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This Paper was prepared for NURS 632- Course Development Project. Spring 2016, 8 W1.
Compare the ways that the body metabolizes drugs through group case studies and
Course Materials/Resources:
Required:
Burchum, J. (2016). Evolve Resources for Lehne's pharmacology for nursing care. In
Evolve. Retrieved from https://evolve.elsevier.com/cs/product/9780323322614?
role=student
Free video clips, case studies, animations & review questions to accompany
required textbook & study guide
Rosenjack Burchum, J., & Rosenthal, L. D. (2015). Lehne's Pharmacology for Nursing
Care (9th ed.). N.p.: Saunders.
Required course textbook source of weekly readings
Rosenjack Burchum, J., & Rosenthal, L. D. (2015). Study guide for Lehne's
Pharmacology for Nursing Care (9th ed.). N.p.: Saunders.
Workbook designed to compliment textbook, contains questions and study guide
Recommended:
Gordon, M. (2016). Online pharmacology for nurses and nursing students. In Nursing
Pharmacology. Retrieved March 7, 2016, from
http://nursingpharmacology.info/index.htm
Website with practice questions & case studies, organized by drug class
Kaplan. (n.d.). NCLEX-RN Medication Flashcards (4th ed.). N.p.: Kaplan.
Flashcards to assist with studying for exams
Learning Nurse. (2016). Learning nurse tests and quizzes. In Learning Nurse Resources
Network. Retrieved from
http://www.learningnurse.org/index.php/assessment/quizzes
26 medication-related quizzes to test knowledge independently
Mosby's. (2016). Mosby's 2017 Nursing Drug Reference (30th ed.). N.p.: Elsevier.
Excellent resource for quickly accessing information on medications
Page, S. (2016). Nursing videos. In Registered Nurse RN. Retrieved March 7,
2016, from http://www.registerednursern.com/
Videos explaining dosage calculations, pharmacology study tips, acid-base
Learning Strategies:
1. Case studies Case studies are commonly used in teaching to bind theory and practice to
increase student comprehension of topics (Barkley, Cross, & Major, 2005). Case studies
will be completed both individually and with small groups. The focus of the case studies
will be medication scenarios that could happen in real practice to encourage clinical
decision-making and judgment growth. A case study will specifically be used when
studying respiratory medications: the focus will be on the appropriate use of different
inhaled medications for patients with asthma.
2. Group discussion Group discussion on any scale connects learning with intention,
giving meaning to the concepts being taught (Ellis et al., 2006). Discussions will be
conducted in small groups and as a class. The focus will mostly be on the concepts of
clinical decision-making and safety in order to provoke deeper thoughts about the isuses
that the students will face in clinical practice. An example of a group discussion topic to
be used will focus on the clinical-thinking used behind a parameter based medication: for
instance, a patient is prescribed three new medications and begins to have signs of a mild
allergic reaction. The discussion would focus on the key points of the issue, patient
safety, and the different decisions that could be made to keep the patient safe.
3. Simulation Simulation will be utilized in the course via the use of electronic
documentation systems. By using the documentation simulators, students will become
more familiar with the documentation theyll be required to complete in clinical rotations.
They will also have the ability to practice with new medication-safety technology, such as
barcode scanning of medications.
4. Concept maps Concept mapping is a way for visual learners to organize information on
complex topics in an effective way. Developing concept maps is a way to facilitate
effective learning and fill in knowledge gaps that may exist (All, Huyke, & Fisher,
2003). Concept map creation will account for a portion of each students course grade. A
concept map will be created for one drug class for two concepts, specifically cardiac and
anti-infection medications.
5. Lecture- All concepts will have a lecture component to accommodate auditory learners in
the class. The lecture will build on the pre-class readings for each concept to encourage
optimal comprehension of the material. For the acid-base concept, students will complete
the pre-assigned textbook reading prior to class and a PowerPoint will accompany the
lecture.
6. Textbook reading Textbook readings will be completed prior to each class to utilize a
flipped curriculum in which students learn the content independently and master the
information when in the classroom to increase exposure to each concept (Dalton, Gee, &
Levett-Jones, 2014). Students often find drug metabolism to be a complex concept and it
is one in which understanding is essential to mastering many other concepts. By utilizing
textbook readings prior to class, students can begin to understand the topic independently
but master the topic through other learning methods and asking questions in class in order
to fully comprehend all aspects.
Course Content:
Content
Week 1
Week 2
Week 3
Week 4
Endocrine Medications
a. Adrenal gland management
b. Pituitary management
c. Thyroid management
d. Diabetes
i. Type I diabetes
ii. Type II diabetes
iii. Insulin overview
e. Steroids
Week 5
Assignments
Textbook
readings
Textbook
readings
Exam 1
(Content Week 1
& 2)
Textbook
readings
Textbook
readings
Week 6
i. Adrenergic Agonists
ii. Adrenergic blocking agents
1. Alpha blockers
2. Beta blockers
b. Parasympathetic Nervous system
i. Cholinergic agents
ii. Anticholinergic agents
c. Anticonvulsants/Anti-epileptics
d. Depression/bipolar disorder management
e. Anxiety/Insomnia treatment
f. Antidepressants/Antipsychotics
g. Parkinsons management
h. Drugs to manage dementia/Alzheimers
1. Nervous System Medications
a. Autonomic nervous system
i. Adrenergic Agonists
ii. Adrenergic blocking agents
1. Alpha blockers
2. Beta blockers
b. Parasympathetic Nervous system
i. Cholinergic agents
ii. Anticholinergic agents
c. Anticonvulsants/Anti-epileptics
d. Depression/bipolar disorder
management
e. Anxiety/Insomnia treatment
f. Antidepressants/Antipsychotics
g. Parkinsons management
h. Drugs to manage dementia/Alzheimers
Week 7
Week 8
Week 9
1. Cardiac Medications
a. Heart Failure
b. Vasodilators
c. Vasoconstrictors
d. Dysrhythmia
e. Lipid disorders
f. Myocardial Infarction/Cerebrovascular
Accident
1. Infection management
a. Antibiotics
b. Antivirals
c. Antifungals
d. Antiparasitics
e. TB Management
f. Antipyretics
Textbook
readings
Individual case
study due prior
to class
Exam 2 (Weeks
4-7)
Textbook
readings
Textbook
readings
Cardiac
Medication
concept map
due in class
Week 10
g. Vaccines
1. In-class time for group concept map for antiinfective medication class
a. To be turned in prior to exam 3
2. Medication documentation
a. Electronic medical record use
b. Technology to improve medication safety
c. Work in computer lab
Week 11
Week 12
Week 13
Week 14
Week 15
Exam 3
(Weeks 8-10)
Group Concept
map due before
exam
Textbook
readings
Textbook
readings
Textbook
readings
Group case
study to be
completed in
class
Textbook
readings
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Final Exam
Cumulative
Exams There will be 3 exams and one final exam over the 16-week course. Each will
be worth 15% of the total course grade. The three exams will include 50 multiple-choice
questions and 5 short-answer questions. The final exam will be cumulative and consist of
100 multiple-choice questions and 5 short-answer questions.
o Exam 1: Basics of medication administration, Pharmacology basics, Acid-base &
fluid management, analgesics
o Exam 2: Endocrine & nervous system medications
o Exam 3: Cardiac & infection management medications, principles of medication
documentation
Concept maps Each worth 10% of final grade
o Cardiac medications Students will create a concept map for one drug class of
cardiac medications (example: beta blockers). The concept map will include, but
not be limited to: naming practices, purposes, most commonly used, side effects,
known drug interactions, pharmacokinetics, pharmacodynamics, and
contraindications. This will be completed independently.
o Anti-Infective medications - Students will create a concept map for one drug class
of infection control medications (example: antivirals, cephalosporins). The
concept map will include, but not be limited to: naming practices, purposes, most
commonly used, side effects, known drug interactions, pharmacokinetics,
pharmacodynamics, and contraindications. This will be completed in studentselected groups of 3. Students will be given 30 minutes of class time to work on
concept map, with remaining work to be completed outside of class.
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References
All, A. C., Huycke, L. I., & Fisher, M. J. (2003, November). Instructional tools for nursing
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