend all online course sessions that occur during scheduled course times. These sessions will be scheduled in advance and may have activities during the live session that result in a grade. I will return phone calls and/or text messages only during scheduled breaks. I will keep cell phones on vibrate in classroom and off and out of reach during testing and test reviews. In the event of an emergency, your family should contact you through AH Secretary, VN Coordinator, or Department Chair. I agree that on-campus computers will only be used for classroom work. I agree that all information shared by other students and instructors will remain confidential. I will not repeat or discuss what is shared with anyone. · I agree that I will not engage in ‘side-bar’ discussions. I agree that I will direct my comments to faculty in charge of the classroom, clinical or lab time. I agree to actively participate in all discussions, activities, and exercises. I agree to be open to new ideas and experiences. I agree to take risks and step outside of my comfort zone. I agree to maintain a positive attitude. I agree to give supportive feedback and make corrections without belittling anyone. I agree to suspend judgment and be responsible for my actions. I agree to be responsible for learning as much as I can from this experience. I agree to ask for what I need from my instructors. I agree to get better acquainted with my fellow students so we can all identify ways to support one another, work together as a team and develop professionally. I agree to follow the guidelines and policies in the LSC-PA Vocational Nursing Student Handbook. The following behaviors may result in the student being asked to cease the action, lose five (5) points on the next exam, and/or leave the classroom session: inappropriate and/or disruptive use of cell phones or other electronic devices in classroom. Talking or sleeping while the instructor is giving instructions or during class discussions/presentations displaying a rude or negative attitude/behavior to the instructor or other students; disruptive behaviors in the classroom, skills/simulation lab, computer lab, testing environment, or clinical setting Counseling for repetitive tardiness. If any of these behaviors result in the student being asked to leave the classroom or lab environment, the student will receive a counseling note and a loss of 5 points on the next exam. Students attending classroom, lab, or clinical sessions virtually should exhibit appropriate netiquette to include at a minimum: Adhere to the same standards of behavior online that you follow in real life; Respect faculty and peers time by being on time to scheduled exams, sessions and activities; and Present yourself in a professional manner. Should I be unable to maintain these expectations or stated program requirements, dismissal from the program may occur.
Attendance Policy	This class may consist of online & in class lectures, labs, and assignments. Research has shown a cause-and-effect relationship between attendance and college success. The schedule may be changed at the discretion of the Faculty and Vocational Nursing Coordinator. All attendance policies are in effect regardless of whether conducted online or in the classroom setting. Policies for this course are described below: 1. Because poor attendance is a leading reason for termination from a job in all areas of employment, attendance at all scheduled online class sessions is expected. 2. Students are expected to attend all online course sessions that occur during scheduled course times. These sessions will be scheduled in advance and may have activities during the live session that result in a grade. Students who do not attend are counted as absent and will not have the opportunity to make up any missed assignment during the live class session. 3. A student who is absent from course activities for more than three (3) days without notification to faculty may be dropped from the program by the Program Director. 4. Late arrival to class is disruptive. Students who consistently arrive after the beginning of the 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. Repetitive tardiness will result in a 5 point deduction on next exam grade. 5. It is the student’s responsibility to notify the instructor of any absence or delay from scheduled activities PRIOR TO scheduled class sessions. If the student is unable to contact the instructor(s), the student should call 409-984-6356 or 1-800-477-5872 ext. 6356. The student should also email the faculty or call the faculty office and leave a voicemail. 6. In addition to notifying an instructor, students must submit a Student Excuse Form, upon the first day of return, each time the student is absent, delayed from attending or departs early from class, clinical or lab. Failure to complete the Student Excuse Form will result in a declaration of a ‘No Call, No Show’ for the number of days absent and may result in the student being dismissed from the program. 7. Class is scheduled to begin at Noon on Wednesdays unless otherwise stated. The Program Director or Department Chair has the right to initiate the administrative withdrawal of any student whose attendance, conduct, scholastic abilities, attitude or lack of aptitude for registered nursing makes it inadvisable for that student to continue in the program.
Academic Honesty	Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.
Facility Policies	No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. Use of electronic devices is prohibited.
Important Information
ADA Considerations	The Americans 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 the Office for Disability Services Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.
MyLSCPA	Be sure to check your campus E-mail and Course Homepage using MyLSCPA campus web portal (My.LamarPA.edu). When you've logged in, click the email icon in the upper right-hand corner to check email, or click on the "My Courses" tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLSCPA.
Other	UNIT TOPICS and 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. [Differentiated Essential Competencies (DEC) I A] 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. [DEC: I A II A, F III B, C] 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 plus 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. [DEC: I A, B II A, B, D] 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. [DEC: I A, B II A, B, C] 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 [DEC: I A, B II A, B, D III C] 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, interactions and lifespan considerations of the sulfonamides, penicillins, cephalosporins, tetracyclines, macrolides, lincosamides, fluoroquinolones, aminoglycosides, miscellaneous anti-infectives, antiutbercular drugs, antiviral drugs, antifungal drugs, and antiparasitic drugs. b.    Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking sulfonamides, penicillins, cephalosporins, tetracyclines, macrolides, lincosamides, fluoroquinolones, aminoglycosides, miscellaneous anti-infectives, antiutbercular 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, 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 (antibacterial) agent. h.    Differentiate between gram-negative and gram-positive microorganisms and between anaerobic and aerobic properties of microorganisms. 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B] 7. Topic: Strategies used by the Vocational Nurse in understanding and facilitating non-opioid drugs used to manage pain and inflammation. Objective: Upon completion of this learning experience, the student should be able to: a.    Discuss the types, uses, general drug actions, common adverse reactions, interactions and lifespan considerations of the salicylates, acetaminophen, nonsteroidal anti-inflammatory drugs (NSAIDs) and miscellaneous drugs. b.    Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient taking salicylates, acetaminophen, nonsteroidal anti-inflammatory drugs (NSAIDs) and miscellaneous drugs. c.    Discuss specific teaching points to keep in mind when educating patients about the use of salicylates, acetaminophen, nonsteroidal anti-inflammatory drugs (NSAIDs) and miscellaneous drugs. d.    Prepare a list of assessment data needed to evaluate a patient with a skeletal muscle disorder. e.    List steps required to treat respiratory depression.     [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 8. Topic: Strategies used by the Vocational Nurse in understanding and facilitating opioid 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, D, E] 9. 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 post anesthesia recovery room period. [DEC: I A, B II C, D III B, C] 10. 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, interactions and lifespan considerations of the barbiturates and miscellaneous sedatives and hypnotics. f.    Develop a plan for patient education for a patient receiving a hypnotic. [DEC: I A, B II B, C, D III B, C] 11. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 12. 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, interactions and lifespan considerations of the antidepressant drugs. c.    Cite monitoring parameters used for persons taking monoamine oxidase inhibitors (MAOIs), selective serotonin reuptake inhibitors (SSRIs), or tricyclic antidepressants. 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 13. 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 medications. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 14. 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. 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 antacids. 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 with a 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, interactions and lifespan considerations of anticonvulsants. j.    Discuss important preadministration and ongoing assessment activities the nurse should perform on the patient receiving an anticonvulsant. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 15. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 16. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, C, D] 17. 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, interactions and lifespan considerations 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. [DEC: I A, B II B, C, D III B, C] 18. 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 intraocular 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, interactions and lifespan considerations of the antihistamines and decongestants. e.    Discuss important pre-administration 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 19. 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.    Cite nursing assessments used to evaluate the respiratory status of a patient. d.    Implement patient education for patients receiving drug therapy for lower respiratory disease. e.    Review the procedures for administration of medication by inhalation. f.    State the nursing assessments needed to monitor therapeutic response and the development of side effects to expect or report from bronchodilator therapy. g.    List side effects know to occur with the use of xanthine derivatives, and correlate these with the needed nursing assessments and interventions. h.    State the nursing assessments needed to monitor therapeutic response and the development of side effects to expect or report from corticosteroid inhalant therapy. i.    Explain laboratory date used to monitor therapeutic levels in the blood. j.    Describe the uses, general drug action, general adverse reactions, interactions and lifespan considerations of the bronchodilators and antiasthma drugs. k.    Discuss important pre-administration and ongoing assessment activities the nurse should perform on the patient about the use of bronchodilators and antiasthma drugs. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 20. 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, interactions and lifespan considerations 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 patient’s about the use of cardiotonic or inotropic drugs. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 21. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 22. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 23. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 24. 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, interactions and lifespan considerations 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. [DEC: I A, B II A, B, C, D, E, F III A, B, C IV A, B, E] 25. 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, interactions and lifespan considerations of warfarin, heparin preparations, and the thrombolytic drugs. l.    Identify the antagonists for each anticoagulants and thrombolytic drugs. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 26. 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 intraocular 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, interactions and lifespan considerations of the diuretics. k.    Describe important preadministration and ongoing assessment activities the nurse should perform on the patient taking a diuretic. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 27. Topic: Strategies used by the Vocational Nurse in understanding and facilitating 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, interactions and lifespan considerations 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). [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B ] 28. 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, interactions and lifespan considerations 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.    Identify electrolytes that should be monitored whenever prolonged or severe diarrhea is present. j.    Describe nursing assessments needed to evaluate the patient’s state of hydration when suffering from either constipation or dehydration. k.    Cite conditions that generally respond favorably to antidiarrheal agents. l.    Identify the drugs that may cause diarrhea. m.    Compare the purposes of using antiemetic products. n.    State the therapeutic classes of antiemetics. o.    Discuss scheduling of antiemetics for maximum benefit. p.    Discuss the uses, general drug actions, general adverse reactions, interactions and lifespan considerations associated with an antiemetic. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 29. 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, interactions and lifespan considerations of the antidiabetic drugs. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 30. 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, interactions and lifespan considerations of the pituitary and adrenocortical hormones. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 31. 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, interactions and lifespan considerations of thyroid and antithyroid drugs. h.    Discuss specific teaching needs of patients receiving thyroid or antithyroid drugs. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 32. 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. c.    Discuss the actions, uses, general adverse reactions, interactions and lifespan considerations of the agents used to treat anemia. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D IV A, B, E] 33. Topic: Strategies used by the Vocational Nurse in understanding and facilitating various other drugs. Objective: Upon completion of this learning experience, the student should be able to: a.    Describe the causes, symptoms, and complications of addressed conditions. b.    Describe the proper technique to administer medications discussed. c.    Discuss the medical uses, actions, adverse reactions, contraindications, precautions, and interactions of the drugs discussed. d.    Discuss important pre-administration and ongoing assessment activities the nurse should perform on the patient taking meds for various conditions. e.    Describe lifespan considerations for drugs discussed. f.    Explain what to teach patients taking drugs for various conditions discussed. [DEC: I A, B II A, B, C, D, E, F III A, B, C, D] Reviewed and Revised FALL 2021
HB 2504	This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504.
Department	Allied Health Chair: Shirley MacNeill E-mail: macneisb@lamarpa.edu Phone: (409) 984-6365 If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair.