Pharmacology Clear And Simple: A Guide To Drug Classifications And Dosage Calculations , 2nd Edition Solution Manual

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’s Guide to Accompany
Pharmacology
Clear and Simple
A GUIDE TO DRUG CLASSIFICATIONS AND DOSAGE
CALCULATIONS
Cynthia J. Watkins RN, MSN
Medical Assisting Program Director
AHA Training Center Coordinator
Lorain County Community College
St. Joseph's Learning Center
Lorain, Ohio
Edition
2

C O N T E N T S
■ ■ ■ Unit 1
Introduction to Pharmacology 1
Chapter 1 History of Pharmacology 2
CAAHEP: I.19 — Demonstrate respect
for diversity in approaching patients
and family
ABHES: Analyze the effect of hereditary,
cultural, and environmental influences
Chapter 2 Basics of Pharmacology 4
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Properly use PDR, drug
handbook, and other drug references
to identify a drug’s classification, usual
dosage, usual side effects, and
contradictions
Chapter 3 Patient Safety in Medication
Administration 7
CAAHEP:
• I.19 — Demonstrate respect for
diversity in approaching patients
and family
• IX.1 — Respond to issues of
confidentiality
ABHES:
• Recognize and identify acceptable
medical abbreviations
• Comply with federal, state, and local
health laws and regulations
Chapter 4 Regulations 11
CAAHEP:
• IX.1 — Respond to issues of
confidentiality
• IX.2 — Perform within scope of practice
• IX.8 — Apply local, state, and federal
health care legislation and regulations
appropriate to the medical assisting
practice setting
• X.1. — Report illegal and/or unsafe
activities and behaviors that affect
health, safety, and welfare of others
to proper authorities
ABHES:
• Comply with federal, state, and local
health laws and regulations
Chapter 5 Prescriptions and Labels 14
CAAHEP: IX.11 — Recognize the
importance of local, state, and federal
legislation and regulations in the practice
setting
ABHES:
• Identify and define common
abbreviations that are accepted
in prescription writing
• Understand legal aspects of writing
prescriptions, including federal
and state laws
■ ■ ■ Unit 2
Calculations 17
Chapter 6 Basic Review of Mathematics 18
CAAHEP: II.1 — Prepare proper dosages
of medication for administration
ABHES: Demonstrate accurate occupation
math and metric conversions for proper
medication administration
Chapter 7 Measurement Systems 25
CAAHEP: II.1 — Prepare proper dosages
of medications for administration
ABHES: Demonstrate accurate occupation
math and metric conversions for proper
medication administration
Chapter 8 Dosage Calculations 29
CAAHEP: II.1 — Prepare proper dosages
of medication for administration
ABHES: Demonstrate accurate occupation
math and metric conversions for proper
medication administration
■ ■ ■ Unit 3
Administration of Medications 33
Chapter 9 Enteral Medications and
Administration 34
CAAHEP:
• I.8 — Administer oral medications
• I.17 — Apply critical thinking skills
in performing patients assessment
and care

• I.18 — Use language/verbal skills that
enable patients’ understanding
• II.1 — Prepare proper dosages of
medication for administration
• II.4 — Verify ordered doses/dosages
prior to administration
• III.2 — Practice standard precautions
• III.10 — Explain the rationale for
performance of a procedure to the
patient
• IV.8 — Document patient care
• IX.2 — Perform within scope of practice
ABHES:
• Document accurately
• Use standard precautions
• Prepare and administer oral and
parenteral medications as directed
by physician
Chapter 10 Parenteral Medications and
Administration 37
CAAHEP:
• I.1 — Select proper sites for
administering parenteral medication
• I.3 — Administer parenteral (excluding
IV) medications
• I.17 — Apply critical thinking skills
in performing patients assessment
and care
• I.18 — Use language/verbal skills
that enable patients’ understanding
• II.1 — Prepare proper dosages
of medication for administration
• II.4 — Verify ordered doses/dosages
prior to administration
• III.2 — Practice standard precautions
• III.10 — Explain the rationale for
performance of a procedure to
the patient
• IV.8 — Document patient care
• IX.2 — Perform within scope
of practice
• XI.5c — Demonstrate the proper
use of sharps disposal containers
ABHES:
• Document accurately
• Use standard precautions
• Prepare and administer oral and
parenteral medications as directed
by physician
■ ■ ■ Unit 4
Classification of Drugs 41
Chapter 11 Integumentary System Medications 42
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each body
system
Chapter 12 Musculoskeletal System
Medications 44
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each body
system
Chapter 13 Nervous System Medications 47
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each body
system
Chapter 14 Eye and Ear Medications 53
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each body
system
Chapter 15 Endocrine System Medications 57
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each
body system
Chapter 16 Cardiovascular System Medications 62
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each
body system
Chapter 17 Immunological System Medications 66
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each
body system
Chapter 18 Pulmonary System Medications 71
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
iv Contents

Contents v
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each
body system
Chapter 19 Gastrointestinal System
Medications 75
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each
body system
Chapter 20 Reproductive and Urinary System
Medications 80
CAAHEP: I.17 — Apply critical thinking
skills in performing patient assessment
and care
ABHES: Assist the physician with the
regimen of diagnostic and treatment
modalities as they relate to each
body system
Chapter 21 Herbs, Vitamins, and Minerals 84
CAAHEP:
• I.17 — Apply critical thinking skills
in performing patient assessment
and care
• I.19 — Demonstrate respect for
diversity in approaching patients
and families
ABHES:
• Analyze the effect of hereditary,
cultural and environmental influences
• Assist the physician with the regimen
of diagnostic and treatment modalities
as they relate to each body system

Dear
Having been involved in the education of students in
most areas of allied health and nursing for the past
21 years, I realize that it is important to teach the very
basics and then build on those elemental concepts.
We should never assume that students already know
a concept. All students who will be working with
patients someday must master why a medication is
being ordered, how to administer that medication
safely, and, if unfamiliar with the medication, where to
find the information they need to educate themselves
and their patients about that medication. Patient safety
is dependent on students learning these concepts, and
we are foremost patient advocates in the allied health
fields. Allow me to highlight a few approaches used in
this textbook,
• I kept vocabulary fairly simple. This allows the
instructor to test the student’s ability to understand
pharmacology rather than medical terminology. In
addition, if not confronted by terminology that is
too advanced, the student may not be as likely to
lose heart and give up.
• I used a writing tone that creates an atmosphere of
shared learning. Rather than approaching the
student as the all-knowing, wise author, I selected
words like “we” or “us” to help students feel that
I am on a journey of discovery with them.
• I purposely tried to have 21 relatively short
chapters. After instructors allow for tests, practicing
injections, snow days, and so on, they may find that
they can easily cover one to two chapters per class
period. Most units are fairly small, at five or fewer
chapters, which means that instructors can test
frequently and assess comprehension before moving
on to more challenging chapters.
• I describe several methods of approaching math
problems. Many students are fearful of math. What
I have discovered over my years in education is that
students come from a variety of backgrounds. Some
of them have very basic math skills, learned 20 or
more years ago, whereas others have very advanced
math skills. Essentially, as the saying goes, there is
more than one way to skin a cat, and that applies to
math as well. Strategies that work for many students
are Greek to others and vice versa. However, most
students are able to work through this difficulty,
and the “aha” moment when the lightbulb goes on
is very rewarding to see.
• Drugs are discovered, approved, or taken off the
market almost daily, so making students memorize
specific drugs is a losing battle in most instances.
Instead, the exercises attempt to teach students the
research methods needed to locate the most current
information about drugs.
• Key terms are highlighted in bold print. To facilitate
memorization, instructors can ask students to make
flash cards of all bold terms, which can then be
studied for tests.
• Because this book emphasizes drug research,
instructors can use this book year after year.
Instructors may require students to obtain a current
drug handbook or go to the Internet for information
on current drugs, but they will not need to adapt
lesson plans to changing textbooks.
• The contents of this book match the American
Association of Medical Assistants’ (AAMA’s) current
standards for CAAHEP-accredited courses. Be sure
to instruct the students to research the top 50 drugs,
which are frequently on the Certified Medical
Assisting Exam.
• Because the new AAMA standards include “theory
of IV therapy,” instructors will find that this book
integrates IV therapy into chapters on supplies,
routes, calculations, and administration.
• Even if your students are not currently involved in
IV therapy, they may become more involved in the
future to (at the very least) monitor patients
receiving IV therapy. Make sure to emphasize the
importance of students’ checking state regulations
regarding their scope of practice and IV therapy.
• The available online resources for instructors on
DavisPlus.com include a test bank with more than
1,000 questions to help prepare the student for
national certification exams as well as PowerPoint
presentations for each chapter and an image bank of
illustrations from the book for use in the classroom.
I N T R O D U C T I O N

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Printable competencies for procedures listed in the
book as well as documentation exercises associated
with each competency are also available.
• Student resources include online activities, such as a
preventing medication errors tutorial and
animations reinforcing common concepts, as well as
a bound-in CD of learning modules covering dosage
calculation topics. I highly recommend including
these valuable resources in your assignments or
classroom discussions.
Please feel free to contact me for any assistance in
regards to this textbook at cwatkins@lorainccc.edu.
Sincerely,
Cynthia J. Watkins RN, MSN
vii

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G E N E R A L I D E A S F O R
T E A C H I N G T H I S C O U R S E
■ ■ ■ Critical Thinking
One of the key features of this book is encouraging
the students to think, rather than memorize.
Whenever possible, include student participation
in your lesson plans to encourage them to think
critically. For example, instead of teaching them
about the effects of a medication, ask them to tell
you what they think the effects might be. You may
want to propose case studies such as “If an elderly
patient with failing kidneys is put on this medication,
what implications does it have on his or her care?”
For lifelong learning and employability, critical
thinking is absolutely necessary for the allied health
professional.
■ ■ ■ Internet Research
Students will gain more from Internet research than
from memorizing a table that has already been
collected for them (and in many cases is already
outdated). Website exercises have been placed
throughout each chapter. At times, the websites many
no longer be available, but you can still encourage the
students to find their own trustworthy websites for
researching the question. These exercises will provide
students with the critical life skill of learning HOW to
do research instead of just memorizing research that
has been done for them. Consider assigning an Internet
research project in which the students visit 10 sites and
rate them for quality, ease of use, professionalism,
currency, and so on. Have them share their findings
with others in the class. Another idea is to create a
drug scavenger hunt, in which you create a list of
questions about a variety of drugs and have the
students use a drug handbook, PDR, and the Internet
to research these questions. Remember: Although
many students are already computer literate, some
students may be returning to school after years of
being away from it and may have never learned to use
a computer. You will have to be inventive to assist all
students regardless of their level of comfort with
computers.
■ ■ ■ Field Trips/Business
Connections
One experience you can include in this course is to
visit a local pharmacy and talk with the pharmacist
about the role of allied health professionals as it
relates to pharmacology. Be sure to interview the
pharmacist beforehand to ensure that this professional
will make supportive comments. You can also have a
virtual field trip by asking the students to interview a
pharmacist online. Another exciting adventure is to
invite an emergency medical technician to visit the
class to discuss medications used in an emergency;
they usually bring a jump kit filled with the
medications they use. You may also consider asking a
pharmaceutical representative to come and discuss the
rapport between the pharmaceutical representative and
allied health professionals. You could assign a paper
on the ethics of receiving gifts from pharmaceutical
representatives, such as pens, foods, tickets to shows,
and so on.
■ ■ ■ Role Play
You can order sample medication packets (including
pills, enemas, transdermal patches, vials of “insulin”
types, and blister packages) from medical education
websites and give the students an order to complete,
pointing them toward the full array of medications.
Expect the students to find the correct drug, dosage,
and form and role–play, giving the drug to the
hypothetical patient. Make sure that the students can
explain to the hypothetical patient the purpose of each
medication. You can also stage an emergency and
encourage the students to select the correct medication
from a crash cart.
■ ■ ■ Math Issues
To reinforce the importance of dosage calculations
throughout the term, introduce the topic early. After

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presenting the dosage calculations chapter, continue to
review and reinforce it. For example, you could have a
short math quiz at the beginning of every class after
Chapters 6 through 8 have been introduced. If the
students fail the test on Chapters 6 through 8, you
may want to allow them to retest later in the term to
see whether their math skills have improved. It is also
helpful to provide real-life practice and assessment, not
just exercises on paper. For example, give students the
ordered dosage and have them find the medication
from a supply and figure out the amount to
administer, as they would in a real medical setting.
■ ■ ■ Term Reports/
Assignments
A long research project is probably not necessary for
this course, but suggestions for cumulative papers
include the following:
• Researching 10 websites and reporting how good
they are
• Picking one system or chapter to present to the rest
of the class
• Creating drug cards on the top 50 drugs prescribed
last year on www.rxlist.com
• Interviewing a pharmacist
• Writing a research paper on one class of drugs
• Creating a fictitious patient and developing a
treatment plan, including medications, for
presentation to the class
■ ■ ■ Empathy Building
Order some glasses that simulate sensory deficits or
blindfold the students and ask them to try to take pills as
a patient would. Ask them to pour out a tablespoon of
medication and then remove the blindfold and see how
accurate they were. You may also use noise-cancelling
headphones and have one student try to educate the
hearing-impaired student in the proper method of taking
medication.
■ ■ ■ Audiovisuals
PowerPoint presentations are available for every
chapter, which you can adapt to your needs. You may
also want to check with your favorite audiovisual
company for videos, DVDs, or other media to show
how to administer medications. Many websites also
provide free animations and videos.
■ ■ ■ Ancillaries
Be sure to encourage students to use the bound-in disc
Calculating Drug Dosages. Assigning modules on this
CD will reinforce concepts taught in the textbook.
For many students, especially those who have been
raised on computers and computer learning, computer
exercises are the preferred method of learning.
Additional activities available in the student resource
area of DavisPlus include syringe pull activities; an
animation discussing medication absorption,
distribution, metabolism, and excretion; and a
preventing medication errors tutorial. Additionally,
instructors have access to competency checklists for
various procedures included in the book, which are
available as an instructor resource on DavisPlus.
Each competency has associated documentation
exercises so that after you assess an individual’s
competency in a particular procedure, you can assess
their documentation skills. Have students practice the
competencies first, then use the checklist to evaluate
their proficiency on a certain scheduled date. You may
choose to repeat the competencies later in the term, if
time allows. I have included numerous competencies.
Choose those that are appropriate for what is allowed
in your state or expected by your accrediting body.
You may also choose to use mannequins rather than
humans, if that is the standard in your area.
Teaching This Course ix

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S A M P L E S Y L L A B U S
■ ■ ■ Pharmacology for Health
Occupations
ALHN xxx (course name and # at your institution)
:
Office:
E-mail:
Fax:
Phone:
Office Hours:
COURSE DESCRIPTION
This course is designed to enable Allied Health
students to acquire knowledge about pharmacology.
The student will study pharmacokinetics and
pharmacodynamics of the drugs by classifications,
disease entity, and body system.
CREDIT HOURS:
CLASS MEETING TIME:
REQUIRED TEXTBOOK
Watkins, C:. Pharmacology Clear and Simple, ed. 2.
Philadelphia: F.A. Davis, 2013.
INTRODUCTION
Welcome to [Insert Your Class Title Here]. This
outline is intended to orient you to the course and
provide information related to grading, general course
expectations, and the class schedule. Please feel free to
ask questions at any time. I am available to help make
this a valuable learning experience for you.
COURSE OUTCOMES
Upon completion of this course, the students will
attain the following outcomes:
Cognitive/Knowledge (what a student should
know from studying pharmacology)
1. Define terminology associated with basic
pharmacology.
2. Identify the regulatory bodies responsible for drug
safety and reporting.
3. Compare and contrast the mechanism of action,
indications for, and side effects of various selected
drug agents classified by body systems and/or drug
function.
4. Identify action, dose ranges, therapeutic uses,
adverse effects, and drug interactions of the
common classes of drugs.
5. Select the administration route for the common
classes of drugs.
Behavior/Skills (what a student should be able
to do as a result of studying pharmacology)
1. Use drug references to obtain information on
unfamiliar drugs.
2. Calculate drug dosages.
3. Classify drugs according to their action and body
system affected.
4. Interpret medication orders.
Values/Attitudes (what additions or changes
should the student experience in interests,
appreciation, beliefs, and judgments as a result
of studying pharmacology):
1. Discuss ethical issues and professional standards
related to drug prescriptions, dispensing, and
administration.
2. Describe alternative health measures and lifestyle
changes that promote health.

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COURSE REQUIREMENTS
Success in this class is contingent upon the following:
• Complete all reading assignments.(No make-up
quizzes will be given.)
• Term paper — see below for details and grading
criteria.
• Homework assignments — see below for details and
grading criteria.
• Competency checklists
Attendance
Attendance will be established by the completion of
the homework assignment titled Syllabus Exercise. If
this is not completed by the due date, student will be
marked as “has not attended,” which will affect
financial aid.
Grades
Homework
Students will have six homework assignments to
complete over the course of the semester. Check
calendar for due dates.
Competencies
Students must complete satisfactory competency
checklists by the final exam date to pass this class.
Details will be covered during the first class meeting.
Term Paper
Each student will submit a term paper covering the
certain drug or class of drugs that will be assigned.
Check calendar for due date. Early papers will be
accepted. The paper must be typed, double-spaced,
two to four pages long. A minimum of three references
should be used to derive the content of the paper.
These references can include Internet sites, PDR, drug
inserts, and so on. Wikipedia is not an acceptable
resource. The criteria for grading are listed below. You
may e-mail papers to me in Word format. Microsoft
Works and WordPerfect are not acceptable.
You may attach this sheet to your paper when you
submit it to your instructor, but it is not necessary. Use
it as a guideline.
Points for Course Grade
Syllabus Assignment
Exams
Homework
Term Paper
Competencies
Total
Grading Scale
451–485
412–450.5
378–411.5
339.5–377.5
377 & below
5 points
350 points
30 points
50 points
50 points*
485
93–100% = A
85–92% = B
78–84% = C
70–77% = D
0–69% = F
* Individual competencies are designed to be given a specific
point value or scored as pass/fail. Therefore, these points are
flexible, according to how the instructor weighs the competencies.
Sample Syllabus xi

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Term Paper Grading Criteria
Possible Points Points Earned
Title page with title of paper, name, course, date, instructor’s name
Introduction of drug: description of drug, classification (may be more
than one), names: generic, brand(s), chemical
Pharmacodynamics: mechanism of action or how the drug works; include
how the drug is absorbed, distributed, metabolized, and excreted and
whether the drug is fat- or water-soluble
Indications and usage: Who would use this drug, when would the drug be
used (on what conditions, etc.)?
Contraindications and warnings/precautions
Adverse reactions/effects: Are any specifically related to the field you are in?
Interactions with other drugs and foods
Dosage and administration
Patient education
Miscellaneous comments
Total
5
5
5
5
5
5
5
5
5
5
50
xii Sample Syllabus

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■ ■ ■ Unit 1
Introduction to Pharmacology
O B J E C T I V E S
At the end of this section, the student will be able to:
■ Define key terms.
■ List three societies critical to the development
and evolution of pharmacology.
■ List four sources of drugs.
■ List 10 drugs and record their sources.
■ Discuss three examples of alternative medicine.
■ List the four steps in the drug cycle and their
effects on the body.
■ Compare and contrast the usefulness of different
drug resources.
■ Differentiate between a side effect and an adverse
reaction.
■ List the seven rights of medication administration.
■ Explain the various considerations of medication
administration.
■ Identify common abbreviations used in medicine
administration.
■ Outline special considerations when administering
medications to the elderly and children.
■ Discuss cultural effects on drug use.
■ Name the actions taken with a patient, during
an emergency.
■ Describe the roles of OSHA, FDA, and DEA in
patient safety.
■ Discuss how drugs are developed.
■ Distinguish between brand, generic, and trade
names.
■ Know the slang names for illegal drugs.
■ Discuss why some drugs are controlled more
strictly than others.
■ Give an example of a drug from each controlled
substances schedule and explain its classification.
■ Discuss the role of allied health professionals in
recognizing and reporting impaired patients and
professionals.
■ Discuss precautions to ensure patient safety.
■ Identify the parts of a legal prescription.
■ Differentiate between three different types of
medications order.
■ List which health-care providers are able to write
prescriptions.
■ Define abbreviations used in prescriptions.
■ Interpret labels safely.
■ Discuss the impact of e-prescribing on health-care
consumers.
■ ■ ■ Unit 2
Calculations
O B J E C T I V E S
At the end of this section, the student will be able to:
■ Define all key terms.
■ Discuss numerical relationships.
■ Perform calculations involving whole numbers.
■ Calculate problems using fractions.
■ Find the lowest common denominator.
■ Perform calculations involving decimals.
■ Calculate percentages, ratios, and proportions.
■ Solve problems for an unknown quantity.
■ Compare the four systems of measurement used
for drug dispensing.
■ State the basic units of measurements in the
metric system.
Sample Syllabus xiii
Content Textbook Reading
History of Pharmacology Chapter 1
Basics of Pharmacology Chapter 2
Patient Safety in Medication Chapter 3
Administration
Regulations Chapter 4
Prescriptions and Labels Chapter 5
Content Textbook Reading
Basic Review of Mathematics Chapter 6
Measurement Systems Chapter 7
Dosage Calculations Chapter 8

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■ Use conversion methods for each system of
measurement correctly and accurately.
■ Learn and understand the four methods for
calculating drug dosages.
■ Explain why certain calculations are considered
special and which populations are affected.
■ Explain how to reconstitute powdered medication
and calculate the desired dosage.
■ Discuss the factors that need to be considered
when calculating the dosages of parenteral
medications and the two ways intravenous
medications are administered.
■ Explain the calculation process for determining
fluid intake.
■ ■ ■ Unit 3
Administration of Medications
O B J E C T I V E S
At the end of this section, the student will be able to:
■ Define all key terms.
■ List the forms in which medications are
manufactured for the enteral route.
■ Differentiate how the different forms of drugs
affect the body.
■ Describe the possible enteral routes for
administering medications.
■ Describe how to administer oral medications
safely.
■ Discuss the methods for administering
medications through nasogastric or gastric tubes.
■ Explain why prescribers choose certain forms and
routes over others.
■ Describe how to apply transdermal patches and
other topical medications correctly.
■ Indicate how to administer ophthalmic, otic, and
nasal medications correctly.
■ Describe how to insert vaginal medications safely.
■ List precautions for the safe administration
of inhalation therapy.
■ Choose the correct needle and syringe for
parenteral injections.
■ Indicate how to inject IM, SC, and ID medications
safely.
■ Indicate how to prepare the patient for IV therapy.
■ Distinguish between the solutions used in
IV therapy.
■ ■ ■ Unit 4
Classification of Drugs
O B J E C T I V E S
At the end of this section, the student will be able to:
■ Define all key terms.
■ Differentiate between two primary routes of
medication administration in the integumentary
system and identify when each route would
be chosen.
■ Recall at least seven conditions affecting the
integumentary system and the medications used
to treat them.
xiv Sample Syllabus
Content Textbook Reading
Enteral Medications and Chapter 9
Administration
Parenteral Medications and Chapter 10
Administration
Content Textbook Reading
Integumentary System Chapter 11
Medications
Musculoskeletal System Chapter 12
Medications
Nervous System Medications Chapter 13
Eye and Ear Medications Chapter 14
Endocrine System Medications Chapter 15
Cardiovascular System Chapter 16
Medications
Immunological System Medications Chapter 17
Pulmonary System Medications Chapter 18
Gastrointestinal System Chapter 19
Medications
Reproductive and Urinary Chapter 20
System Medications
Herbs, Vitamins, and Minerals Chapter 21

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■ Identify the key features of the musculoskeletal
system.
■ Discuss the importance of a healthy endocrine
and nervous system to proper musculoskeletal
functioning.
■ Recall at least five muscular system disorders
and one appropriate treatment for each.
■ Discuss at least four bone or joint disorders
and one appropriate treatment for each.
■ Identify the two major branches of the nervous
system.
■ Identify four categories of medications used
to treat pain and fever.
■ Recall at least one category of medication used
to treat anxiety, insomnia, sedation, and seizures.
■ Identify at least one category of medication used
to treat behavioral, emotional, or mood disorders.
■ Identify one medication commonly used to
stabilize mood in bipolar disorder.
■ Discuss medications used to treat psychosis
and identify other disorders for which these
medications may be prescribed.
■ Recall at least one category of drug used to
treat dementia and two categories of drugs used
to treat Parkinson’s disease.
■ Compare and contrast the actions of local
and general anesthetics.
■ Discuss how alcohol can influence medication
use and its effect on the body.
■ List five parts of the eye and the function of
each structure.
■ Recall three conditions related to the eye requiring
treatment with medications and provide an example
of an appropriate medication for each condition.
■ Classify parts of the ear as belonging to the
external, middle, or inner ear and discuss
the function of each part.
■ Recall three conditions related to the ear requiring
treatment with medications and provide an
example of an appropriate medication for each
condition.
■ Discuss six of the major endocrine glands
and their functions.
■ Differentiate between hypothyroidism and
hyperthyroidism and identify the effects of each
on the body and the medications used to treat
each disorder.
■ Contrast the three major disorders related to
pancreatic function and discuss the medications
used to treat each.
■ Explain the proper way to handle, store, and
administer insulin.
■ Differentiate between adrenal gland insufficiency
and oversecretion and discuss the medications
used to treat each one.
■ Discuss how the cardiovascular system functions.
■ Describe 10 categories of cardiovascular
medications and their uses and actions.
■ Discuss five categories of anti-inflammatory
medications, when they are used, and their
actions in the body.
■ Differentiate between the six classifications of anti-
infectives and when each is used and their actions
in the body.
■ Compare the four different types of acquired
immunity a body develops and how they
each occur.
■ Identify at least three different types of
antineoplastic medications, when each is used,
and their actions in the body.
■ Discuss the toxic effects that antineoplastic
medications have on patients and health-care
workers, including the proper handling of both
of these medications and patient secretions.
■ Describe how the respiratory system functions
to exchange oxygen and carbon dioxide.
■ Discuss the actions of mast cell stabilizers,
bronchodilators, anticholinergics, xanthines, and
beta-adrenergic agonists used in the treatment
of asthmas and other respiratory disorders.
■ Describe two medications that may be used
to treat a viral respiratory illness.
■ Compare and contrast antitussive and expectorant
medications and discuss when each is appropriate
to use.
■ Discuss tuberculosis, how it is treated, and why its
occurrence has increased.
■ Detail how the gastrointestinal system functions.
■ Identify medications used to treat constipation.
■ Identify medications used to treat diarrhea,
explaining how the underlying cause should
be treated.
■ Identify medications used to treat nausea
and vomiting.
Sample Syllabus xv

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■ Compare the different types of medications
used to treat GERD and gastric ulcers.
■ Discuss medications used for gallstones, obesity,
hemorrhoids, flatulence, stomatitis, and fungal
and parasitic infections of the GI tract.
■ Discuss how overdose is treated.
■ Identify populations of patients needing nutritional
supplements or those needing assistance
digesting their food and how each of these
are treated.
■ List actions of the reproductive hormones: FSH,
LH, and ICSH.
■ Describe how contraceptives work.
■ Discuss the relation of diuretics to electrolyte
imbalances.
■ Describe the effects of: estrogens, progestins,
agents for cervical ripening, oxytocin, tocolytics,
ovulation stimulants, androgens, diuretics,
and BPH medications.
■ Discuss the body’s need for vitamins and minerals.
■ Compare Eastern philosophy to Western
philosophy as they relate to medicine.
■ Discuss why some patients prefer herbs
to prescription medications.
■ Discuss why insurance companies do not usually
pay for herbal remedies.
xvi Sample Syllabus
Suggested Course Schedule for a 10-Week Quarter
WEEK Reading Assignments Evaluation
1
2
3
4
5
6
7
8
9
10
Introduction to course and syllabus
Chapter 1: History of Pharmacology
Chapter 2: Basics of Pharmacology
Chapter 3: Patient Safety in Medication Administration
Chapter 4: Regulations
Chapter 5: Prescriptions and Labels
Chapter 6: Basic Review of Mathematics
Chapter 7: Measurement Systems
Chapter 8: Dosage Calculations
Chapter 9: Enteral Medications and Administration
Chapter 10: Parenteral Medications and Administration
Midterm and/or Competencies
Chapter 11: Integumentary System Medications
Chapter 12: Musculoskeletal System Medications
Chapter 13: Nervous System Medications
Chapter 14: Eye and Ear Medications
Chapter 15: Endocrine System Medications
Chapter 16: Cardiovascular System Medications
Chapter 17: Immunological System Medications
Chapter 18: Pulmonary System Medications
Chapter 19: Gastrointestinal System Medications
Chapter 20: Reproductive and Urinary System Medications
Chapter 21: Herbs, Vitamins, and Minerals
Final Review
Final Exam and final competencies
Midterm
Homework
Midterm
Homework
Midterm and Final
Homework
Midterm and Final
Homework
Midterm and Final
Homework
Competencies
Final Exam
Term Paper
Final Exam
Term Paper
Final Exam
Term Paper

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