Core Concepts in Pharmacology, 5th Edition Leland Norman Holland Solution Manual

Core Concepts in Pharmacology, 5th Edition BY Leland Norman Holland

Email: Richard@qwconsultancy.com

CHAPTER 1 INTRODUCTION TO PHARMACOLOGY: DRUG REGULATION AND APPROVAL LEARNING OUTCOME 1 Explain the expansive nature of pharmacology, and give examples of interrelated subject areas needed to master the discipline.

Core Concept 1.1 Pharmacology is an expansive and challenging topic.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss how knowledge of anatomy and physiology, chemistry, and pathophysiology is helpful in understanding pharmacology.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have each student look up one drug in the PDR and the drug’s chemical structure, what system of the body is involved, and the disease it is used to treat.

LEARNING OUTCOME 2 Identify professions in which knowledge of pharmacology is important, and explain how the disciplines of therapeutics and pharmacology are interconnected.

Core Concept 1.2 For healthcare providers, the fields of pharmacology and therapeutics are connected.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students pretend to be in different occupations that require a knowledge of pharmacology, and take turns presenting to the class what in particular they do that sets their profession apart from similar professions.

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Assign each student a particular disease or cause of suffering, and have each member of the class take turns explaining how therapeutics and pharmacology would play a role in a patient’s experience with the given ailment.

Ch 01-1 ..

LEARNING OUTCOME 3 Compare and contrast traditional drugs, biologics, and natural alternative therapies.

Core Concept 1.3 Medicines are classified as traditional drugs, biologics, and natural alternatives.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss examples of traditional drugs, biologics, and natural alternative therapies.

LEARNING OUTCOME 4 Identify the advantages and disadvantages of prescription and over-the-counter drugs.

Core Concept 1.4 Medications are available by prescription or over the counter.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss why some drugs are prescription drugs and other drugs are OTC drugs. Give examples of prescription drugs and OTC drugs.

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Discuss why a prescription drug sometimes becomes an OTC drug. Give examples.

LEARNING OUTCOME 5 Distinguish between pharmaceutics and pharmacology.

Core Concept 1.5 Pharmaceutics is the science of pharmacy.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the educational requirements to become a pharmacist.

SUGGESTION FOR CLINICAL ACTIVITIES Ch 01-2 . .

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Have students observe a pharmacist and note activities of the pharmacist.

LEARNING OUTCOME 6 Discuss the history of U.S. standards, acts, and organizations leading to the requirement that drug safety must be proven before marketing.

Core Concept 1.6 Drug regulations were created to protect the public from drug misuse.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have USP-NF available for the students to look at.

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Design a matching quiz for the different drug acts.

LEARNING OUTCOME 7 Discuss the emerging roles and responsibilities of the U.S. Department of Health and Human Services and the U.S. Food and Drug Administration (FDA) with its branches in determining the safety of drugs and whether they may be used for therapy.

Core Concept 1.7 U.S. drug standards have become increasingly complex.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have available several types of dietary supplements so that the students can look at the labels.

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Discuss different herbs that may be used for medical purposes.

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Discuss whether there should be stricter control over the marketing of herbal products and dietary supplements.

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Discuss the MedWatch program and its purpose.

LEARNING OUTCOME 8 Identify four stages of approval for therapeutic and biologic drugs.

Core Concept Ch 01-3 ..

1.8 There are four stages of approval for therapeutic and biologic drugs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss drugs that have been removed from the market because of harmful effects.

LEARNING OUTCOME 9 Discuss current challenges facing the FDA in approving new drugs for market.

Core Concept 1.9 Governmental agencies face the dual challenge of increasing the speed of drug approval while still ensuring the safety of new drugs.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss how the user fee increases the cost of prescription drugs.

•

Discuss examples of drugs that have unapproved uses.

LEARNING OUTCOME 10 Discuss the challenges facing healthcare providers in view of modern-day pandemic and bioterrorist threats.

Core Concept 1.10 Healthcare providers must be prepared to deal with the threat of biological and chemical attack.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss how infectious agents, chemicals, and nuclear and radiation emergencies can be disseminated.

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Discuss signs and symptoms of each form of bioterrorism.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Have students locate the bioterrorism manual in the clinical area.

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Discuss the roles of different healthcare professionals in the event of a bioterrorism attack.

Ch 01-4 ..

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter review questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

U.S. Food and Drug Administration: http://www.fda.gov

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U.S. Drug Recalls: http://www.fda.gov/Drugs/DrugSafety/DrugRecalls/default.htm

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U.S. Homeland Security: http://www.dhs.gov

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 1 activities

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Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 01-5 . .

CHAPTER 2 DRUG CLASSES, SCHEDULES, AND CATEGORIES LEARNING OUTCOME 1 Discuss the prototype approach to drug classification and the basis for which drugs are placed into therapeutic and pharmacologic classes.

Core Concept 2.1 Drugs may be organized by their therapeutic and pharmacologic classifications.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss prototype drugs that have been replaced with a new, improved drug in a pharmacologic class.

• •

Discuss different therapeutic classes of drugs.

Describe different mechanisms of action of drugs.

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Discuss drugs that have the same therapeutic classification but have different mechanisms of action.

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Design a matching quiz involving the mechanisms of action of drugs.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students identify the therapeutic and pharmacologic classifications of the drugs for their assigned patient.

LEARNING OUTCOME 2 Distinguish between a drug’s chemical name, generic name, and trade name.

Core Concept 2.2 Drugs have more than one name.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Provide the chemical, generic, or trade name of a drug and have students give the other two names.

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Assign different students a generic, trade, or chemical name. Have the students try to find their correct matches to form a trio.

Ch 02-1 ..

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Have a timed quiz that asks students to list how many generic and trade names they can come up with for popular drugs. Whoever gets the most in the time frame wins.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Have students identify the chemical, generic, and trade names for the drugs an assigned patient is receiving.

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Have students identify the mechanisms of action of drugs on assigned patients.

LEARNING OUTCOME 3 Explain how trade name drugs are different from generic equivalent drugs.

Core Concept 2.3 The differences between trade name drugs and their generic equivalents include price, formulations, and, most importantly, bioavailability.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the advantages and disadvantages for drug companies and patients if only trade name drugs were used.

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Discuss the advantages and disadvantages of using generic name drugs.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students determine a list of trade name drugs that are on their facility’s negative formulary.

LEARNING OUTCOME 4 Discuss why drugs are sometimes placed on a restrictive list and referred to as scheduled drugs or controlled substances.

Core Concept 2.4 Drugs with a potential for misuse and abuse are categorized into schedules.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • Discuss the differences between physical and psychological dependence.

Ch 02-2 ..

• Discuss how scheduled drugs must be ordered.

SUGGESTION FOR CLINICAL ACTIVITIES • Have students compile a list of scheduled drugs in their own state.

LEARNING OUTCOME 5 Identify the five pregnancy categories and explain what each category represents.

Core Concept 2.5 In order to assess fetal risks, all prescription drugs are classified according to safety in pregnancy categories.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Identify the five pregnancy categories and explain what each category represents.

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Design a matching quiz involving the schedules of pregnancy drugs in various safety categories.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

U.S. Governmental Drug Regulation: http://www.usdoj.gov/dea/index.htm

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 2 activities

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Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS Ch 02-3 ..

TESTBANK

Ch 02-4 . .

CHAPTER 3 PRINCIPLES OF DRUG ADMINISTRATION LEARNING OUTCOME 1 Discuss drug administration as a component of safe and effective healthcare, including the responsibilities of nurses, nursing assistants, therapists, and technicians.

Core Concept 3.1 A major goal in pharmacotherapy is to limit the number and severity of drug adverse events.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss how drugs can be delivered safely to patients.

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Review the roles of the nurse when administering a medication.

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Review the roles of nursing assistants, therapists, and technicians when caring for a patient taking medications.

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Define the difference between drug adverse events and side effects.

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Discuss the signs and symptoms of an allergic reaction and an anaphylactic reaction.

SUGGESTION FOR CLINICAL ACTIVITIES •

Discuss ways to reduce medication errors in the clinical area.

LEARNING OUTCOME 2 Explain how the six rights of drug administration affect patient safety.

Core Concept 3.2 The rights of drug administration form the basis of proper drug delivery.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • Discuss the importance of each of the six rights of drug administration.

• Discuss the importance of avoiding medication errors.

SUGGESTIONS FOR CLINICAL ACTIVITIES Ch 03-1 ..

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Have each student demonstrate the six rights of drug administration plus the three checks of drug administration on an assigned patient.

• Following the roles of a nurse, have the student administer medication to an assigned patient.

LEARNING OUTCOME 3 Give specific examples of how the healthcare provider can increase patient compliance in taking medications.

Core Concept 3.3 Successful pharmacotherapy depends on patient compliance.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

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Discuss the importance of patient compliance in pharmacotherapy and the reasons for noncompliance in pharmacotherapy.

Design a role-play exercise in which students are paired so that one plays the nurse and the other the patient. Provide “patients” with a variety of reasons for noncompliance, and have “nurses” ask them about their medication use.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Demonstrate how drug administration and drug refusals are documented.

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Have students develop a plan of care using the nursing process regarding an assigned patient’s medications.

LEARNING OUTCOME 4 Interpret abbreviations used in drug administration practices.

Core Concept 3.4 Healthcare providers may use accepted abbreviations to communicate the directions and times for drug administration.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Design a matching quiz based on abbreviations and their meanings.

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Discuss situations when STAT, ASAP, PRN, and standing orders may be used.

Ch 03-2 ..

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Discuss abbreviations that are not accepted and give examples as to why.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

After administering medications to an assigned patient, have students correctly document.

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Have students review charts and look for abbreviations.

LEARNING OUTCOME 5 Compare and contrast the three systems of measurement used in pharmacology.

Core Concept 3.5 Three systems of measurement are used in pharmacology: metric, apothecary, and household.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the advantages and disadvantages of each system of measurement.

•

Display different devices used to measure metric, apothecary, and household units.

SUGGESTION FOR CLINICAL ACTIVITIES •

Discuss converting metric measurements to household measurements and why the nurse may need to do this.

LEARNING OUTCOME 6 List guidelines common to all methods of drug administration.

Core Concept 3.6 Certain protocols and techniques are common to all methods of drug administration.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • •

Demonstrate the protocols used for all drug administration.

Prepare a quiz comparing and contrasting the advantages and disadvantages of enteral, topical, and parenteral routes of drug administration.

SUGGESTION FOR CLINICAL ACTIVITIES •

Following the roles of a nurse, have the student demonstrate the common protocols for Ch 03-3 . .

administering any type of drug to an assigned patient.

LEARNING OUTCOME 7 Explain the proper methods to administer enteral drugs.

Core Concept 3.7 Enteral drugs are given orally or via nasogastric or gastrostomy tubes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Demonstrate administration of drugs via the enteral route.

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Have the equipment available for students to see and handle.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Allow students to practice in the simulation laboratory administering practice medications via the enteral route to the mannequins.

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With supervision, have students administer medications via the enteral route to assigned patients.

LEARNING OUTCOME 8 Explain the proper methods to administer topical drugs.

Core Concept 3.8 Topical drugs are applied locally to the skin and associated membranes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Demonstrate administration of drugs via the topical route.

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Have examples of various types of topically applied medications available for students to see and handle.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Allow students to practice in the simulation laboratory administering practice medications Ch 03-4 ..

via the topical route to the mannequins.

•

With supervision, have students administer medications via the topical route to assigned patients.

LEARNING OUTCOME 9 Explain the proper methods to administer parenteral drugs.

Core Concept 3.9 Parenteral administration refers to dispensing medications by routes other than oral or topical.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Demonstrate administration of drugs via the parenteral route.

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Demonstrate safety precautions for parenteral drug administration and needle disposal.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Allow students to practice in the simulation laboratory administering practice medications via the parenteral route to the mannequins.

•

With supervision, have students administer medications via the parenteral route to assigned patients.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES Institute for Safe Medical Practices: http://www.ismp.org/ U.S. Food and Drug Administration: http://www.fda.gov/drugs/drugsafety/medicationerrors/ STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 3 activities Ch 03-5 ..

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Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 03-6 . .

CHAPTER 4 WHAT HAPPENS AFTER A DRUG HAS BEEN ADMINISTERED LEARNING OUTCOME 1 Identify the four major processes of pharmacokinetics.

Core Concept 4.1 Pharmacokinetics focuses on what the body does to the drugs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Select different drugs and compare and contrast the pharmacokinetics of each drug.

SUGGESTION FOR CLINICAL ACTIVITIES •

Using the PDR, have students select a drug that an assigned patient has been ordered and describe the pharmacokinetics of the drug.

LEARNING OUTCOME 2 Discuss the factors affecting drug absorption.

Core Concept 4.2 Absorption is the first step in drug transport.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss how different factors affect the absorption of drugs.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students identify factors that may speed up or slow down the absorption of drugs on an assigned patient.

Ch 04-1 . .

LEARNING OUTCOME 3 Explain the significance of the blood-brain barrier, blood-placental barrier, and blood-testicular barrier, and describe how plasma proteins affect drug distribution.

Core Concept 4.3 Distribution refers to how drugs are transported throughout the body.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students discuss selected drugs that bind albumin and how a second drug affects the bioavailability of the first drug.

•

Divide the class into three groups. Assign one group the blood-brain barrier; assign the second group the blood-placental barrier; and assign the third group the blood-testicular barrier. Have each group find drugs that pass or do not pass the assigned blood barrier and determine whether the drugs that pass are harmful or beneficial.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students develop a nursing care plan instructing a pregnant woman about using any types of drugs, alcohol, and tobacco products while pregnant.

LEARNING OUTCOME 4 Explain the importance of the first-pass effect, metabolic enzymes, and intermediate products of drug metabolism to the success of drug therapy.

Core Concept 4.4 Metabolism is a process whereby drugs are made less or more active.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss factors that affect the significance of the first-pass effect.

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Discuss how the pharmacokinetics working behind the scenes for prodrugs differs from that involved when other types of drugs are administered.

LEARNING OUTCOME 5 Identify the major processes by which drugs are eliminated from the body, including the importance of enterohepatic recirculation.

Ch 04-2 ..

Core Concept 4.5 Excretion processes remove drugs from the body.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the effects of enterohepatic recirculation on elimination and drug effects.

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Discuss the types of complications that may occur if drugs are inhibited from safe elimination from the body.

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Review common drugs that can be excreted in breast milk.

SUGGESTION FOR CLINICAL ACTIVITIES •

Using the PDR, have students select a drug that an assigned patient has been ordered and determine how the drug is eliminated.

LEARNING OUTCOME 6 Explain how rate of elimination and plasma half-life (t1/2) are related to the duration of drug action.

Core Concept 4.6 The rate of elimination and half-life characteristics influence drug responsiveness.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have available different dose-response curves for students to look at.

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Have students practice determining the drug dosages that they would administer to sample patients, based upon provided patient specs and known half-life of a given drug.

LEARNING OUTCOME 7 Discuss how successful pharmacotherapy depends on principles of pharmacodynamics.

Core Concept 4.7 Pharmacodynamics focuses on what the drugs do to the body.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the various factors that may influence the effectiveness of drug therapy, and have students brainstorm specific examples.

Ch 04-3 ..

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Discuss whether certain types of drugs rely on enterohepatic recirculation to achieve maximum effectiveness, as well as complications that may result from this process.

LEARNING OUTCOME 8 Explain the significance of the receptor theory and how “blockers” of drug action work.

Core Concept 4.8 Drugs activate specific receptors to produce a response.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the difference between agonists and antagonists and review common drugs to provide examples of each.

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Describe how “blockers” of drug action work.

LEARNING OUTCOME 9 Compare and contrast the therapeutic terms potency and efficacy.

Core Concept 4.9 Potency and efficacy are terms often used to describe the ability of drug therapy to reduce or resolve symptoms.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • •

Have various potency/efficacy curves available for students to look at.

Discuss why higher efficacy is generally more important than higher potency in pharmacotherapeutics.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

STUDENT WORKBOOK AND RESOURCE GUIDE Ch 04-4 ..

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Chapter 4 activities

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Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 04-5 . .

CHAPTER 5 THE NURSING PROCESS IN PHARMACOLOGY NURSING PROCESS IN PHARMACOLOGY LEARNING OUTCOME 1 Identify how the assessment phase of the nursing process can be used to gather data pertinent to medication administration.

Core Concept 5.1 The first step of the nursing process is the assessment phase.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the steps in the nursing process.

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Have the class discuss different actions that the nurse is responsible for during the assessment phase.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students perform a nursing assessment for assigned patients.

LEARNING OUTCOME 2 Explain how nursing diagnoses can be used to improve medication administration.

Core Concept 5.2 Nursing diagnoses are based on the data gathered in the assessment phase.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss proper wording of nursing diagnoses.

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Provide examples of common patient conditions and corresponding nursing diagnoses.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students develop nursing diagnoses for assigned patients.

Ch 05-1 . .

LEARNING OUTCOME 3 Describe the steps in the planning phase of the nursing process.

Core Concept 5.3 In the planning phase, the nurse creates an individualized plan of care for a patient based on the identified nursing diagnoses and etiologies.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss different types of care plans and provide examples of them.

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Discuss evaluation criteria that will be used to determine whether the goal has been met.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students devise care plans for assigned patients.

LEARNING OUTCOME 4 Identify pharmacology applications included in the implementation phase of the nursing process.

Core Concept 5.4 The implementation phase puts the plan of care into action.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Put students into groups, and assign each group a sample patient with an evolving condition.

Have students practice how their implementation of the plan of care would change as the patient’s condition changes.

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Have students model effective education strategies to use in the implementation phase.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Have students educate assigned patients about medication regimens.

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Have students document interventions carried out for drugs that were administered to assigned patients.

LEARNING OUTCOME 5 Ch 05-2 ..

Explain the importance of the evaluation phase in the nursing process as applied to pharmacotherapy.

Core Concept 5.5 In the evaluation phase, the nurse obtains data to determine whether the goal or outcome has been achieved.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the types of questions that students may ask themselves when evaluating a patient to determine whether the plan of care has been successful.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students evaluate patients that they encounter in the clinical setting, and determine whether the goal or outcome of the implemented plan of care has been achieved.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES NANDA International: http://www.nanda.org/nanda-international-glossary-of-terms.html STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 5 activities

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Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 05-3 ..

CHAPTER 6 PREVENTING MEDICATION ERRORS LEARNING OUTCOME 1 Define medication error.

Core Concept 6.1 Medication errors are preventable events that may significantly impact treatment outcomes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the various events or practices from which medication errors can arise.

•

Devise a matching game in which students match the NCC MERP Index of medication error categories to the algorithm.

LEARNING OUTCOME 2 Identify factors that contribute to medication errors.

Core Concept 6.2 Both healthcare providers and patients can contribute to medication errors.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into two groups. Have one group compile a list of factors that can contribute to medication errors by healthcare providers. Have the second group compile a list of factors that can contribute to medication errors by patients or caregivers.

LEARNING OUTCOME 3 Explain the impact of medication errors on patients and why errors should be documented.

Core Concept 6.3 Medication errors may affect patient health and should be documented.

Ch 06-1 ..

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the legal and ethical responsibilities for documenting and reporting medical errors.

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Have students explain the steps in reporting medication errors.

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Discuss sentinel events.

SUGGESTIONS FOR CLINICAL ACTIVITIES • •

Have students research medication errors on MedWatch and compile a list of the five most recently reported errors.

Ask students to research the steps to be taken to report an adverse event following a vaccination.

LEARNING OUTCOME 4 Describe strategies that healthcare providers can implement to reduce medication errors.

Core Concept 6.4 Healthcare providers use multiple strategies for reducing medication errors.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Divide students into two groups. Have one group find and share the list of Institute for Safe Medication Practices (ISMP) confused drug names. Have the other group find and share the list of ISMP high-alert medications.

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Discuss root cause analysis (RCA) and how facilities use root cause analysis to identify system-wide problems that may contribute to medication errors.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students provide teaching to assigned patients that demonstrates how patients can minimize the potential for medication errors.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

Ch 06-2 ..

REFERENCES Institute for Safe Medication Practices: http://www.ismp.org U.S. Food & Drug Administration, MedWatch: http://www.fda.gov/Safety/MedWatch/ Vaccine Adverse Event Reporting System: https://vaers.hhs.gov/data/index STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 6 activities

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Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 06-3 . .

CHAPTER 7 THE ROLE OF COMPLEMENTARY AND ALTERNATIVE THERAPIES IN PHARMACOLOGY LEARNING OUTCOME 1 Compare and contrast complementary and alternative medicine therapies to conventional medical therapies.

Core Concept 7.1 Complementary and alternative medicine focuses on treating the whole person using natural products and mind–body therapies.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Assign groups of two or three students to provide information to the class about different complementary and alternative medicine therapies.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe different types of complementary and alternative medicine therapies.

LEARNING OUTCOME 2 Discuss the reasons why herbal products and dietary supplements have steadily increased in popularity.

Core Concept 7.2 Herbal products have been used as medicines for thousands of years.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

In class, have a brainstorming session that covers the various reasons that people may opt for herbal products.

•

Discuss popular herbal products and their primary uses.

Ch 07-1 ..

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students take note of the patients that they see in clinicals that opt for herbal therapies over synthetic medications. Do they see a trend emerging regarding the demographics of those individuals?

LEARNING OUTCOME 3 Explain why it is important to standardize herbal products based on specific active ingredients.

Core Concept 7.3 Many herbal products are standardized with respect to a specific active ingredient.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss examples of active ingredients from different parts of an herb.

•

Display different types of formulations.

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Discuss, and compare generally, the active ingredients in herbal products versus those present in modern drugs.

LEARNING OUTCOME 4 Describe drug interactions and adverse effects that may be caused by herbal and dietary supplements.

Core Concept 7.4 Herbs can have significant pharmacologic actions and may interact with conventional drugs.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have available different dietary supplement labels for students to look at.

•

Discuss different interactions between conventional drugs and herbs.

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Discuss possible adverse effects of different herbal therapies.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students ask assigned patients about their use of herbal therapy along with conventional Ch 07-2 ..

drugs.

LEARNING OUTCOME 5 Explain how a specialty supplement differs from an herbal product.

Core Concept 7.5 Specialty supplements are nonherbal products that are widely used to promote wellness.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the rationale for use of various specialty supplements.

•

Split students into small groups and have each group research the claims of one or two specialty supplements and what they are advertised to do. Have them then report their findings to the class.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students ask assigned patients about their use of specialty supplements and their reasons for taking them.

LEARNING OUTCOME 6 Describe strengths and weaknesses of legislation governing the use of dietary supplements.

Core Concept 7.6 Dietary supplements are not regulated in the same manner as prescription medications.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the limitations of DSHEA regulations of dietary supplements and how these regulations differ from those applied to prescription drugs.

•

Review the FDA’s current requirements for evaluating and labeling dietary supplements.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to Ch 07-3 ..

the lecture.

REFERENCES •

National Center of Complementary and Integrative Health: http://nccam.nih.gov/

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Medline Plus: http://www.nlm.nih.gov/medlineplus/herbalmedicine.html

•

U.S. Food & Drug Administration: Dietary Supplements: http://www.fda.gov/Food/DietarySupplements/

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 7 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 07-4 . .

CHAPTER 8 SUBSTANCE ABUSE LEARNING OUTCOME 1 Discuss the various classes in which abused substances are found.

Core Concept 8.1 Abused and misused substances belong to many different chemical classes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • •

Discuss the different types of abused and misused substances, and have students list any street names of drugs they are aware of.

Devise a matching exercise for students to match therapeutic applications to legal and illegal substances that are frequently abused.

LEARNING OUTCOME 2 Explain underlying causes of addiction.

Core Concept 8.2 Addiction depends on multiple, complex, and interacting variables.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • •

Ask students to discuss among themselves the various underlying causes of addiction.

Discuss the underlying causes of the current heroin epidemic in the United States.

LEARNING OUTCOME 3 Compare and contrast psychological and physical dependence.

Core Concept 8.3 Substance dependence is classified as physical dependence or psychological dependence.

Ch 08-1 . .

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss in class how the manifestations of physical and psychological dependence differ from one another.

SUGGESTION FOR CLINICAL ACTIVITIES •

Instruct students to observe patients overcoming physical dependence with those dealing with psychological dependence. What classic symptoms of these types of dependencies are exhibited? Are there any anomalies?

LEARNING OUTCOME 4 Compare and contrast classic and conditioned withdrawal.

Core Concept 8.4 Withdrawal results when an abused substance is no longer available.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss symptoms of withdrawal syndrome for different abused substances.

•

Have someone from Alcoholics Anonymous or another self-help group speak to the class.

•

Have someone from a substance abuse treatment facility speak to the class.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Assign students to observe at a substance abuse treatment facility the different methods used to help patients experiencing withdrawal syndrome.

•

Assign students to attend an Alcoholics Anonymous meeting or other self-help group meeting.

LEARNING OUTCOME 5 Explain the significance of drug tolerance to pharmacotherapy.

Core Concept 8.5 Tolerance occurs when higher and higher doses of a drug are needed to achieve the initial response.

Ch 08-2 ..

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss examples of a drug to which a patient may develop a tolerance.

•

Discuss symptoms of drug tolerance.

•

Discuss different types of cross-tolerance.

•

Review signs and symptoms of toxicity and withdrawal.

LEARNING OUTCOME 6 Explain the major characteristics of abuse, dependence, and tolerance resulting from central nervous system depressants, including sedatives, sedative-hypnotics, benzodiazepines, opioids, and ethyl alcohol.

Core Concept 8.6 Central nervous system (CNS) depressants decrease the activity of the central nervous system.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • • •

Schedule a speaker(s) from Alcoholics Anonymous to speak to the class.

Discuss the long duration of action of many sedatives and the risk of respiratory depression.

Review the medications approved for treatment of alcoholism.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students visit an alcohol rehabilitation center to observe patients withdrawing from alcohol abuse.

LEARNING OUTCOME 7 Explain characteristics of physical dependence and tolerance with the use of marijuana.

Core Concept 8.7 Marijuana produces little physical dependence or tolerance.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • Discuss the immediate and long-term effects of marijuana use.

• Discuss the medicinal uses of marijuana.

SUGGESTIONS FOR CLINICAL ACTIVITIES Ch 08-3 ..

•

Have students attend a lecture on the medicinal uses of marijuana for a variety of disorders.

•

Assign students to attend a support group for patients with cancer or Parkinson disease.

LEARNING OUTCOME 8 Explain examples and characteristics of hallucinogenic drug misuse.

Core Concept 8.8 Hallucinogens cause an altered state of thought and perception similar to that found in dreams.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Schedule a speaker(s) from a substance abuse treatment facility to speak to the class about hallucinogenic drug use.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe at a substance abuse treatment facility.

LEARNING OUTCOME 9 Explain the major characteristics of abuse, dependence, and tolerance resulting from CNS stimulants, including amphetamine, methylphenidate, and methamphetamine-related drugs; and cocaine and caffeine.

Core Concept 8.9 CNS stimulants increase the activity of the central nervous system.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • • •

Discuss the use and abuse of CNS stimulants for medical and recreational purposes.

Review commonly abused CNS stimulants and their symptoms and dangers.

Compare withdrawal symptoms related to the various CNS stimulants.

LEARNING OUTCOME 10 Explain the powerfully addictive properties of nicotine.

Core Concept 8.10 Nicotine is powerful and highly addictive.

Ch 08-4 . .

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the physical effects of nicotine.

•

Schedule a speaker(s) who works with individuals attempting to quit nicotine use.

LEARNING OUTCOME 11 List the reasons why healthcare providers may have problems with alcohol and substance or drug use.

Core Concept 8.11 Healthcare providers strive to remain free from impairment due to alcohol and drug addiction.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss why healthcare providers may become substance abusers. Include substances commonly abused by healthcare providers and indications of substance abuse in a healthcare provider.

•

Discuss the role of other healthcare providers in enabling healthcare providers who are known substance abusers.

Role-play how healthcare providers can report or help to ensure that peers who are abusing substances receive appropriate treatment and assistance.

•

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

Substance Abuse and Mental Health Services Administration: http://www.samhsa.gov/

•

Hazelden Betty Ford Foundation: http://www.hazeldenbettyford.org/treatment/addictiontreatment-specialties/health-care-professionals

•

Alcoholics Anonymous: http://www.aa.org

•

Narcotics Anonymous: https://www.na.org

•

National Institute on Drug Abuse: https://www.drugabuse.gov/ Ch 08-5 ..

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 8 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 08-6 . .

CHAPTER 9 DRUGS AFFECTING FUNCTIONS OF THE AUTONOMIC NERVOUS SYSTEM LEARNING OUTCOME 1 Identify the two primary divisions and three primary functions of the nervous system.

Core Concept 9.1 The nervous system has two major divisions: central and peripheral.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the location of the brain and spinal cord and how they are protected.

•

Discuss the functions of the somatic nervous system and the autonomic nervous system.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students identify and describe examples of issues exhibited in patients’ nervous systems that affect each of the three primary functions.

LEARNING OUTCOME 2 Compare and contrast actions of the sympathetic and parasympathetic branches of the autonomic nervous system.

Core Concept 9.2 The autonomic nervous system has sympathetic and parasympathetic branches.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the effects of the sympathetic nervous system on the different systems of the body.

•

Discuss the purpose of the fight-or-flight response.

•

Discuss the effects of the parasympathetic nervous system on the different systems of the body.

Ch 09-1 ..

LEARNING OUTCOME 3 Describe the basic functional unit of the nervous system, and explain how neural impulses are conducted.

Core Concept 9.3 Synapses are common junction sites of drug action.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students draw diagrams of the synapse, clearly identifying the three different parts contained within the structure.

LEARNING OUTCOME 4 Identify the primary neurotransmitters and types of receptors important to the functioning of the autonomic nervous system.

Core Concept 9.4 Norepinephrine and acetylcholine are the two primary neurotransmitters in the autonomic nervous system.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students practice acting out what occurs when a neurotransmitter is released into the synaptic cleft. Each student should take a turn posing as each stage of the process to get a feel for how the actions play out on a microscopic level.

•

Design a matching activity for students to match the autonomic receptors with their primary location and responses.

LEARNING OUTCOME 5 Explain autonomic drugs and the basis of how they are classified.

Core Concept 9.5 Autonomic drugs are classified according to the receptors they stimulate or block.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the locations of the different receptors in the body and their effects when stimulated.

Ch 09-2 ..

•

Discuss common drugs that affect each of these two types of receptors, and how activation of each type manifests itself in a patient’s condition.

LEARNING OUTCOME 6 Describe the mechanisms of action, important adverse effects, and primary uses of cholinergic drugs, cholinergic-blocking drugs, adrenergic drugs, and adrenergic-drugs with representative examples.

Core Concepts 9.6 Cholinergic drugs have few therapeutic uses because of their numerous adverse effects.

9.7 Cholinergic blockers are most commonly used to dry secretions and to treat asthma.

9.8 Adrenergic drugs are primarily used for their effects on the heart, bronchial tree, and nasal passages.

9.9 Adrenergic blockers are primarily used to treat hypertension, bronchial constriction, and nasal congestion.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss examples of parasympathomimetics along with their uses and adverse effects.

•

Have students prepare a drug card on parasympathomimetics.

•

Discuss examples of anticholinergic drugs along with their uses and adverse effects.

•

Have students prepare a drug card on anticholinergics.

•

Discuss examples of sympathomimetics, including their uses and adverse effects.

•

Have students prepare a drug card on sympathomimetics.

•

Discuss examples of adrenergic blockers, including their uses and side effects.

•

Have students prepare a drug card for adrenergic blockers.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Assign students patients receiving a parasympathomimetic and note its use, therapeutic effect, and any adverse effects.

•

Assign students patients receiving anticholinergics and note their uses, therapeutic effects, and any adverse effects.

•

Assign students patients receiving a sympathomimetic and note its use, therapeutic effect, and any adverse effects.

•

Assign students patients receiving adrenergic blockers and note their uses, therapeutic Ch 09-3 ..

effects, and any adverse effects.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Cholinergic drugs: Bethanechol (Urecholine)

•

Cholinergic blockers: Atropine (AtroPen)

•

Adrenergic drugs: Phenylephrine (Neo-Synephrine)

•

Adrenergic blockers: Prazosin (Minipress)

NURSING PROCESS FOCUS •

Patients Receiving Direct- and Indirect-Acting Cholinergic Drug Therapy

•

Patients Receiving Cholinergic Blocker (Anticholinergic) Therapy

•

Patients Receiving Adrenergic Drug Therapy

•

Patients Receiving Adrenergic Blocker Therapy

PATIENTS NEED TO KNOW •

Patients Taking Autonomic Medications

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 9 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK Ch 09-4 . .

CHAPTER 10 DRUGS FOR ANXIETY AND INSOMNIA LEARNING OUTCOME 1 Identify the major categories of anxiety disorders.

Core Concept 10.1 Anxiety disorders fall into many categories, including generalized anxiety, panic disorder, and anxiety due to fearful, recurrent, and traumatic life events.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide the class into five groups. Assign an anxiety disorder to each group to discuss the symptoms of the disorder and give examples, and then ask students to share the information with the entire class.

LEARNING OUTCOME 2 Identify areas of the brain responsible for feelings of emotion and restlessness.

Core Concept 10.2 Regions of the cerebral cortex, diencephalon, and brain stem are responsible for anxiety and wakefulness.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Devise a matching game in which students must match each area of the brain with its role in anxiety symptoms.

LEARNING OUTCOME 3 Explain the pharmacologic and nonpharmacologic strategies used to manage anxiety and anxiety-related symptoms.

Core Concept 10.3 Anxiety is managed with both pharmacologic and nonpharmacologic strategies.

SUGGESTIONS FOR CLASSROOM ACTIVITIES Ch 10-1 ..

•

Divide the class into four groups, and assign each group to a category of CNS agent used to treat anxiety and sleep disorders. Have each group explain how their category of CNS agent differs from the others.

•

Describe nonpharmacologic therapies used to cope with anxiety. Ask students whether they have ever tried any of the methods to cope with stress over exams or other anxiety-producing events. If so, have them share whether the methods helped.

LEARNING OUTCOME 4 Discuss why we sleep and how normal sleep patterns can be interrupted.

Core Concept 10.4 An inability to sleep is linked with anxiety.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the synchronization of sleeping and waking with other bodily functions.

•

Invite a shift worker to speak to the class about sleeping difficulties due to work schedules.

•

Discuss the role of food and beverages in sleep interruption.

•

Discuss how untreated insomnia related to anxiety may become a chronic problem.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students record the number of patients suffering from anxiety and insomnia that they observe in the clinical setting, as well as the way in which their conditions are being treated, and compare their results among those of their classmates.

LEARNING OUTCOME 5 Identify the four categories of central nervous system drugs used to treat anxiety and sleep disorders.

Core Concept 10.5 Anxiety and insomnia are treated with many types of central nervous system (CNS) drugs.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

After describing various drugs’ classification and mechanism of action, have students practice categorizing those substances.

Ch 10-2 ..

•

Discuss the potential physical or psychological dependence that may result from long-term use of CNS depressants for treating anxiety and insomnia and the symptoms of withdrawal.

LEARNING OUTCOME 6 Introduce the major classes of antidepressants and describe how they control anxiety.

Core Concept 10.6 When taken properly, antidepressants reduce symptoms of panic and anxiety.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students describe the stages of panic symptoms and the mechanisms involved.

•

Ask students to create cards with the category of antidepressant on one side and the drugs and indications in each category on the other.

•

Break students into small groups and have them research and then report on the side effects of antidepressants and warnings associated with antidepressant use.

LEARNING OUTCOME 7 Identify the role benzodiazepines play in treating anxiety disorders and insomnia, their mechanisms of action, primary actions, and important adverse effects.

Core Concept 10.7 Benzodiazepines are useful for the short-term treatment of anxiety and insomnia.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the mechanism of action of benzodiazepines.

LEARNING OUTCOME 8 Explain the sedative-hypnotic properties of barbiturates and their historic role in treating anxiety and restlessness.

Core Concept 10.8 Barbiturates depress CNS function and cause drowsiness.

SUGGESTIONS FOR CLASSROOM ACTIVITIES Ch 10-3 ..

•

Discuss the uses of benzodiazepines and what schedule of drug they are.

•

Explain the mechanism by which benzodiazepines can cause tolerance.

LEARNING OUTCOME 9 Identify anti-anxiety drugs chemically unrelated to benzodiazepines or barbiturates.

Core Concept 10.9 Additional drugs provide therapy for anxiety-related symptoms and sleep disorders.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Split students into small groups. Allow the group members to discuss one of the miscellaneous drugs used to treat anxiety-related symptoms and sleep disorders. Have the student groups then report to the class the mechanism of action and any cautions for use for each of the assigned drugs.

•

Divide students into small groups and have them research a different type of complementary and alternative method of treating anxiety and report their findings to the class.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students develop patient teaching points for the use of drugs that may be prescribed for the treatment of anxiety and anxiety-related insomnia.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

National Institute of Mental Health: http://www.nimh.nih.gov/

•

U.S. Department of Veterans Affairs, PTSD: National Center for PTSD: http://www.ptsd.va.gov

STUDENT WORKBOOK AND RESOURCE GUIDE Ch 10-4 ..

•

Chapter 10 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 10-5 . .

CHAPTER 11 DRUGS FOR EMOTIONAL, MOOD, AND BEHAVIORAL DISORDERS LEARNING OUTCOME 1 Explain the situational and biological causes of major depressive disorder.

Core Concept 11.1 People suffer from depression for many reasons.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the various factors that may contribute to major depressive disorders, and the populations that might be specifically affected by those factors.

• •

Discuss the criteria for diagnosis of major depressive disorder.

Discuss the role of hospitalization and chronic disorders in depressive disorders.

SUGGESTION FOR CLINICAL ACTIVITIES • Have students closely observe their assigned patients for signs and symptoms of depression.

LEARNING OUTCOME 2 Discuss the pharmacologic management and psychotherapeutic approaches to treatment of severe depression.

Core Concept 11.2 For best results, treatment of severe depression requires both medication and psychotherapy.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss with students the factors physicians consider in determining choice of pharmacologic and psychotherapeutic approaches to patients with severe depression.

•

Compare and contrast the use of electroconvulsive therapy and repetitive transcranial magnetic stimulation in treatment of patients who are unresponsive to pharmacological therapy.

Ch 11-1 ..

LEARNING OUTCOME 3 Explain the antidepressant drug classes and how they restore chemical imbalances of neurotransmitters in the brain.

Core Concept 11.3 Antidepressants enhance mood by boosting the actions of neurotransmitters, including norepinephrine, dopamine, and serotonin.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for the various antidepressants, their mechanisms of action, and frequent side effects.

•

Discuss the symptoms and signs of serotonin syndrome.

•

Draw simple figures that show the actions of SSRIs, TCAs, and MAOIs.

•

Discuss the black box warnings of several antidepressants and what this means for healthcare providers.

LEARNING OUTCOME 4 Identify symptoms of bipolar disorder and extreme mania.

Core Concept 11.4 Patients with bipolar disorder may experience emotions ranging from depression to extreme agitation.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have a psychiatrist or psychologist who specializes in bipolar disorder speak to the class.

•

If available, have a person with bipolar disorder speak to the class.

LEARNING OUTCOME 5 Discuss the pharmacologic management of severe depression and when patients display extreme shifts to mania.

Core Concept 11.5 Mood stabilization in patients with bipolar disorder is accomplished with lithium and other Ch 11-2 ..

drugs.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the difficulties of treating patients with bipolar disorder.

•

Have students create drug cards for each of the mood stabilizers used to treat bipolar disorder.

•

Discuss lithium toxicity and lithium level monitoring.

LEARNING OUTCOME 6 Identify symptoms of ADHD. Core Concept 11.6 Attention-deficit/hyperactivity disorder presents challenges for children and adults.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have a psychiatrist or psychologist who treats ADHD in children and adults speak to the class.

•

Discuss the symptoms of ADHD in adults and children and the potential outcomes of poorly managed ADHD.

LEARNING OUTCOME 7 Discuss CNS stimulants and nonstimulant drugs for ADHD. Core Concept 11.7 Central nervous system stimulants have been the main course of treatment for ADHD. SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students prepare a drug card for each of the classifications.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students develop an education plan for parents of children who are diagnosed with ADHD and given medications for treatment.

Ch 11-3 ..

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

Mental Health America: http://www.mentalhealthamerica.net/

•

National Alliance on Mental Illness: http://www.nami.org

•

CHADD: The National Resource Center on ADHD: http://www.chadd.org/NRC.aspx

DRUG SNAPSHOT Antidepressants •

Selective serotonin reuptake inhibitors (SSRIs): Pr sertraline (Zoloft)

•

Tricyclic antidepressants (TCAs): Pr imipramine (Tofranil)

•

Monoamine oxidase inhibitors (MAOIs): Pr phenelzine (Nardil)

Drugs for Attention-Deficit/Hyperactivity Disorder (ADHD) •

CNS stimulants: Pr methylphenidate (Ritalin)

NURSING PROCESS FOCUS •

Patients Receiving Antidepressant Therapy

PATIENTS NEED TO KNOW •

Patients Taking Antidepressants

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 11 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 11-4 . .

CHAPTER 12 DRUGS FOR PSYCHOSES LEARNING OUTCOME 1 Identify the signs characteristic of psychosis, and describe how psychotic episodes are controlled.

Core Concept 12.1 Most psychoses have no identifiable cause and require long-term drug therapy.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Invite a psychiatrist to speak to the class about theories for the cause of schizophrenia.

•

Define hallucinations, delusions, and disorganized thoughts or speech and give examples of each.

•

Differentiate acute and chronic episodes of psychosis and how they may be controlled.

SUGGESTION FOR CLINICAL ACTIVITIES •

Arrange for students to observe patients with psychoses in an inpatient facility.

LEARNING OUTCOME 2 Compare and contrast the positive and negative symptoms of schizophrenia, and explain the cause of schizophrenia and related behaviors.

Core Concept 12.2 Patients with schizophrenia experience many different symptoms that may change over time.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Ask students to identify positive, negative, and cognitive symptoms of schizophrenia.

•

Discuss underlying mechanisms that are theorized to be involved in schizophrenia symptoms.

Ch 12-1 . .

LEARNING OUTCOME 3 Discuss factors important to the successful management of psychosis, including the major generations of antipsychotics.

Core Concept 12.3 The experience and skills of the healthcare provider are critical to the successful pharmacologic management of psychoses.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Invite a psychiatrist to speak to the class about the primary goal of pharmacotherapy for patients with schizophrenia and the difficulties of patient compliance and therapy.

LEARNING OUTCOME 4 Explain the goals of conventional, atypical, and third-generation antipsychotic drugs; identify representative drugs, and explain their mechanisms of drug action, primary actions, and important adverse effects including extrapyramidal symptoms.

Core Concepts 12.4 Conventional antipsychotic drugs include the phenothiazines, phenothiazine-like drugs, and nonphenothiazines.

12.5 Atypical antipsychotic drugs address the needs of patients with psychoses.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for each classification of antipsychotics.

•

Discuss the extrapyramidal symptoms of antipsychotic drugs and provide examples for the class.

•

Review black box warnings of antipsychotic drugs.

•

Discuss nursing process focus for each category of antipsychotic drug.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Assign students patients with the diseases and taking the drugs and then discuss these in class.

•

Note the therapeutic effect of the drug(s) and any adverse effects.

Ch 12-2 ..

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

Mental Health America: http://www.nmha.org

•

National Alliance on Mental Illness: http://www.nami.org

DRUG SNAPSHOT •

Conventional (First-Generation) Antipsychotics

• •

Phenothiazine: Pr chlorpromazine Nonphenothiazine: Pr haloperidol (Haldol)

•

Atypical (Second-Generation) Antipsychotics: Pr risperidone (Risperdal)

•

Dopamine System Stabilizers (Third-Generation Antipsychotics)

NURSING PROCESS FOCUS •

Patients Receiving Phenothiazines and Nonphenothiazine Therapy

•

Patients Receiving Atypical and Third-Generation Antipsychotic Therapy

PATIENTS NEED TO KNOW •

Patients Being Treated for Psychoses

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 12 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 12-3 . .

CHAPTER 13 DRUGS FOR DEGENERATIVE DISEASES AND MUSCLES LEARNING OUTCOME 1 Identify the most common degenerative diseases of the CNS.

Core Concept 13.1 Medications are unable to cure most degenerative diseases of the central nervous system (CNS).

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Give a pretest on common degenerative diseases of the central nervous system (CNS).

•

Discuss how the subtle, barely noticeable signs and symptoms of these disorders in early disease make diagnosis difficult.

LEARNING OUTCOME 2 Describe progressive symptoms of Parkinson disease, and explain its neurological basis.

Core Concept 13.2 Parkinson disease is progressive, with the occurrence of full symptoms taking many years.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students research famous people with Parkinson disease.

•

Discuss the symptoms and signs that patients with Parkinson disease find most distressing because of their negative effect on quality of life.

•

Ask a patient with Parkinson disease to speak to the students.

LEARNING OUTCOME 3 Explain the goals of pharmacotherapy for Parkinson disease, and categorize drugs used in its treatment based on drug classes, actions, and important adverse effects.

Core Concept Ch 13-1 . .

13.3 Antiparkinson drugs act on the brain to restore the balance between dopamine and acetylcholine.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the mechanism of action and demonstrate the pathway of dopaminergic drugs for treatment of Parkinson disease.

•

Discuss the mechanism of action and demonstrate the pathway of cholinergic-blocking (anticholinergic) drugs for treatment of Parkinson disease.

LEARNING OUTCOME 4 Describe the symptoms of Alzheimer disease and dementia.

Core Concept 13.4 Patients with Alzheimer disease experience a dramatic loss of ability to perform tasks that require acetylcholine as the CNS neurotransmitter.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Invite a caregiver of a patient with Alzheimer disease to speak to the class.

•

Have a neurologist address the class about Alzheimer disease.

SUGGESTION FOR CLINICAL ACTIVITIES •

If the facility has a dementia unit, have students observe patients with Alzheimer disease.

LEARNING OUTCOME 5 Explain the goals of pharmacotherapy for Alzheimer disease and categorize drugs used in its treatment based on drug classes, actions, and important adverse effects.

Core Concept 13.5 Alzheimer disease is treated with acetylcholinesterase inhibitors and other drugs.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the mechanism of action and demonstrate the pathway of acetylcholinesterase Ch 13-2 ..

inhibitors for the treatment of Alzheimer disease.

•

Discuss behavioral symptoms of Alzheimer disease and the drugs that treat these symptoms.

LEARNING OUTCOME 6 Describe symptoms of multiple sclerosis.

Core Concept 13.6 Symptoms of multiple sclerosis result from demyelination of CNS nerve fibers.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Review the spinal cord, CNS, and myelin sheath.

•

Invite a neurologist to discuss demyelination and show images. Also cover the four disease courses of multiple sclerosis.

•

Have a patient with multiple sclerosis speak to the class.

•

Assign students to attend a multiple sclerosis support group.

LEARNING OUTCOME 7 Describe the pharmacologic management of multiple sclerosis.

Core Concept 13.7 Drugs for multiple sclerosis reduce immune attacks in the brain and treat unfavorable symptoms.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for drugs used to treat multiple sclerosis.

•

Play a matching game in groups.

LEARNING OUTCOME 8 Describe muscle spasms and how these injuries occur.

Core Concept 13.8 Muscle spasms are caused by injury, overmedication, hypocalcemia, and debilitating neurologic disorders.

Ch 13-3 . .

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the most common causes of muscle spasms.

•

Have students research and name drugs and neurologic disorders that are often associated with muscle spasms.

LEARNING OUTCOME 9 Discuss pharmacologic and nonpharmacologic strategies used to treat muscle spasms and spasticity.

Core Concept 13.9 Muscle spasms may be treated with pharmacologic and nonpharmacologic therapies.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss nonpharmacologic measures to treat muscle spasms.

•

Have a physical therapist come in to speak to the class.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe different treatment modalities in physical therapy.

LEARNING OUTCOME 10 Explain the roles of centrally acting skeletal muscle relaxants in treating muscle spasms.

Core Concept 13.10 Many muscle relaxants treat muscle spasms by inhibiting upper motor neuron activity, causing sedation, or altering simple reflexes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for drugs used to treat muscle spasms.

•

Play a matching game in groups.

SUGGESTION FOR CLINICAL ACTIVITIES Ch 13-4 ..

•

Have students create a teaching plan for an assigned patient who is taking a centrally acting antispasmodic drug.

LEARNING OUTCOME 11 Discuss the approaches for spasticity treatment, including regular and consistent physical therapy.

Core Concept 13.11 Effective treatment for spasticity includes both physical therapy and medications.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Demonstrate for students the pathways and mechanism of action by which antispasmodics work.

LEARNING OUTCOME 12 Explain the roles of direct-acting antispasmodics in treating muscle spasticity.

Core Concept 13.12 Some drugs for spasticity provide relief by acting directly on muscle tissue, interfering with the release of calcium ions.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for direct-acting antispasmodics.

•

Play a matching game in groups.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students create a teaching plan for an assigned patient who is taking a drug for muscle spasms of spasticity.

LEARNING OUTCOME 13 Discuss the pharmacology of neuromuscular blocking drugs.

Ch 13-5 ..

Core Concept 13.13 Neuromuscular blocking drugs block the effect of acetylcholine at the receptor.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the risks of using neuromuscular blocking drugs.

•

Have students create an assessment plan for a patient who is receiving neuromuscular blocking drugs.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students develop a teaching plan for an assigned patient who is taking one of the drugs covered in this chapter.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

The National Parkinson Foundation: http://www.parkinson.org

•

Alzheimer’s Association: http://www.alz.org/

•

National Multiple Sclerosis Society: http://www.nationalmssociety.org/index.aspx

DRUG SNAPSHOT •

Dopaminergic drugs: Pr levodopa, carbidopa, and entacapone (Stalevo)

•

Cholinergic blockers (anticholinergics): Pr benztropine (Cogentin)

•

Acetylcholinesterase inhibitors: Pr donepezil (Aricept)

•

Other drugs that slow progression of AD

•

Drugs that treat behavioral symptoms of AD

•

Centrally acting muscle relaxants: Pr cyclobenzaprine (Amrix, Flexeril)

•

Direct-acting antispasmodics: Pr dantrolene (Dantrium)

•

Nondepolarizing blockers Ch 13-6 . .

•

Depolarizing blockers

NURSING PROCESS FOCUS •

Patients Receiving Drugs for Muscle Spasms or Spasticity

PATIENTS NEED TO KNOW •

Patients Being Treated for Degenerative Diseases and Disorders of the Neuromuscular System

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 13 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 13-7 . .

CHAPTER 14 DRUGS FOR SEIZURES LEARNING OUTCOME 1 Compare and contrast the terms epilepsy, seizures, and convulsions.

Core Concept 14.1 Although some types of seizures involve convulsions, others do not.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students break into groups and create a visual comparing and contrasting epilepsy, seizures, and convulsions.

LEARNING OUTCOME 2 Recognize possible causes of seizures.

Core Concept 14.2 Many causes of seizure activity are known; a few are not.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Prepare matching quiz of causes for seizures and examples of causes.

LEARNING OUTCOME 3 Relate signs and symptoms to specific types of seizures.

Core Concept 14.3 Epileptic seizures are typically identified as partial, generalized, or special epileptic syndromes.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss care of a patient having a tonic-clonic seizure.

Ch 14-1 . .

LEARNING OUTCOME 4 Explain the importance of safety and patient drug compliance in the pharmacotherapy of epilepsy and seizures.

Core Concept 14.4 Effective seizure management involves strict compliance with safe drug therapy practices.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with the class the possible ramifications of patient noncompliance in the pharmacotherapy of epilepsy and seizures.

LEARNING OUTCOME 5 Describe the pharmacologic management of epilepsy and acute seizures.

Core Concept 14.5 Antiseizure pharmacotherapy is directed at controlling the movement of electrolytes across neuronal membranes or affecting neurotransmitter balance.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have a class discussion about the different types of drugs used in the treatment of seizures, highlighting the reasons that each would be used.

LEARNING OUTCOME 6 Explain the mechanisms of action by which barbiturates, benzodiazepines, and other gammaaminobutyric acid (GABA)-related drugs control seizure activity.

Core Concept 14.6 By increasing the effects of GABA in the brain, some drugs reduce a wide range of seizure types.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • Demonstrate the GABA receptor–chloride channel.

• Have students create drug cards for antiseizure drugs that potentiate GABA action.

Ch 14-2 ..

LEARNING OUTCOME 7 For hydantoin-related drugs and succinimides, identify representative drugs and explain their mechanisms of drug action, primary actions, and important adverse effects.

Core Concepts 14.7 Hydantoin and related drugs are generally effective in treating partial seizures and tonicclonic seizures.

14.8 Succinimides generally treat absence seizures.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • Have students create drug cards for hydantoins and related drugs.

• Design a matching game for students to match the different types of antiseizure drugs to their uses and mechanism of action.

SUGGESTION FOR CLINICAL ACTIVITIES •

Ask students to note the instances that barbiturates, benzodiazepines, and other drugs are prescribed to control seizure activity, as well as the types of seizures that each is prescribed to control. Share findings with the class.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Barbiturates: Pr phenobarbital (Luminal)

•

Benzodiazepines: Pr diazepam (Valium)

•

Other GABA-related drugs

•

Hydantoins: Pr phenytoin (Dilantin)

•

Phenytoin-related drugs: Pr valproic acid (Depakene) Ch 14-3 ..

•

Succinimides: Pr ethosuximide (Zarontin)

NURSING PROCESS FOCUS •

Patients Receiving Antiseizure Drug Therapy

PATIENTS NEED TO KNOW •

Patients Taking Antiseizure Medications

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 14 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 14-4 . .

CHAPTER 15 DRUGS FOR PAIN MANAGEMENT LEARNING OUTCOME 1 Relate the importance of pain assessment to effective pharmacotherapy.

Core Concept 15.1 Pain assessment is the first step to pain management.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Display different numerical scales and survey instruments used to assess pain.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to patients so that they can assess the patients’ pain. Have students use different numerical scales or survey instruments to assess pain.

LEARNING OUTCOME 2 Explain the neural mechanism for pain processing, including the involvement of spinal neurotransmitters.

Core Concept 15.2 Pain transmission processes allow several major targets for pharmacologic intervention.

SUGGESTION FOR CLASSROOM ACTIVITIES • Review and discuss the neural pathways for pain using illustrations.

Ch 15-1 . .

LEARNING OUTCOME 3 Describe the supportive roles of nonpharmacologic therapies and adjuvant analgesics in pain management.

Core Concept 15.3 Nonpharmacologic techniques and adjuvant analgesics assist in providing adequate pain relief.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Assign different types of nonpharmacologic techniques to manage pain to student groups and have the groups explain the technique to the class.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe the use of different nonpharmacologic techniques to manage pain.

LEARNING OUTCOME 4 Compare and contrast the types of opioid receptors and their importance to pharmacotherapy.

Core Concept 15.4 Opioid analgesic medications exert their effects by interacting with specific receptors.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss situations when both mu and kappa receptors would be activated and when kappa receptors are activated but mu receptors are blocked to manage pain.

LEARNING OUTCOME 5 Explain the role of opioids in the management of severe pain, and describe the treatment of acute opioid toxicity as well as the long-term treatment of opioid dependence.

Core Concept 15.5 Opioids have multiple therapeutic effects, including relief of severe pain.

SUGGESTIONS FOR CLASSROOM ACTIVITIES Ch 15-2 ..

•

Have students create drug cards for the different types of opioids and their uses.

•

Discuss the symptoms of acute opioid intoxication.

•

Have someone who works at a drug abuse treatment center talk to the class about treatment methods for opioid dependence.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe the different treatment methods for opioid dependence at a drug abuse treatment facility.

LEARNING OUTCOME 6 Identify representative drugs used in the management of less severe pain and explain their mechanisms of drug action, primary actions, and important adverse effects.

Core Concept 15.6 Nonsteroidal anti-inflammatory drugs (NSAIDs) are the preferred nonopioid analgesics for inflammation and less severe pain.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • •

Using illustrations, review how NSAIDs work at the nociceptor level.

Discuss precautions or contraindications for NSAID use.

LEARNING OUTCOME 7 Discuss the pharmacotherapeutic approaches to preventing and aborting migraines.

Core Concept 15.7 Migraines can be effectively treated with a variety of drug classes.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students discuss the pros and cons of various migraine treatments.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students make drug cards containing the drugs, classifications, and mechanisms of action.

Ch 15-3 ..

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE •

Academy of Integrative Pain Management: http://www.aapainmanage.org

DRUG SNAPSHOT •

Opioid agonists: Pr morphine (Astramorph PF, Duramorph, others)

•

Opioid antagonists: Pr naloxone (Evzio, Narcan)

•

Opioids with mixed agonist–antagonist activity

•

Nonsteroidal anti-inflammatory drugs (NSAIDs)

•

Aspiring and other salicylates: Pr aspirin (acetylsalicylic acid, ASA)

•

Ibuprofen and similar drugs

•

Selective COX-2 inhibitors

•

Centrally acting drugs

•

Triptans: Pr sumatriptan (Imitrex)

•

Ergot alkaloids

•

Other drugs

NURSING PROCESS FOCUS •

Patients Receiving Opioids

PATIENTS NEED TO KNOW •

Patients Taking Pain Medication

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 15 activities Ch 15-4 . .

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 15-5 . .

CHAPTER 16 DRUGS FOR ANESTHESIA LEARNING OUTCOME 1 Compare and contrast the five major routes for administering local anesthetics.

Core Concept 16.1 Local anesthesia causes a rapid loss of sensation to a limited part of the body.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Display diagrams of the routes of administering local anesthetics.

•

Discuss examples for use of the different routes.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe administration of local anesthetics by the different routes.

LEARNING OUTCOME 2 Explain the mechanism of action of local anesthetics, and explain why additives are sometimes included in the anesthetic solution.

Core Concept 16.2 Local anesthetics produce their therapeutic effect by blocking the entry of sodium ions into neurons.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Use illustrations to demonstrate the action of sodium channels and sodium channel blockers.

LEARNING OUTCOME 3 Describe differences between the two major chemical classes of local anesthetics and explain their adverse effects.

Core Concept 16.3 Local anesthetics are classified by their chemical structures.

Ch 16-1 . .

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss examples and uses of esters and amides.

LEARNING OUTCOME 4 Identify the primary actions of general anesthetics within the central nervous system, and identify the four stages of general anesthesia.

Core Concept 16.4 General anesthesia induces rapid loss of consciousness, accompanied by loss of sensation occurring throughout the entire body.

LEARNING OUTCOME 5 Explain how general anesthesia is achieved, and categorize drugs for general anesthesia based on their classifications and actions in the body.

Core Concept 16.5 General anesthetics are usually administered by the IV or inhalation routes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the differences between general anesthesia and sleep.

•

Give examples of uses for general anesthesia.

•

Discuss the concept of balanced anesthesia.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe induction of general anesthesia by inhalation and intravenous methods.

LEARNING OUTCOME 6 For each of the adjunctive drug classes, identify representative drugs and explain their roles before, during, and after surgery.

Core Concept 16.6 Adjunctive medications complement the goals of general anesthesia.

SUGGESTIONS FOR CLASSROOM ACTIVITIES Ch 16-2 ..

•

Discuss how different adjunctive drugs are used before, during, and after surgery to aid anesthesia.

•

Have students prepare drug cards for adjunctive agents used with anesthesia.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT • Local anesthetics; amides: Pr lidocaine (Xylocaine) •

General anesthetics; intravenous anesthetics: Pr propofol (Diprivan)

•

General anesthetics: Pr nitrous oxide

•

General anesthetics; volatile liquids: Pr isoflurane (Forane)

•

Neuromuscular blockers: Pr succinylcholine (Anectine)

NURSING PROCESS FOCUS •

Patients Receiving Local Anesthesia

PATIENTS NEED TO KNOW •

Patients Being Treated with Local Anesthetic Medications

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 16 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 16-3 . .

CHAPTER 17 DRUGS FOR LIPID DISORDERS LEARNING OUTCOME 1 Summarize the roles that fats play in human nutrition, and describe the potential consequences of excessively high lipid levels.

Core Concept 17.1 Lipids serve essential roles in the body, but too much dietary fat can lead to disease.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Review the role of lipids in the body and some of the disorders that occur with too much dietary fat.

•

Have students review the American Heart Association recommendations for lipid levels.

LEARNING OUTCOME 2 Explain the different types of lipids and how they are transported through the body.

Core Concept 17.2 Lipoproteins transport lipids through the blood for utilization by tissues, storage in adipose tissue, or excretion by the liver.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the different types of lipids. Have students differentiate between triglycerides, steroids, and phospholipids.

LEARNING OUTCOME 3 Give examples of how blood lipid levels can be controlled through therapeutic lifestyle changes.

Core Concept 17.3 Elevated lipid levels can often be prevented or controlled through therapeutic lifestyle changes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • •

Have a dietitian speak to the class about dietary changes that can lower lipid levels.

Have students work in groups to identify the claims of CAM therapies for lowering lipid levels and report on their findings.

Ch 17-1 ..

•

Have students identify which therapeutic lifestyle changes they could make in their own lives.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students create patient education material for one lifestyle change.

LEARNING OUTCOME 4 Explain the role of statins in the treatment of lipid disorders.

Core Concept 17.4 Statins are preferred drugs for reducing blood lipid levels.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Explain the role of statins in the treatment of lipid disorders.

•

Discuss the side effects of statins and the patient teaching that should be provided to patients taking statins.

LEARNING OUTCOME 5 Explain the role of bile acid binding drugs in the treatment of lipid disorders.

Core Concept 17.5 Bile acid binding drugs can reduce LDL levels by increasing cholesterol excretion.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the mechanism of action of bile acid binding drugs.

•

Compare the safety and effectiveness of statins and bile acid binding drugs.

LEARNING OUTCOME 6 Explain the role of niacin in the treatment of lipid disorders.

Core Concept 17.6 Niacin can reduce triglyceride and LDL-cholesterol levels.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Compare the safety and effectiveness of statins and niacin in treating lipid disorders.

LEARNING OUTCOME 7 Ch 17-2 . .

Explain the role of fibric acid drugs in the treatment of lipid disorders.

Core Concept 17.7 Fibric acid drugs lower triglyceride levels, but have little effect on LDLs. SUGGESTION FOR CLASSROOM ACTIVITIES •

Compare the safety and effectiveness of statins and fibric acid drugs in treating lipid disorders.

LEARNING OUTCOME 8 Explain the role of omega-3 fatty acids and other miscellaneous drugs in the treatment of lipid disorders.

Core Concept 17.8 Several miscellaneous drugs and drug combinations are available to treat dyslipidemias.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students make drug cards for each classification of drug used to treat hyperlipidemia.

•

Divide the students into small groups and have each group develop a teaching plan for a patient receiving antihyperlipidemic medications.

•

Discuss familial hypercholesterolemia and the drugs approved for its treatment.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students assess their patients who are on antihyperlipidemic drugs for any adverse effects and describe the process in postclinical situations.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE •

Centers for Disease Control and Prevention (CDC): https://www.cdc.gov/cholesterol/

Ch 17-3 ..

DRUG SNAPSHOT •

HMG-CoA reductase inhibitors: Pr atorvastatin (Lipitor)

•

Bile acid binding drugs: Pr cholestyramine (Questran)

•

Fibric acid drugs (fibrates): Pr gemfibrozil (Lopid)

NURSING PROCESS FOCUS •

Patients Receiving Drug Therapy with HMG-CoA Reductase Inhibitors (Statins)

PATIENTS NEED TO KNOW •

Patients Treated for Lipid Disorders

NEW DRUG FOCUS •

Treatment of Familial Hypercholesterolemia

STUDENT WORKBOOK AND RESOURCE GUIDE • Chapter 17 activities •

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 17-4 . .

CHAPTER 18 DRUGS FOR ELECTROLYTE AND ACID–BASE IMBALANCES LEARNING OUTCOME 1 Explain the role of the kidneys in maintaining fluid, electrolyte, and acid–base balance.

Core Concept 18.1 The kidneys regulate fluid volume, electrolytes, acids, and bases.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have a class discussion regarding the consequences of insufficient kidney functioning.

LEARNING OUTCOME 2 Explain how the processes of reabsorption and secretion can affect the composition of the filtrate.

Core Concept 18.2 The composition of filtrate changes dramatically as a result of the processes of reabsorption and secretion.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss how reabsorption and secretion affect the pharmacokinetics of many drugs.

LEARNING OUTCOME 3 Describe how pharmacotherapy is modified for patients with renal failure.

Core Concept 18.3 Renal failure significantly impacts pharmacotherapy.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss with the class the importance of dose adjustments for patients in severe renal failure.

Ch 18-1 . .

•

Review monitoring of a hospitalized patient with renal failure.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to patients with renal failure.

LEARNING OUTCOME 4 Identify indications and general uses for diuretics.

Core Concept 18.4 Diuretics are used to treat hypertension, heart failure, and fluid retention disorders.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Using illustrations, discuss the sites at which various diuretics act.

•

Review the risk of hypokalemia that is associated with diuretic therapy.

LEARNING OUTCOME 5 Explain the role of loop diuretics in the treatment of fluid volume disorders.

Core Concept 18.5 The most effective diuretics are those that affect the loop of Henle.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for loop diuretics.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students prepare patient education material for patients receiving loop diuretics.

LEARNING OUTCOME 6 Explain the role of thiazide diuretics in the treatment of fluid volume disorders.

Core Concept 18.6 The thiazides are the most widely prescribed class of diuretics.

SUGGESTION FOR CLASSROOM ACTIVITIES Ch 18-2 . .

•

Have students create drug cards for thiazide diuretics.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students prepare patient education material for patients receiving thiazide diuretics.

LEARNING OUTCOME 7 Explain the role of potassium-sparing diuretics in the treatment of fluid volume disorders.

Core Concept 18.7 Although less effective than the loop diuretics, potassium-sparing diuretics may help prevent hypokalemia.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for potassium-sparing diuretics.

•

Discuss the advantages and disadvantages of using potassium-sparing diuretics, including precautions that patients should know.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students prepare patient education material for patients receiving potassium-sparing diuretics.

LEARNING OUTCOME 8 Explain the role of miscellaneous diuretics in the treatment of fluid volume disorders.

Core Concept 18.8 Several less commonly prescribed diuretics have specific indications.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students make drug cards for miscellaneous diuretics.

LEARNING OUTCOME 9 Explain the importance of electrolytes in maintaining homeostasis.

Core Concept 18.9 Electrolytes are charged substances that play important roles in maintaining homeostasis.

Ch 18-3 ..

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with the class what happens on a molecular level in both a sodium and potassium imbalance; follow by describing what occurs to the human body on a larger scale.

LEARNING OUTCOME 10 Identify common causes of acidosis and alkalosis and the drugs used to treat these conditions.

Core Concept 18.10 Acidic and basic drugs can be administered to correct pH imbalances.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss conditions that affect acid–base imbalances that nurses need to monitor.

•

Have students complete a matching exercise that compares the causes of, characteristics of, and treatments for both alkalosis and acidosis to facilitate understanding of the core differences between the two.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES • •

National Institute of Diabetes and Digestive and Kidney Diseases: https://www.niddk.nih.gov National Kidney Foundation: https://www.kidney.org

DRUG PROFILES •

Loop (high-ceiling) diuretics: Pr furosemide (Lasix)

•

Thiazide diuretics: Pr hydrochlorothiazide (Microzide)

•

Potassium-sparing diuretics: Pr spironolactone (Aldactone)

•

Electrolytes: Pr potassium chloride (KCl)

•

Acid–base agents: Pr sodium bicarbonate (NaHCO3)

NURSING PROCESS FOCUS Ch 18-4 ..

•

Patients Receiving Diuretic Therapy

PATIENTS NEED TO KNOW •

Patients Treated for Urinary, Acid–Base, and Fluid Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 18 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 18-5 . .

CHAPTER 19 DRUGS FOR HYPERTENSION LEARNING OUTCOME 1 Identify the long-term consequences of untreated hypertension.

Core Concept 19.1 Failure to treat chronic hypertension can lead to stroke, heart failure, or myocardial infarction.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have the class brainstorm common characteristics and warning signs of hypertension.

SUGGESTION FOR CLINICAL ACTIVITIES •

During clinicals, have students make note of any patients exhibiting characteristics of longterm untreated hypertension. Share findings with the class.

LEARNING OUTCOME 2 Describe how the pumping action of the heart creates blood pressure.

Core Concept 19.2 Blood pressure is caused by the pumping action of the heart.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Fill a plastic zip-close bag with water and seal the top. Puncture a small hole in the bag, and demonstrate for the class what happens when you mimic the contracting of the heart muscle by squeezing the bag. Alter the size of the hole and other factors to demonstrate how the flow of “blood” can differ.

LEARNING OUTCOME 3 Explain the effects of cardiac output, peripheral resistance, and blood volume on blood pressure.

Core Concept 19.3 The primary factors responsible for blood pressure are cardiac output, the resistance of the small arteries, and blood volume.

SUGGESTION FOR CLASSROOM ACTIVITIES Ch 19-1 ..

•

Repeat the exercise with the plastic bag explained for Learning Outcome 2. This time, alter the size of the hole and other factors to demonstrate how the flow of “blood” can change depending upon blood volume, peripheral resistance, and so on.

LEARNING OUTCOME 4 Discuss nervous and hormonal factors that influence blood pressure.

Core Concept 19.4 Many nervous and hormonal factors help to keep blood pressure within normal limits.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students draw a flowchart to show the interaction of the cardiovascular system and kidneys on blood pressure.

LEARNING OUTCOME 5 Discuss the role of positive lifestyle changes in the management of hypertension.

Core Concept 19.5 Positive lifestyle changes can reduce blood pressure and lessen the need for medications.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have the class brainstorm ways to reduce stress-induced and hormonal factors that may contribute to high blood pressure.

•

Ask each student to think of three ways that he or she could positively alter his or her lifestyle to allow for better prevention and/or management of hypertension. Share findings with the class.

LEARNING OUTCOME 6 Describe the goals in using pharmacotherapy to treat hypertension.

Core Concept 19.6 The goal in treating hypertension is to reduce the long-term morbidity and mortality associated with the disease.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students the problems of treating hypertension when symptoms are absent. Ask Ch 19-2 ..

students how they would educate patients about the risks of long-term hypertension.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students prepare patient education on the goals of treating hypertension.

LEARNING OUTCOME 7 Explain the role of diuretics in the management of hypertension.

Core Concept 19.7 Diuretics are sometimes preferred drugs for treating mild to moderate hypertension.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students the role of diuretics in treating hypertension and the type of adverse effects they should monitor.

LEARNING OUTCOME 8 Explain the role of calcium channel blockers in the management of hypertension.

Core Concept 19.9 Calcium channel blockers have emerged as important drugs in the treatment of hypertension.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students the role of calcium channel blockers in the treatment of hypertension and the type of adverse effects they should monitor.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students create patient education material for patients receiving calcium channel blockers.

LEARNING OUTCOME 9 Explain the role of renin-angiotensin-aldosterone modifiers in the management of hypertension.

Ch 19-3 ..

Core Concept 19.8 Blocking the renin-angiotensin-aldosterone system leads to a decrease in blood pressure.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Review with students how the renin-angiotensin-aldosterone system works and the role of drugs in modifying its effects on blood pressure.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students create patient education materials for patients receiving angiotensinconverting enzyme inhibitors.

LEARNING OUTCOME 10 Explain the role of adrenergic blockers in the management of hypertension.

Core Concept 19.10 Adrenergic blockers are used to treat a wide variety of cardiovascular disorders, including hypertension.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students make drug cards for each of the adrenergic blockers.

•

Discuss with students the reasons why adrenergic blockers are no longer considered first-line treatment for hypertension.

LEARNING OUTCOME 11 Explain the role of direct vasodilators in the management of hypertension.

Core Concept 19.11 Vasodilators lower blood pressure by relaxing arteriolar smooth muscle.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students make drug cards for the direct-acting vasodilators.

•

Discuss the dangers of vasodilator therapy for patients with coronary artery disease and how this danger is counteracted.

Ch 19-4 ..

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to patients who are receiving antihypertensive medications and ask them to observe and report how and how often their blood pressure is monitored in the facility.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE •

American Heart Association: http://www.americanheart.org

DRUG SNAPSHOT •

Renin-angiotensin-aldosterone modifiers: Pr enalapril (Vasotec)

•

Calcium channel blockers: Pr nifedipine (Adalat CC, Procardia XL, others)

•

Adrenergic blockers: Pr doxazosin (Cardura)

•

Direct-acting vasodilators: Pr hydralazine (Apresoline)

NURSING PROCESS FOCUS •

Patients Receiving ACE Inhibitor Therapy

•

Patients Receiving Calcium Channel Blocker Therapy

PATIENTS NEED TO KNOW •

Patients Treated for Hypertension

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 19 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK Ch 19-5 . .

CHAPTER 20 DRUGS FOR HEART FAILURE LEARNING OUTCOME 1 Identify the major risk factors associated with the progression to heart failure.

Core Concept 20.1 Heart failure is closely associated with disorders such as chronic hypertension, coronary artery disease, and diabetes.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide the class into five groups, and assign the disorders associated with heart failure to each group. Each group presents to the class why or how the assigned disorder can lead to heart failure.

LEARNING OUTCOME 2 Relate how the symptoms associated with heart failure may be caused by weakened heart muscle.

Core Concept 20.2 The central cause of heart failure is weakened heart muscle.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students diagram normal flow through the heart, lungs, and blood vessels. Then have students diagram the flow of blood in right-sided and left-sided heart failure.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students observe patients at a cardiac rehabilitation center and report on the types of symptoms these patients exhibit.

Ch 20-1 . .

LEARNING OUTCOME 3 Describe the three fundamental characteristics of cardiac function.

Core Concept 20.3 The three primary characteristics of heart function are force of contraction, heart rate, and speed of impulse conduction.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students the primary characteristics of heart function and how they relate to heart failure.

LEARNING OUTCOME 4 Identify drug classes that are used as first-line and second-line choices for the pharmacotherapy of heart failure.

Core Concept 20.4 The specific therapy for heart failure depends on the severity of the disease.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Devise a matching game in which students match drugs as either first-line or second-line choices for heart failure therapy.

LEARNING OUTCOME 5 Categorize heart failure drugs based on their classifications and mechanisms of action.

Core Concept 20.5 Angiotensin-converting enzyme (ACE) inhibitors are the preferred drugs for heart failure.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students the different mechanisms of action of ACE inhibitors and angiotensinreceptor blockers.

Ch 20-2 . .

LEARNING OUTCOME 6 For each of the classes listed in the Drug Snapshot, identify representative drugs and explain their mechanisms of drug action, primary actions, and important adverse effects.

Core Concepts 20.6 Diuretics relieve symptoms of heart failure by reducing fluid overload and decreasing blood pressure.

20.7 Cardiac glycosides increase the force of myocardial contraction and were once the traditional drugs of choice for heart failure.

20.8 Beta-adrenergic blockers are used in combination with other drugs to slow the progression of heart failure.

20.9 Vasodilators reduce symptoms of heart failure by decreasing cardiac workload.

20.10 Phosphodiesterase inhibitors are used for short-term therapy of advanced heart failure.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students prepare a drug card for each of the drugs for heart failure.

•

Ask students to give reasons why each of these drugs aid in controlling heart failure.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE •

Heart Failure.org: http://www.heartfailure.org/

DRUG SNAPSHOT •

Angiotensin-converting enzyme inhibitors: Pr lisinopril (Prinivil, Zestril)

•

Cardiac glycosides: Pr digoxin (Lanoxin, Lanoxicaps)

•

Beta-adrenergic blockers: Pr carvedilol (Coreg)

•

Phosphodiesterase inhibitors: Pr milrinone (Primacor)

Ch 20-3 ..

PATIENTS NEED TO KNOW •

Patients Treated for Heart Failure

NEW DRUG FOCUS •

New Approach for Treating Heart Failure

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 20 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 20-4 . .

CHAPTER 21 DRUGS FOR ANGINA PECTORIS, MYOCARDIAL INFARCTION, AND STROKE LEARNING OUTCOME 1 Describe how the myocardium receives its oxygen and nutrient supply.

Core Concept 21.1 Coronary artery disease can lead to serious cardiac impairment.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss normal anatomy of coronary arteries.

LEARNING OUTCOME 2 Explain the pathophysiology of angina pectoris.

Core Concept 21.2 Angina pectoris is characterized by severe chest pain caused by lack of sufficient oxygen flow to cardiac muscle.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide the students into groups of two. Have students take turns acting the role of a person having angina, with the other student taking the role of bystander and asking about the symptoms, what preceded the angina attack, and how to differentiate stable angina from unstable angina.

LEARNING OUTCOME 3 Identify positive lifestyle changes that may be implemented to manage symptoms of angina.

Core Concept 21.3 Angina pain can often be controlled through positive lifestyle changes, medications, and surgical procedures.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students make a list of the lifestyle changes they would personally have to make if Ch 21-1 ..

diagnosed with angina/coronary heart disease (CHD).

LEARNING OUTCOME 4 Explain the pharmacologic treatment of MI.

Core Concepts 21.8 The early diagnosis and treatment of myocardial infarction increases chances of survival.

21.10 Drugs are used to treat the symptoms and complications of acute myocardial infarction.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create patient education material for a patient recovering from an MI.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students locate the MI protocols in the clinical area. Discuss the rationale for each drug ordered.

LEARNING OUTCOME 5 Describe the pharmacologic treatment of stroke.

Core Concept 21.11 Aggressive treatment of stroke can increase survival.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for stroke.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to patients in a rehabilitation center who have had a stroke.

LEARNING OUTCOME 6 Categorize drugs used to treat angina, MI, and stroke based on their classification and mechanisms of action.

Core Concept 21.4 The pharmacologic management of angina is achieved by reducing cardiac workload.

Ch 21-2 ..

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the mechanisms of action by which drugs used to treat angina reduce cardiac workload.

LEARNING OUTCOME 7 For each of the classes listed in the Drug Snapshot, identify representative drugs and explain the mechanisms of drug action, primary actions, and important adverse effects as they relate to the treatment of angina, MI, or stroke.

Core Concepts 21.5 The organic nitrates relieve angina pain by dilating veins and the coronary arteries.

21.6 Beta-adrenergic blockers are sometimes preferred drugs for reducing the frequency of angina attacks.

21.7 Calcium channel blockers relieve angina pain by reducing the cardiac workload.

21.9 Thrombolytics dissolve clots blocking the coronary arteries.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide the students into small groups and have them prepare questions and answers for different categories of drugs used to treat angina, MI, and stroke. Include questions on each drug’s classification and mechanisms of action for each type of disease.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE American Heart Association: http://www.heart.org

Ch 21-3 ..

DRUG SNAPSHOT •

Organic nitrates: Pr nitroglycerin (Nitrostat, Nitro-bid, Nitro-Dur, others)

•

Beta-adrenergic blockers: Pr atenolol (Tenormin)

•

Calcium channel blockers: Pr diltiazem (Cardizem, Cartia XT, Dilacor XR, others)

•

Thrombolytics: Pr reteplase (Retavase)

NURSING PROCESS FOCUS •

Patients Receiving Organic Nitrate Therapy

•

Patients Receiving Thrombolytic Therapy

PATIENTS NEED TO KNOW •

Patients Being Treated for Chest Pain

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 21 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 21-4 . .

CHAPTER 22 DRUGS FOR SHOCK AND ANAPHYLAXIS LEARNING OUTCOME 1 Compare and contrast the different types of shock.

Core Concept 22.1 Shock is a syndrome characterized by the collapse of the circulatory system.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the different types of shock. Ask students to differentiate between the types of shock.

•

Divide the class into two or three groups. Play a game in which the instructor asks questions regarding shock (signs/symptoms and pathology). The team with the most correct answers wins.

LEARNING OUTCOME 2 Explain the initial treatment of a patient with shock.

Core Concept 22.2 The initial treatment of shock includes basic life support and identification of the underlying cause.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students review Basic Life Support (BLS) guidelines.

•

Design a few patient scenarios in which patients are suffering from shock. Divide students into small groups and ask each group to discuss and then report what they believe would be the correct treatment for the patient.

•

Role-play situations in which the student is the first responder to a patient in shock. Have the student act out what he or she would do.

SUGGESTION FOR CLINICAL ACTIVITIES •

Ask the students in postclinical situations to describe any symptoms of shock they may have assessed.

Ch 22-1 ..

LEARNING OUTCOME 3 Compare and contrast the use of blood products, colloids, and crystalloids in the pharmacotherapy of shock.

Core Concept 22.3 Intravenous fluid replacement drugs are given to replace fluids lost during shock.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Show the students different types of IV fluid, and ask them to identify the fluid as a crystalloid or a colloid.

•

Divide the students into two teams. In a game similar to Family Feud, have each member of one team state an intervention for patients receiving intravenous fluid therapy. Have one member of the other team give the rationale for the intervention. Teams can each have three tries to answer correctly.

LEARNING OUTCOME 4 Identify the rationale for administering vasoconstrictors to patients experiencing shock.

Core Concept 22.4 Vasoconstrictors are administered during shock to raise and maintain blood pressure.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for vasoconstrictive drugs. The cards should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

LEARNING OUTCOME 5 Identify the rationale for administering inotropic drugs to patients experiencing shock.

Core Concept 22.5 Inotropic drugs are useful in reversing the decreased cardiac output that occurs during shock.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for inotropic drugs. The cards should include actions, uses, Ch 22-2 ..

routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Discuss the black box warnings on drugs used to treat shock.

LEARNING OUTCOME 6 Identify drugs used in the pharmacotherapy of anaphylaxis.

Core Concept 22.6 Anaphylaxis is a type of shock caused by a hyper-response of body defense mechanisms.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the response of the body to an antigen and the symptoms of anaphylaxis.

•

Ask students to develop patient education material for a patient at risk for anaphylaxis.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCES •

CPR and First Aid: http://cpr.heart.org

•

American Academy of Allergy, Asthma & Immunology: http://www.aaaai.org

DRUG SNAPSHOT •

Fluid replacement drugs: Pr normal serum albumin (Albuminar, Plasbumin, others)

•

Vasoconstrictors: Pr norepinephrine (Levophed)

•

Inotropic drugs: Pr dopamine (Intropin)

•

Drugs for anaphylaxis: Pr epinephrine (Adrenalin)

NURSING PROCESS FOCUS •

Patients Receiving Intravenous Fluid Therapy

PATIENTS NEED TO KNOW Ch 22-3 . .

•

Patients Treated for Shock

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 22 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 22-4 . .

CHAPTER 23 DRUGS FOR DYSRHYTHMIAS LEARNING OUTCOME 1 Identify patient symptoms associated with cardiac dysrhythmias.

Core Concept 23.1 Some types of dysrhythmias produce no patient symptoms, whereas others may be life threatening.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Show a film or diagram illustrating the contraction of the chambers of the heart.

LEARNING OUTCOME 2 Classify dysrhythmias based on their location and type of conduction abnormality.

Core Concept 23.2 Dysrhythmias are classified by the type of rhythm abnormality produced and its location.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the causes for each of the dysrhythmias and which dysrhythmias are serious and life threatening.

LEARNING OUTCOME 3 Illustrate the flow of electrical impulses through the normal heart.

Core Concept 23.3 The electrical conduction pathway in the myocardium keeps the heart beating in a synchronized manner.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Display a diagram of the chambers of the heart, showing the location of the SA node, AV node, bundle of His, right and left bundle branches, and Purkinje fibers.

•

Have students show the flow of electrical impulses through the normal heart either in words Ch 23-1 . .

or on a picture of the chambers of the heart.

•

Display a normal electrocardiogram (ECG) and ECGs of the different types of dysrhythmias.

LEARNING OUTCOME 4 Explain the importance of ion channels to cardiac function and the pharmacotherapy of dysrhythmias.

Core Concept 23.4 Most antidysrhythmic drugs act by blocking ion channels in myocardial cells.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Display diagrams of ion channels in myocardial cells and the movement of the ions through these channels.

LEARNING OUTCOME 5 Explain the basic mechanisms by which antidysrhythmic drugs act.

Core Concept 23.5 Antidysrhythmic drugs are classified by their mechanisms of action.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Display pictures or have available actual devices that are used to treat dysrhythmias.

•

Ask students to draw the actions of the sodium, potassium, and calcium ion channels.

LEARNING OUTCOME 6 Explain the role of sodium channel blockers in treating dysrhythmias.

Core Concept 23.6 Sodium channel blockers slow the rate of impulse conduction through the heart.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for the sodium channel blockers, including their indications, modes of administration, class, potential side effects, and contraindications.

LEARNING OUTCOME 7 Ch 23-2 . .

Explain the role of beta-adrenergic blockers in treating dysrhythmias.

Core Concept 23.7 Beta-adrenergic blockers reduce automaticity and slow conduction velocity in the heart.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for the beta-adrenergic blockers, including their indications, modes of administration, class, potential side effects, and contraindications.

LEARNING OUTCOME 8 Explain the role of potassium channel blockers in treating dysrhythmias.

Core Concept 23.8 Potassium channel blockers prolong the refractory period of the heart.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for the potassium channel blockers, including their indications, modes of administration, class, potential side effects, and contraindications.

LEARNING OUTCOME 9 Explain the role of calcium channel blockers in treating dysrhythmias.

Core Concept 23.9 Calcium channel blockers are available to treat supraventricular dysrhythmias.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for the calcium channel blockers, including their indications, modes of administration, class, potential side effects, and contraindications.

LEARNING OUTCOME 10 Explain the role of digoxin and adenosine in treating dysrhythmias.

Core Concept 23.10 Digoxin and adenosine are used for specific dysrhythmias but do not act by blocking ion channels.

SUGGESTION FOR CLASSROOM ACTIVITIES Ch 23-3 ..

•

Divide students into groups. Have each group develop patient education information on one of the classes of drugs used to treat dysrhythmias.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE American Heart Association: http://www.heart.org DRUG SNAPSHOT •

Sodium channel blockers: Pr procainamide

•

Beta-adrenergic blockers: Pr propranolol (Inderal, InnoPran XL)

•

Potassium channel blockers: Pr amiodarone (Cordarone)

•

Calcium channel blockers: Pr verapamil (Calan, Isoptin SR, others)

NURSING PROCESS FOCUS •

Patients Receiving Antidysrhythmic Drugs

PATIENTS NEED TO KNOW •

Patients Treated for Dysrhythmias

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 23 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK Ch 23-4 . .

CHAPTER 24 DRUGS FOR COAGULATION AND HEMATOLOGIC DISORDERS LEARNING OUTCOME 1 Explain the importance of hemostasis.

Core Concept 24.1 Hemostasis is a complex process involving multiple steps and many clotting factors.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss with the class the dangers that hemostasis presents.

•

Have students construct a diagram that illustrates the primary steps of hemostasis.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to observe the care of patients who have had a myocardial infarction, deep vein thrombosis, stroke, kidney dialysis, valvular heart disease, or pulmonary embolus.

LEARNING OUTCOME 2 Identify the importance of removing blood clots to the restoration of blood circulation.

Core Concept 24.2 Removing a blood clot is essential to restoring normal circulation.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students construct a diagram that illustrates the primary steps of fibrinolysis.

LEARNING OUTCOME 3 Construct a diagram that illustrates how drugs are used to modify the coagulation process.

Core Concept 24.3 Drugs are used to modify the coagulation process.

SUGGESTION FOR CLASSROOM ACTIVITIES Ch 24-1 ..

•

Discuss examples of when each of the coagulation modifier drugs is used.

LEARNING OUTCOME 4 Explain the primary mechanism by which anticoagulants act.

Core Concept 24.4 Anticoagulants prevent the formation and enlargement of clots.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for the anticoagulants.

LEARNING OUTCOME 5 Explain the primary mechanism by which antiplatelet drugs act.

Core Concept 24.5 Antiplatelet drugs prolong bleeding time by interfering with platelet aggregation.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create drug cards for one drug in each antiplatelet drug category.

•

Discuss the antiplatelet actions of aspirin and what patients should be taught about its use.

LEARNING OUTCOME 6 Describe indications for the administration of thrombolytics.

Core Concept 24.6 Thrombolytics are used to dissolve existing clots.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students prepare a drug card for a thrombolytic.

LEARNING OUTCOME 7 Describe indications for the administration of hemostatics.

Core Concept 24.7 Hemostatics are used to promote the formation of clots.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students prepare a drug card for a hemostatic.

Ch 24-2 . .

LEARNING OUTCOME 8 Explain reasons for administering hematopoietic growth factors.

Core Concept 24.8 Hematopoietic growth factors are administered to boost blood cell production.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students prepare a drug card for anticoagulants, antiplatelet agents, thrombolytics, and hemostatics.

•

Discuss indications for hemostatics.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Anticoagulants: Pr heparin; warfarin (Coumadin)

•

Antiplatelet drugs: Pr clopidogrel (Plavix)

•

Thrombolytics: Pr alteplase (Activase)

•

Hemostatics: Pr aminocaproic acid (Amicar)

•

Hematopoietic growth factors: Pr epoetin alfa (Epogen, Procrit)

NURSING PROCESS FOCUS •

Patients Receiving Anticoagulant and Antiplatelet Therapy

PATIENTS NEED TO KNOW •

Patients Treated for Coagulation Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE Ch 24-3 . .

•

Chapter 24 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 24-4 . .

CHAPTER 25 DRUGS FOR INFLAMMATION AND FEVER LEARNING OUTCOME 1 Identify the functions of inflammation as part of the body’s normal defenses.

Core Concept 25.1 Inflammation is a body defense that limits the spread of invading microorganisms and injury.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students break into small groups and share signs and symptoms of inflammation that they have experienced or observed in others. Have students identify the causes of those inflammation processes.

•

Discuss the basic steps of acute inflammation.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students document signs and symptoms of inflammation as appropriate.

LEARNING OUTCOME 2 Explain the role of chemical mediators in inflammation.

Core Concept 25.2 The body reacts to injury by releasing chemical mediators that cause inflammation.

SUGGESTION FOR CLASSROOM ACTIVITIES Design a matching game in which students match a chemical mediator with its actions.

LEARNING OUTCOME 3 Outline the general strategies for treating inflammation.

Core Concept 25.3 Inflammation may be treated with nonpharmacologic and pharmacologic therapies.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat inflammation.

Use two different drugs for each classification. The card should include actions, uses, routes Ch 25-1 . .

of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for inflammation.

LEARNING OUTCOME 4 Explain why NSAIDs are the primary pharmacotherapy for mild to moderate inflammation.

Core Concept 25.4 Nonsteroidal anti-inflammatory drugs (NSAIDs) are the primary drugs for the treatment of mild inflammation.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss precautions for chronic and high-dose use of NSAIDs.

•

Have students prepare patient education material for one of the NSAIDs.

LEARNING OUTCOME 5 Identify the advantages and disadvantages of using corticosteroids to treat inflammation.

Core Concept 25.5 Corticosteroids are effective in treating severe inflammation.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss precautions and patient education needed for patients who are prescribed corticosteroids.

LEARNING OUTCOME 6 Explain the pharmacotherapy of fever.

Core Concept 25.6 Antipyretics are drugs used to reduce fever.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students research the administration routes for antipyretics and the benefits of each for different patient populations.

Ch 25-2 ..

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

NSAIDs: Pr naproxen (Naprosyn) and naproxen sodium (Aleve, Anaprox)

•

Corticosteroids: Pr prednisone

•

Antipyretics: Pr acetaminophen (Tylenol)

NURSING PROCESS FOCUS •

Patients Receiving NSAID Therapy

PATIENTS NEED TO KNOW •

Patients Treated for Inflammatory Disorders or Fever

REFERENCES •

American Academy of Allergy, Asthma & Immunology: http://www.aaaai.org/

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 25 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 25-3 . .

CHAPTER 26 DRUGS FOR IMMUNE SYSTEM MODULATION LEARNING OUTCOME 1 Compare and contrast innate and adaptive body defenses.

Core Concept 26.1 The human body has both innate and adaptive body defenses.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Break students into teams. Play a game in which the instructor names a particular body defense and each team responds as quickly as possible with whether the defense is an innate or adaptive defense.

LEARNING OUTCOME 2 Compare and contrast the humoral and cell-mediated immune responses.

Core Concept The immune response results from activation of the humoral and cell-mediated immune systems.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the differences between humoral and cell-mediated immune responses.

•

Design a game with pieces depicting cells, antibodies, and cytokines as well as arrows, and ask students to create the steps in humoral and cell-mediated immune responses.

LEARNING OUTCOME 3 Explain the types of vaccines and how they are used to prevent illness.

Core Concept 26.3 Vaccines are biologic agents used to prevent illness.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have the students look up the latest Centers for Disease Control and Prevention (CDC) recommendations.

•

Provide the latest immunization schedule for students to review.

•

Play the Nova video “Immunity and Vaccines Explained” at http://www.pbs.org/video/2365317280/.

Ch 26-1 ..

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students assess their assigned patient to determine whether the patient’s immunizations are up to date.

LEARNING OUTCOME 4 Identify indications for pharmacotherapy with biologic response modifiers.

Core Concept 26.4 Biologic response modifiers are used to boost the immune response.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students how the various cytokines work in the body and how biologic response modifiers are used to mimic some of these actions.

LEARNING OUTCOME 5 Explain the need for immunosuppressant medications following organ transplants and for treating severe inflammation.

Core Concept 26.5 Immunosuppressants are used to prevent transplant rejection and to treat autoimmune disorders.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss with students the possible consequences of not administering immunosuppressant medications following organ and tissue transplants.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for immune system modulation.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to Ch 26-2 ..

the lecture.

DRUG SNAPSHOT • Vaccines: Pr hepatitis B vaccine (Energix-B, Recombivax HB) •

Biologic response modifiers: Pr interferon alfa-2b (Intron A)

•

Immunosuppressants: Pr cyclosporine (Gengraf, Neoral, Sandimmune)

NURSING PROCESS FOCUS •

Patients Receiving Immunosuppressants

PATIENTS NEED TO KNOW •

Patients Being Treated for Inflammatory or Immune Disorders

REFERENCES •

Centers for Disease Control and Prevention (CDC): Vaccines and Immunizations: https://www.cdc.gov/vaccines/

•

American Academy of Allergy, Asthma, & Immunology: https://www.aaaai.org/

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 26 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 26-3 . .

CHAPTER 27 DRUGS FOR BACTERIAL INFECTIONS LEARNING OUTCOME 1 Explain how bacteria cause disease.

Core Concept 27.1 Pathogens are organisms that cause disease by invading tissues or secreting toxins.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the types of bacteria and the types of diseases they cause.

LEARNING OUTCOME 2 Explain how bacteria are described and classified.

Core Concept 27.2 Anti-infective drugs are classified by their chemical structures or by their mechanisms of action.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Create a matching game for students to match descriptions and classifications of bacteria with individual bacteria types.

LEARNING OUTCOME 3 Describe the basic mechanisms by which antibacterial drugs act.

Core Concept 27.3 Anti-infective drugs act by selectively targeting a pathogen’s metabolism or life cycle.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Show illustrations of the mechanism of action of antimicrobial drugs and where each class works in a pathogen’s life cycle.

LEARNING OUTCOME 4 Using an example, explain how resistance can develop to an anti-infective drug.

Ch 27-1 . .

Core Concept 27.4 Acquired resistance is a major clinical problem that is worsened by improper use of antiinfectives.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students do concept mapping on penicillin resistance development.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students research the most common type of nosocomial infection. They may use the internet or the infection control department at the clinical site for resources.

LEARNING OUTCOME 5 Explain the importance of culture and sensitivity testing to anti-infective chemotherapy.

Core Concept 27.5 Careful selection of the correct antibiotic is essential for effective pharmacotherapy and to limit adverse effects.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students observe in the laboratory at the clinical site for the purpose of watching the process of culture and sensitivity testing.

LEARNING OUTCOME 6 Explain the role of penicillins in treating bacterial infections.

Core Concept 27.6 The penicillins are one of the oldest and safest groups of anti-infectives.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

Ch 27-2 ..

LEARNING OUTCOME 7 Explain the role of cephalosporins in treating bacterial infections.

Core Concept 27.7 The cephalosporins are similar in structure and function to the penicillins and are one of the most widely prescribed anti-infective classes.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

LEARNING OUTCOME 8 Explain the role of tetracyclines in treating bacterial infections.

Core Concept 27.8 The tetracyclines have broad spectrums but are preferred drugs for few diseases.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

LEARNING OUTCOME 9 Explain the role of macrolides in treating bacterial infections.

Core Concept 27.9 The macrolides are safe alternatives to penicillin for many infections.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, Ch 27-3 ..

uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

LEARNING OUTCOME 10 Explain the role of aminoglycosides in treating bacterial infections.

Core Concept 27.10 The aminoglycosides are narrow-spectrum drugs that have the potential to cause serious toxicity.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

LEARNING OUTCOME 11 Explain the role of fluoroquinolones in treating bacterial infections.

Core Concept 27.11 Fluoroquinolones have wide clinical applications because of their broad spectrum of activity and relative safety.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

LEARNING OUTCOME 12 Explain the role of sulfonamides and urinary antiseptics in treating bacterial infections.

Core Concept 27.12 Sulfonamides and urinary antiseptics are traditional drugs for urinary tract infections.

Ch 27-4 ..

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

LEARNING OUTCOME 13 Explain the role of miscellaneous antibiotics in treating bacterial infections.

Core Concept 27.13 A number of additional anti-infectives have distinct mechanisms of action and specific indications.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each classification of drug used to treat bacterial infections. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications.

LEARNING OUTCOME 14 Explain how the pharmacotherapy of tuberculosis differs from that of other infections.

Core Concept 27.14 The pharmacotherapy of tuberculosis requires special dosing regimens and schedules.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • Discuss the special dosing regimens and schedules for pharmacotherapy of patients with tuberculosis.

• Discuss why several antibiotics must be administered at the same time.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

Ch 27-5 ..

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE •

Healthcare-Associated Infections: http://www.cdc.gov/ncidod/dhqp

DRUG SNAPSHOT •

Penicillins: Pr penicillin G

•

Cephalosporins: Pr cefazolin (Ancef, Kefzol)

•

Tetracyclines: Pr tetracycline (Sumycin, others)

•

Macrolides: Pr erythromycin (E-Mycin, Erythrocin)

•

Aminoglycosides: Pr gentamicin (Garamycin)

•

Fluoroquinolones: Pr ciprofloxacin (Cipro)

•

Sulfonamides: Pr trimethoprim–sulfamethoxazole (Bactrim, Septra)

•

Miscellaneous antibacterials: Pr vancomycin (Vancocin)

•

Antitubercular drugs: Pr isoniazid (INH)

NURSING PROCESS FOCUS •

Patients Receiving Antibacterial Therapy

•

Patients Receiving Antituberculosis Drugs

PATIENTS NEED TO KNOW •

Patients Treated for Bacterial Infections

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 27 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 27-6 . .

CHAPTER 28 DRUGS FOR FUNGAL, VIRAL, AND PARASITIC DISEASES LEARNING OUTCOME 1 Describe how fungal infections are classified.

Core Concept 28.1 Fungal infections are classified as superficial or systemic.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the diseases that are superficial and those that are systemic.

LEARNING OUTCOME 2 Identify drugs used in the pharmacotherapy of systemic fungal infections.

Core Concept 28.2 Systemic antifungal drugs are used for serious infections of internal organs.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss how fungal infections develop in those patients with suppressed immune systems.

•

Have students do a concept map on how a virus infects a host cell.

•

Have students create drug cards for the antifungal drugs for systemic infections that are discussed in this chapter.

LEARNING OUTCOME 3 Identify drugs used in the pharmacotherapy of superficial fungal infections.

Core Concept 28.3 Superficial infections of the skin, nails, and mucous membranes are effectively treated with topical and oral antifungal drugs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students develop patient education material for therapy with nystatin.

LEARNING OUTCOME 4 Ch 28-1 . .

Describe the characteristics of viruses.

Core Concept 28.4 Viruses are infectious agents that require a host to replicate.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Illustrate for students how viruses use a host to replicate.

•

Show a video of the life cycle of influenza A (http://www.xvivo.net/animation/influenza-a/) or of HIV (https://www.youtube.com/watch?v=PlSvywlLuNw).

LEARNING OUTCOME 5 Explain the outcomes expected for the pharmacotherapy of HIV-AIDS.

Core Concept 28.5 Antiretroviral drugs do not cure HIV-AIDS, but they do help many patients live longer.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss how the latent phase of HIV can be extended.

•

Review the goals of HIV therapy and the classes of drugs used in therapy.

SUGGESTION FOR CLINICAL ACTIVITIES •

Review blood and body precautions in the clinical area.

LEARNING OUTCOME 6 Identify antiviral drugs used in the pharmacotherapy of herpes simplex, influenza, and viral hepatitis.

Core Concept 28.6 Antiviral drugs are available to treat herpes simplex, influenza, and viral hepatitis infections.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into two groups. Ask one group to develop patient teaching materials for patients with herpes simplex and the other group, for patients with viral hepatitis. Then have them present their materials to the class.

LEARNING OUTCOME 7 Ch 28-2 ..

Identify drugs used to treat protozoan and helminthic infections.

Core Concept 28.7 Infections caused by helminths and protozoans cause significant disease worldwide.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the different types of parasitic infections and where they most commonly occur geographically.

•

Divide the students into small groups and have them prepare questions and answers for different categories of drugs used to treat fungal, viral, protozoal, and helminth infections.

Include questions on each drug’s classification and mechanism of action for each type of disease.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for a parasitic infection.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Antifungal drugs for systemic infections: Pr amphotericin B (AmBisome, Fungizone, others)

•

Antifungal drugs for superficial infections: Pr nystatin (Mycostatin, Nystop, others)

•

Antiretroviral drugs for HIV-AIDS: Pr zidovudine (AZT, Retrovir)

•

Antiviral drugs for herpes simplex and influenza: Pr acyclovir (Zovirax)

•

Antiprotozoan and antihelminthic drugs: metronidazole (Flagyl)

REFERENCE •

Centers for Disease Control and Prevention: HIV/AIDS: http://www.cdc.gov/hiv/

NURSING PROCESS FOCUS •

Patients Receiving Superficial Antifungal Therapy

•

Patients Receiving Pharmacotherapy for HIV-AIDS

Ch 28-3 ..

PATIENTS NEED TO KNOW •

Patients Treated for Fungal, Viral, or Parasitic Infections

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 28 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 28-4 . .

CHAPTER 29 DRUGS FOR NEOPLASIA LEARNING OUTCOME 1 Explain differences between normal cells and cancer cells.

Core Concept 29.1 Cancer is characterized by rapid, uncontrolled growth of cells.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss how cancer metastasizes.

•

Have students view an interactive 3D animation of cell division, tumor growth, and metastasis at DNA Learning Center: https://www.dnalc.org/view/15536-Cell-division-tumorgrowth-and-metastasis-3D-animation-with-basic-narration.html

LEARNING OUTCOME 2 Identify the factors associated with an increased incidence of cancer.

Core Concept 29.2 The causes of cancer may be chemical, physical, or biological.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into two groups. Ask one group to create patient teaching material on the causes of cancer. Have the second group create patient teaching material on lifestyle habits to reduce the risk of cancer. Have the groups swap and peer review the other group’s work.

LEARNING OUTCOME 3 Identify the primary goals of chemotherapy.

Core Concept 29.3 The three primary goals of chemotherapy are cure, control, and palliation.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Ask an oncologist to speak to the students about the goals of chemotherapy and how decisions are made.

Ch 29-1 ..

LEARNING OUTCOME 4 Explain why cancer is difficult to cure.

Core Concept 29.4 To achieve a total cure, every malignant cell must be removed or killed.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students the statistics about cure rates for various types of cancer.

LEARNING OUTCOME 5 Explain how combination therapy and special dosing schedules increase the effectiveness of chemotherapy.

Core Concept 29.5 Use of multiple drugs and special dosing schedules improves the success of chemotherapy.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss multiple dosing.

•

Review common combination therapies and what they are used for.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students note the types of chemotherapy protocols and schedules for their patients undergoing chemotherapy.

LEARNING OUTCOME 6 Describe the general adverse effects of antineoplastic drugs.

Core Concept 29.6 Serious toxicity limits therapy with most of the antineoplastic drugs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the toxicity limits of antineoplastic drugs with students and some of the measures that may be undertaken to reduce toxicities.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students attend a cancer support group to hear patients discuss adverse effects of Ch 29-2 ..

chemotherapy.

LEARNING OUTCOME 7 Explain the role of alkylating agents in the treatment of cancer.

Core Concept 29.7 Alkylating drugs act by changing the structure of DNA in cancer cells.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide the students into small groups and have them prepare questions and answers for alkylating drugs used in the treatment of cancer. Include questions on each drug’s classification and mechanisms of action.

LEARNING OUTCOME 8 Explain the role of antimetabolites in the treatment of cancer.

Core Concept 29.8 Antimetabolites disrupt critical cellular pathways in cancer cells.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide the students into small groups. Create a matching game for students to play. Have drugs in one card pile and indications in another. See which of the groups gets the highest number correct.

LEARNING OUTCOME 9 Explain the role of cytotoxic antibiotics in the treatment of cancer.

Core Concept 29.9 A few cytotoxic antibiotics are used to treat cancer rather than infections.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students the risks of administering cytotoxic antibodies to patients with cancer.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to a cancer treatment wing of the hospital and have them observe chemotherapy administration.

Ch 29-3 ..

LEARNING OUTCOME 10 Explain the role of natural products in the treatment of cancer.

Core Concept 29.10 Some natural products kill cancer cells by preventing cell division.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into three groups. Assign each group one of the natural product classes and ask each group to research how the agents were discovered to be useful for treating cancer.

Ask each group to present to the class.

LEARNING OUTCOME 11 Explain the role of hormone and hormone antagonists in the treatment of cancer.

Core Concept 29.11 Some hormones and hormone antagonists are effective against prostate and breast cancer.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Review the mechanism of action by which hormones and hormone antagonists work in treating certain types of cancer.

LEARNING OUTCOME 12 Explain the role of targeted therapies in the treatment of cancer.

Core Concept 29.12 Targeted therapies and some miscellaneous antineoplastic drugs are effective against specific tumors.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss personalized medicine, targeted therapies, and the pros and cons of genetic testing to determine whether a treatment is appropriate.

LEARNING OUTCOME 13 Explain the role of adjunct medications in treating the adverse effects of cancer chemotherapy.

Core Concept Ch 29-4 ..

29.13 Adjunct medications are sometimes necessary to treat cancer symptoms and to reduce the intensity of adverse effects from antineoplastic drugs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into three groups and have each group develop a teaching plan for patients receiving adjunct medications for treating the adverse effects of cancer chemotherapy.

Treatments for pain, nausea and vomiting, and anemia should be assigned to each group.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Alkylating drugs: Pr cyclophosphamide (Cytoxan)

•

Antimetabolites: Pr methotrexate (Rheumatrex, Trexall)

•

Antitumor antibiotics: Pr doxorubicin (Adriamycin)

•

Natural products: Pr vincristine (Oncovin)

•

Hormones and hormone antagonists: Pr tamoxifen

REFERENCES •

American Cancer Society: http://www.cancer.org

•

National Cancer Institute: http://www.cancer.gov/

•

World Health Organization Tumor Classification: http://www.who.int/classifications/icd/adaptations/oncology/en/index.html

•

Cancer.net: http://www.cancer.net

NURSING PROCESS FOCUS •

Patients Receiving Antineoplastic Therapy

PATIENTS NEED TO KNOW Ch 29-5 . .

•

Patients Treated for Cancer

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 29 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 29-6 . .

CHAPTER 30 DRUGS FOR RESPIRATORY DISORDERS LEARNING OUTCOME 1 Identify major structures and functions associated with the respiratory system.

Core Concept 30.1 The respiratory system supplies oxygen for the body and provides protection against inhaled pathogens.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students draw a diagrammed picture of the respiratory system from the nose to the alveoli.

LEARNING OUTCOME 2 Explain why inhalation is an effective route of drug administration for respiratory medicines.

Core Concept 30.2 The inhalation route of drug administration quickly delivers medications directly to their sites of action.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Show students examples of devices used to deliver respiratory drugs.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have the students observe in the respiratory therapy department.

LEARNING OUTCOME 3 Describe common causes and symptoms of allergic rhinitis.

Core Concept 30.3 Allergic rhinitis is characterized by sneezing, watery eyes, and nasal congestion.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Ask students about their own battles with allergic rhinitis, the symptoms they have, and the types of preventive measures they take to avoid triggers.

Ch 30-1 ..

LEARNING OUTCOME 4 Explain the role of antihistamines in the treatment of allergic rhinitis and other allergies.

Core Concept 30.4 Antihistamines are widely used to treat allergic rhinitis and other minor allergies.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into two groups. Have one group research antihistamines and the other, antihistamine combinations, focusing on precautions and patient education for their use. Ask each group to report their findings to the class.

LEARNING OUTCOME 5 Explain the role of intranasal corticosteroids in the treatment of allergic rhinitis.

Core Concept 30.5 Intranasal corticosteroids are first-line drugs for treating allergic rhinitis.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Explain the concept of a metered-spray device and why corticosteroids have a delayed effect.

LEARNING OUTCOME 6 Explain the role of decongestants in the treatment of nasal congestion.

Core Concept 30.6 Decongestants are used to reduce nasal congestion caused by allergic rhinitis and the common cold.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss with students some of the dangers of decongestants and what they need to educate patients about.

LEARNING OUTCOME 7 Explain the role of antitussives and expectorants in treating symptoms of the common cold.

Core Concept 30.7 Antitussives and expectorants are used to treat symptoms of the common cold.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide the students into small groups and have them prepare questions and answers for drugs used in the treatment of allergic rhinitis. Include questions on each drug’s classification and Ch 30-2 ..

mechanisms of action.

LEARNING OUTCOME 8 Describe the inflammatory and bronchospasm components of asthma.

Core Concept 30.8 Asthma is a chronic inflammatory disease characterized by bronchospasm.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the common triggers of asthma and what steps patients can be encouraged to take.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students assess lung sounds in patients with asthma and COPD. Discuss different findings in postclinical situations.

LEARNING OUTCOME 9 Explain the role of beta-adrenergic agonists in the treatment of asthma.

Core Concept 30.9 Beta-adrenergic agonists are the most effective drugs for relieving acute bronchospasm.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the differences between short-acting and long-acting beta agonists and how they should be used.

•

Have students work in small groups to develop patient education regarding beta agonist use.

LEARNING OUTCOME 10 Explain the role of corticosteroids in the treatment of asthma.

Core Concept 30.10 Corticosteroids are the most effective drugs for the long-term prophylaxis of asthma.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students create drug cards for one drug in each of the classes of anti-inflammatory drugs used to treat asthma. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

Ch 30-3 . .

LEARNING OUTCOME 11 Explain the role of mast cell stabilizers, leukotriene modifiers, and monoclonal antibodies in the treatment of asthma.

Core Concept 30.11 Mast cell stabilizers, leukotriene modifiers, and monoclonal antibodies are alternative antiinflammatory drugs for the prophylaxis of asthma.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Review the drugs that are used to prevent asthma or prevent an asthma attack in progress.

LEARNING OUTCOME 12 Identify the drugs that are used to bring symptomatic relief for patients with chronic obstructive pulmonary disease.

Core Concept 30.12 Chronic obstructive pulmonary disease is a progressive disorder treated with multiple drugs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for COPD.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Antihistamines (H1-receptor blockers): Pr diphenhydramine (Benadryl, others)

•

Intranasal corticosteroids: Pr fluticasone (Flonase, Veramyst)

•

Decongestants (sympathomimetics): Pr oxymetazoline (Afrin, others) Ch 30-4 ..

•

Beta-adrenergic drugs: albuterol (Proventil HFA, Ventolin, VoSpire ER)

NURSING PROCESS FOCUS •

Patients Receiving Antihistamine Therapy

•

Patients Receiving Bronchodilators

PATIENTS NEED TO KNOW •

Patients Treated for Pulmonary Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 30 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 30-5 . .

CHAPTER 31 DRUGS FOR GASTROINTESTINAL DISORDERS LEARNING OUTCOME 1 Describe the major functions of the digestive system.

Core Concept 31.1 The digestive system breaks down food, absorbs nutrients, and eliminates wastes.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students draw a picture of the GI system. Include the processes of how food is transported along the system, broken down, absorbed, and expelled.

LEARNING OUTCOME 2 Identify common causes, signs, and symptoms of peptic ulcer disease and gastroesophageal reflux disease (GERD).

Core Concept 31.2 Peptic ulcer disease is caused by erosion of the mucosal layer of the stomach or duodenum.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the role of hydrochloric acid in the breakdown of food and in erosion of the mucosal layer.

•

Discuss the role of H. pylori in peptic ulcers.

•

Have students research the dangers associated with untreated peptic ulcer disease and GERD.

LEARNING OUTCOME 3 Describe general approaches to treating peptic ulcer disease and GERD.

Core Concept 31.3 Peptic ulcer disease is treated by a combination of lifestyle changes and pharmacotherapy.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have students create a teaching plan to encourage patients with peptic ulcer disease to make Ch 31-1 . .

lifestyle changes.

LEARNING OUTCOME 4 Explain the role of proton-pump inhibitors in the treatment of peptic ulcer disease and GERD.

Core Concept 31.4 Proton-pump inhibitors are effective at reducing gastric acid secretion.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Use illustrations to demonstrate how proton-pump inhibitors work to block acid secretion.

LEARNING OUTCOME 5 Explain the role of H2-receptor blockers in the treatment of peptic ulcer disease and GERD.

Core Concept 31.5 H2-receptor blockers reduce the secretion of gastric acid.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for proton-pump inhibitors and H2-receptor blockers used to treat peptic ulcer disease and GERD. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

LEARNING OUTCOME 6 Explain the role of antacids in the treatment of peptic ulcer disease and GERD.

Core Concept 31.6 Antacids rapidly neutralize stomach acid and reduce the symptoms of PUD and GERD. SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for peptic ulcer disease or GERD.

LEARNING OUTCOME 7 Explain the role of miscellaneous drugs in the treatment of peptic ulcer disease and GERD. Ch 31-2 ..

Core Concept 31.7 Antibiotics are administered to eliminate Helicobacter pylori, the cause of many peptic ulcers.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the reasons for concurrently administering two or more antibiotics for the treatment of H. pylori.

LEARNING OUTCOME 8 Explain why two or more antibiotics are used concurrently in the treatment of H. pylori.

Core Concept 31.8 Several miscellaneous drugs are also beneficial in treating peptic ulcer disease.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the mechanisms of action of miscellaneous drugs used to treat peptic ulcer disease.

LEARNING OUTCOME 9 Compare and contrast the major classes of laxatives.

Core Concept 31.9 Laxatives are used to promote defecation.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss complications of chronic laxative use.

LEARNING OUTCOME 10 Identify the major drug classes used to treat diarrhea.

Core Concept 31.10 Opioids are the most effective drugs for controlling severe diarrhea.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Compare and contrast the opioid and nonopioid medications for treatment of severe diarrhea, including their pros and cons.

LEARNING OUTCOME 11 Identify the major drug classes used to treat nausea and vomiting.

Core Concept Ch 31-3 . .

31.11 Antiemetics are prescribed to treat nausea, vomiting, and motion sickness.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss how antiemetics are utilized in chemotherapy.

LEARNING OUTCOME 12 Describe the pharmacotherapy of pancreatic insufficiency.

Core Concept 31.12 Pancreatic enzymes are administered as replacement therapy for patients with pancreatitis or malabsorption syndromes.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the implications of pancreatic nonfunctioning.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Proton-pump inhibitor: Pr omeprazole (Prilosec)

•

H2-receptor blocker: Pr ranitidine (Zantac)

•

Laxative: Pr psyllium mucilloid (Metamucil, others)

•

Antidiarrheal: Pr diphenoxylate with atropine (Lomotil)

•

Antiemetic: Pr ondansetron (Zofran, Zuplenz)

Ch 31-4 . .

NURSING PROCESS FOCUS • Patients Receiving Drug Therapy for Peptic Ulcer Disease •

Patients Receiving Laxative Therapy

PATIENTS NEED TO KNOW •

Patients Treated for Digestive Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 31 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 31-5 . .

CHAPTER 32 DRUGS FOR NUTRITIONAL DISORDERS AND OBESITY LEARNING OUTCOME 1 Identify the importance of vitamins and minerals to proper wellness and nutrition.

Core Concept 32.1 Vitamins promote growth and maintain health and wellness.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Do a pre-quiz to find out what students know about vitamins.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students interview assigned patients about use of vitamins. Ask them to report to the class the most frequently cited vitamins.

LEARNING OUTCOME 2 Explain how vitamins are classified.

Core Concept 32.2 Vitamins are classified as fat soluble or water soluble.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Develop a matching game to match vitamins with their function.

LEARNING OUTCOME 3 Explain the rationale behind recommended dietary allowances.

Core Concept 33.3 Recommended dietary allowances for vitamins have been established for the average healthy adult.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Direct students to the United States Department of Agriculture’s National Agricultural Library (USDA NAL). Have them use the dietary reference intake calculator for healthcare professionals and the other resources on the website.

LEARNING OUTCOME 4 Ch 32-1 . .

Identify conditions for which vitamin therapy may be indicated.

Core Concept 32.4 Vitamin therapy is indicated for specific conditions.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Direct students to the Food and Drug Administration (FDA) website. Have them search for information on the approval process for vitamins used in treating specific conditions.

LEARNING OUTCOME 5 Identify conditions for which mineral therapy may be indicated.

Core Concept 32.5 Mineral therapy is indicated for certain deficiency conditions.

SUGGESTIONS FOR CLASSROOM ACTIVITIES • •

Discuss with students the importance of sufficient iron intake during pregnancy.

Discuss the role of other minerals in treating certain conditions.

SUGGESTION FOR CLINICAL ACTIVITIES •

Have students inspect the admission forms at the clinical site. Discuss whether the form has an area that specifically asks about vitamins, minerals, or nutritional supplements taken at home.

LEARNING OUTCOME 6 Compare and contrast the enteral and parenteral methods of providing nutrition.

Core Concept 32.6 Enteral and total parenteral nutrition are therapies that deliver essential nutrients to patients with deficiencies.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have a pharmacist talk to the students about total parenteral nutrition (TPN). Have the equipment needed for TPN administration available to the students.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign the students to a patient or resident with a feeding tube.

Ch 32-2 ..

LEARNING OUTCOME 7 Describe drug classes used in the management of obesity.

Core Concept 32.7 Anorexiants and lipase inhibitors are used for the short-term management of obesity.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss with students the history of anorexiants and the drugs used today.

•

Place students in small groups and have them develop patient education for patients receiving anorexiants or lipase inhibitors.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Vitamins: Pr cyanocobalamin (Nascobal)

•

Minerals: Pr ferrous sulfate (Feosol, Feostat, others)

REFERENCE •

U.S. Food and Drug Administration: http://www.fda.gov

NURSING PROCESS FOCUS •

Patients Receiving Iron Supplements

PATIENTS NEED TO KNOW •

Patients Treated with Vitamins, Minerals, or Herbs

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 32 activities

•

Separate purchase Ch 32-3 . .

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 32-4 . .

CHAPTER 33 DRUGS FOR ENDOCRINE DISORDERS LEARNING OUTCOME 1 Describe the role of hormones in maintaining body homeostasis.

Core Concept 33.1 The endocrine system maintains homeostasis by using hormones as chemical messengers.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have the students draw a picture of the endocrine system glands and diagram the hormones each gland secretes.

LEARNING OUTCOME 2 Explain how hypothalamic and pituitary hormones influence other endocrine glands and body tissues.

Core Concept 33.2 The hypothalamus and the pituitary gland secrete hormones that control other endocrine organs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the function of the hypothalamus and pituitary gland.

LEARNING OUTCOME 3 Categorize drugs used in the treatment of endocrine disorders based on their classifications and mechanisms of action.

Ch 33-1 . .

Core Concept 33.3 Hormones are used as replacement therapy, as antineoplastics, or as “antihormones” to block endogenous actions.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into three groups. Have each group research uses of hormones as (1) replacement therapy, (2) antineoplastics, and (3) antihormones. Ask each group to present their findings to the class.

SUGGESTION FOR CLINICAL ACTIVITIES •

Interview a patient who takes steroids and explore any adverse effects the patient may have exhibited.

LEARNING OUTCOME 4 Discuss the clinical applications of hypothalamic and pituitary drugs.

Core Concept 33.4 Of the many hypothalamic and pituitary hormones, several have clinical applications as drugs.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for hypothalamic and pituitary drugs. Use one drug for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

LEARNING OUTCOME 5 Discuss the primary functions of the thyroid gland, and identify the signs and symptoms of hypothyroidism and hyperthyroidism.

Core Concept 33.5 The thyroid gland controls the basal metabolic rate and affects virtually every cell in the body.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into groups and have each group develop and present a case study on either hyperthyroidism or hypothyroidism.

Ch 33-2 ..

LEARNING OUTCOME 6 Explain the pharmacologic management of thyroid disorders with thyroid and antithyroid agents.

Core Concept 33.6 Thyroid disorders may be treated by administering thyroid hormone or by decreasing the activity of the thyroid gland.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students diagram the roles of thyroid hormones and feedback mechanisms.

LEARNING OUTCOME 7 Explain important classes of hormones released from the adrenal cortex and their primary functions in the body.

Core Concept 33.7 Corticosteroids are released during periods of stress and influence carbohydrate, lipid, and protein metabolism in most cells.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Illustrate and discuss the feedback control of the adrenal cortex and its hormones, especially noting the body systems that are affected.

LEARNING OUTCOME 8 Describe the signs and symptoms of Addison disease and Cushing syndrome, and explain the primary actions as well as the important adverse effects of corticosteroid drug therapy.

Core Concept 33.8 Corticosteroids are prescribed for adrenocortical insufficiency and to dampen inflammatory and immune responses.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for short-, intermediate-, and long-acting corticosteroids used to treat endocrine disorders. Use two different drugs for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

•

Divide students into small groups and have each group develop a teaching plan for a patient receiving corticosteroids for adrenocortical insufficiency or to dampen inflammatory and immune responses.

SUGGESTION FOR CLINICAL ACTIVITIES Ch 33-3 ..

•

Interview a patient who takes corticosteroids and explore any adverse effects the patient may have exhibited.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Hypothalamic and pituitary drugs: Pr desmopressin (DDVAP, Stimate)

•

Thyroid agents: Pr levothyroxine (Levothroid, Synthroid, others)

•

Antithyroid agents: Pr propylthiouracil (PTU)

•

Corticosteroids: Pr hydrocortisone (Cortef, Hydrocortone, others)

NURSING PROCESS FOCUS •

Patients Receiving Thyroid Hormone Replacement

•

Patients Receiving Systemic Corticosteroid Therapy

PATIENTS NEED TO KNOW •

Patients Treated for Endocrine Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 33 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK Ch 33-4 . .

CHAPTER 34 DRUGS FOR DIABETES MELLITUS LEARNING OUTCOME 1 Explain how blood glucose levels rise and fall and are stabilized with insulin and glucagon.

Core Concept 34.1 The pancreas is responsible for the regulation of blood glucose levels.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students illustrate and diagram pancreatic control of blood glucose levels.

LEARNING OUTCOME 2 Explain the cause of type 1 diabetes mellitus.

Core Concept 34.2 Type 1 diabetes is caused by a deficiency of insulin.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students develop patient education material for a patient with type 1 diabetes to explain its cause.

LEARNING OUTCOME 3 Identify representative types of insulin, and explain their mechanisms of drug action, primary actions, and important adverse effects.

Core Concept 34.3 Insulin replacement therapy is required for type 1 diabetes.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students divide into small groups and develop a concept map for the five types of insulin and the onset of action and duration of action for each type.

SUGGESTION FOR CLINICAL ACTIVITIES •

Interview a patient with diabetes who uses insulin. Explore how that patient purchases, stores, and administers insulin when he or she is at home.

Ch 34-1 ..

LEARNING OUTCOME 4 Explain the cause of type 2 diabetes mellitus.

Core Concept 34.4 Type 2 diabetes is the most common form of the disorder.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the concept of insulin resistance and its role in type 2 diabetes.

•

Discuss the role of exercise and eating habits in fluctuating blood glucose levels.

LEARNING OUTCOME 5 Identify the representative drug classes used to treat type 2 diabetes mellitus, and explain their mechanisms of drug action, primary actions, and important adverse effects.

Core Concept 34.5 Antidiabetic drugs are prescribed after diet and exercise have failed to reduce blood glucose to normal levels.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for drugs used to treat type 2 diabetes. Use one drug for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to patients with type 2 diabetes. Have students develop a care plan for the patients.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Insulin: Pr regular insulin (Humulin R, Novolin R)

•

Antidiabetic drugs for type 2 diabetes: Pr metformin (Fortamet, Glucophage, Glumetza, others) Ch 34-2 ..

NURSING PROCESS FOCUS •

Patients Receiving Insulin Therapy

•

Patients Receiving Pharmacotherapy for Type 2 Diabetes

PATIENTS NEED TO KNOW •

Patients Treated for DM

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 34 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 34-3 . .

CHAPTER 35 DRUGS FOR DISORDERS AND CONDITIONS OF THE REPRODUCTIVE SYSTEM LEARNING OUTCOME 1 Describe the roles of the hypothalamus, pituitary, and sex organs in maintaining female and male reproductive function.

Core Concept 35.1 The hypothalamus, pituitary, and gonads control reproductive function in both men and women.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Review the role of these organs in the female reproductive cycle.

LEARNING OUTCOME 2 Explain the mechanisms by which estrogens and progestins prevent conception.

Core Concept 35.2 Oral contraceptives and extended-release formulations are drugs used in low doses to prevent pregnancy.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the functions of estrogen, progestins, and testosterone.

•

Have different examples of the types of contraceptives available for students to examine.

•

Discuss the administration schedule for oral contraceptives.

LEARNING OUTCOME 3 Describe the role of drug therapy in the treatment of menopausal and postmenopausal symptoms.

Core Concept 35.3 Hormone replacement therapy provides estrogen to treat postmenopausal symptoms, but benefits may not outweigh risks.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students research the Women’s Health Initiative (WHI) clinical study and write a Ch 35-1 ..

review of one online resource related to this study.

SUGGESTION FOR CLINICAL ACTIVITIES •

Interview women taking HRT or who had taken HRT in the past and explore any adverse effects they may have experienced.

LEARNING OUTCOME 4 Discuss the uses of hormones in the therapy of dysfunctional uterine bleeding, endometrial cancer, and symptoms experienced after menopause in some women.

Core Concept 35.4 Conjugated estrogens and progestins are prescribed for dysfunctional uterine bleeding, endometrial cancer, and postmenopausal symptoms.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have each student make drug cards for each of the classes of drugs for hormone replacement therapy and uterine abnormalities. Use one drug for each classification. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

LEARNING OUTCOME 5 Compare and contrast the use of uterine stimulants and relaxants in the treatment of patients giving birth and after delivery of the baby.

Core Concept 35.5 Oxytocics and tocolytics are drugs that influence uterine contractions and labor.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Have students develop a teaching plan for a patient taking a uterine stimulant or a uterine contraction inhibitor.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to the obstetrics department in the clinical area. Have them examine the policies and procedures for induction of labor and cessation of early labor.

LEARNING OUTCOME 6 Identify the reasons for pharmacotherapy with androgens.

Core Concept 35.6 Androgens are used to treat hypogonadism in males.

Ch 35-2 ..

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the use of anabolic steroids by sports figures.

LEARNING OUTCOME 7 Describe the pharmacotherapy of erectile dysfunction.

Core Concept 35.7 Erectile dysfunction is a common disorder successfully treated with drug therapy.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Assign students to present a case study on a patient taking an erectile dysfunction medication. Include the action of the drug, variables in drug response, drug interactions, and possible adverse effects.

LEARNING OUTCOME 8 Describe the pharmacotherapy of benign prostatic hyperplasia.

Core Concept 35.8 In its early stages, benign prostatic hyperplasia is successfully treated.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into small groups and have each group develop a teaching plan for a patient receiving pharmacotherapy for benign prostatic hyperplasia.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Oral contraceptives and extended-release formulations: Pr estradiol with norethindrone (Ortho-Novum, others)

•

Hormone replacement therapy (HRT): Pr estrogen, conjugated (Cenestin, Enjuvia, Premarin)

•

Drugs for dysfunctional uterine bleeding: Pr medroxyprogesterone (Depo-Provera, DepoSubQ-Provera, Provera) Ch 35-3 ..

•

Uterine stimulants and relaxants: Pr oxytocin (Pitocin)

•

Androgens: Pr testosterone

•

Drugs for erectile dysfunction: Pr sildenafil (Viagra)

•

Drugs for benign prostatic hyperplasia: Pr finasteride (Proscar)

NURSING PROCESS FOCUS •

Patients Receiving Contraceptive Therapy

PATIENTS NEED TO KNOW •

Patients Treated for Purposes of Regulating Reproductive Processes

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 35 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 35-4 . .

CHAPTER 36 DRUGS FOR BONE AND JOINT DISORDERS LEARNING OUTCOME 1 Describe the roles of calcium, vitamin D, parathyroid, and calcitonin in maintaining bone health.

Core Concept 36.1 Adequate levels of calcium, vitamin D, parathyroid hormone, and calcitonin are necessary for bone and body homeostasis.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Explain the functions of hormones, vitamins, and minerals in bone resorption and deposition.

LEARNING OUTCOME 2 Explain the importance of treating hypocalcemia.

Core Concept 36.2 Hypocalcemia is a serious condition that requires immediate therapy.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Discuss the pathway of vitamin D activation as it relates to hypocalcemia.

LEARNING OUTCOME 3 Describe the pharmacologic management of disorders caused by calcium and vitamin D deficiency such as osteomalacia and rickets.

Core Concept 36.3 Osteomalacia and rickets are successfully treated with calcium salts and vitamin D supplements.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Discuss the role of sunlight and vitamin D deficiency.

•

Have students develop concept maps to explain the pharmacotherapy for hypocalcemia, osteomalacia, and rickets.

Ch 36-1 ..

LEARNING OUTCOME 4 Explain drug treatments for weak and fragile bones such as osteoporosis and Paget disease.

Core Concepts 36.4 Treatment for osteoporosis includes calcitonin, selective estrogen-receptor modulators, and bisphosphonates.

36.5 Treatment for Paget disease includes biologic therapies and bisphosphonates.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Provide pictures or models of the muscle, bone, and joint disorders for students to view.

LEARNING OUTCOME 5 Explain drug treatments directly related to weak bones and joints such as osteoarthritis, rheumatoid arthritis, and gout.

Core Concepts 36.6 Analgesics and anti-inflammatory drugs are important components of pharmacotherapy for osteoarthritis.

36.7 Immunosuppressants and disease-modifying drugs are additional therapies used to treat rheumatoid arthritis.

36.8 Pharmacotherapy for gout requires drugs that control uric acid levels.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Have the students develop concept maps to explain pharmacotherapy for weak, fragile bones and abnormal joints.

•

Divide the students into small groups and have them prepare questions and answers for each of the drug classes discussed in this chapter. Include questions on each drug’s mechanisms of action, primary actions, and important adverse effects.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign the students to patients with muscle, bone, or joint disorders. Have the students present the applicable medications to the other students at postclinical situations.

GENERAL CHAPTER CONSIDERATIONS Ch 36-2 ..

1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Calcium supplements: Pr calcium salts

•

Vitamin D therapy: Pr calcitriol (Calcijex, Rocaltrol)

•

Selective estrogen-receptor modulators (SERMs): Pr raloxifene (Evista)

•

Bisphosphonates: Pr alendronate (Fosamax)

•

Disease-modifying antirheumatic drugs (DMARDs): Pr hydroxychloroquine (Plaquenil)

•

Drugs for gout: Pr allopurinol (Lopurin, Zyloprin)

REFERENCES •

Arthritis Foundation: http://www.arthritis.org/

•

American College of Rheumatology: www.rheumatology.org

NURSING PROCESS FOCUS •

Patients Receiving Pharmacotherapy for Osteoporosis

PATIENTS NEED TO KNOW •

Patients Taking Drugs for Bone or Joint Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 36 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

Ch 36-3 . .

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 36-4 . .

CHAPTER 37 DRUGS FOR SKIN DISORDERS LEARNING OUTCOME 1 Identify important skin layers, and explain how superficial skin cells must be replaced after they become damaged or lost.

Core Concept 37.1 Layers of skin provide protection to the body.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Provide a diagram or model of the skin layer and accessory structures that can be viewed by students in the classroom.

LEARNING OUTCOME 2 Describe major symptoms associated with stress and injury to the skin versus those associated with a patient’s changing age or health.

Core Concept 37.2 The major causes of skin disorders are injury, aging, inherited factors, and other medical conditions.

SUGGESTIONS FOR CLASSROOM ACTIVITIES •

Arrange for a dermatologist to speak about different skin disorders and how the disorders are treated with drugs.

•

Provide pictures of the different skin disorders for the students to view.

LEARNING OUTCOME 3 Describe popular treatments used in conjunction with available drug therapies to treat skin disorders, and identify the major actions, primary actions, and important adverse effects of the following types of drugs: scabicides, pediculicides, topical anesthetics, and topical medications, as well as antibiotics, retinoids, keratolytic agents, corticosteroids, emollients, and psoralens.

Ch 37-1 . .

Core Concepts 37.3 Scabicides and pediculicides treat parasitic mite and lice infestations.

37.4 The goal of drug therapy for sunburn is to eliminate discomfort until healing occurs.

37.5 Acne and rosacea are treated by a combination of over-the-counter and prescription drugs.

37.6 Topical corticosteroids are used mainly to treat dermatitis and related symptoms.

37.7 Several topical and systemic medications are used to treat psoriatic symptoms.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Assign students to present a case study on one of the skin disorders presented in this chapter.

Include the medications used to treat the disorder with the actions, indications, adverse effects, interactions, and mechanisms of action.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign students to patients with skin disorders. In postclinical situations, students present information on the drugs used to treat their patient’s skin disorders.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

DRUG SNAPSHOT •

Scabicides and pediculicides: Pr permethrin (Acticin, Elimite, Nix)

•

Topical anesthetics: Pr benzocaine (Americaine, Anbesol, others)

•

Topical medications: Pr tretinoin (Avita, Retin-A, Tretin-X)

REFERENCE •

British Skin Foundation: http://www.britishskinfoundation.org.uk/SkinInformation/AtoZofSkinDisease.aspx Ch 37-2 ..

NURSING PROCESS FOCUS •

Patients Receiving Pharmacotherapy for Lice or Mice Infestation

PATIENTS NEED TO KNOW •

Patients Taking Medications for Skin Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 37 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 37-3 . .

CHAPTER 38 DRUGS FOR EYE AND EAR DISORDERS LEARNING OUTCOME 1 Describe important anatomy relevant to disorders of the eyeball.

Core Concept 38.1 Knowledge of basic eye anatomy is essential for an understanding of eye disorders and drug therapy.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Provide a model or diagram of the eye for students to examine in the classroom.

LEARNING OUTCOME 2 Identify the major risk factors associated with closed-angle glaucoma and open-angle glaucoma, and explain how increased intraocular pressure may cause blindness.

Core Concept 38.2 Glaucoma is one of the leading causes of blindness.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Arrange an observation experience in an optometrist’s office for students to observe testing of intraocular pressure.

LEARNING OUTCOME 3 Explain the two major mechanisms by which drugs reduce intraocular pressure.

Core Concept 38.3 Glaucoma therapy focuses on adjusting the circulation of aqueous humor.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Provide a model or pictures of an eye with glaucoma so that students can compare and contrast open- and closed-angle glaucoma.

Ch 38-1 ..

LEARNING OUTCOME 4 Identify important drugs that increase the outflow of aqueous humor and discuss primary actions and possible adverse effects.

Core Concept 38.4 Antiglaucoma medications may increase the outflow of aqueous humor.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Ask an ophthalmologist to speak to the class on drugs and laser therapies that are used to treat glaucoma.

LEARNING OUTCOME 5 Identify important drugs that decrease the formation of aqueous humor and discuss primary actions and possible adverse effects.

Core Concept 38.5 Antiglaucoma medications may decrease the formation of aqueous humor.

SUGGESTION FOR CLASSROOM ACTIVITIES • Have students create drug cards for one drug in each category of glaucoma drugs. The card should include actions, uses, routes of administration, dosage ranges, adverse effects, interactions, and contraindications.

SUGGESTIONS FOR CLINICAL ACTIVITIES •

Assign a student to a patient with scheduled eyedrops.

•

Arrange for the student to administer the eyedrops.

LEARNING OUTCOME 6 Identify examples of drugs that dilate or constrict pupils, relax ciliary muscles, constrict ocular blood vessels, or moisten eye membranes.

Core Concept 38.6 Drugs provide relief for minor eye conditions and are used for eye exams.

Ch 38-2 ..

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for eye disorders.

LEARNING OUTCOME 7 Identify examples of drugs that treat conditions of the ear.

Core Concept 38.7 Otic preparations treat infections, inflammation, and earwax buildup.

SUGGESTION FOR CLASSROOM ACTIVITIES •

Divide students into small groups and have each group develop a teaching plan for a patient receiving medications for an ear disorder.

SUGGESTION FOR CLINICAL ACTIVITIES •

Assign a student to a patient with scheduled eardrops. Arrange for the student to administer the eardrops.

GENERAL CHAPTER CONSIDERATIONS 1. Have students study and learn the key terms listed at the beginning of the chapter.

2. Have students complete the end-of-chapter questions in their book.

3. Use the Classroom Response Questions provided in PowerPoint to assess students prior to the lecture.

REFERENCE •

American Academy of Ophthalmology (Glaucoma): https://www.aao.org/glaucoma

DRUG SNAPSHOT •

Drugs that increase the outflow of aqueous humor: Pr latanoprost (Xalatan)

•

Drugs that decrease the formation of aqueous humor: Pr timolol (Betimol, Timoptic, others)

NURSING PROCESS FOCUS Ch 38-3 ..

•

Patients Receiving Pharmacotherapy for Glaucoma

PATIENTS NEED TO KNOW •

Patients Taking Medications for Eye and Ear Disorders

STUDENT WORKBOOK AND RESOURCE GUIDE •

Chapter 38 activities

•

Separate purchase

PEARSON NURSE’S DRUG GUIDE •

Separate purchase

CLASSROOM RESPONSE QUESTION POWERPOINTS TESTBANK

Ch 38-4 . .