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

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’s Guide to AccompanyPharmacologyClear and SimpleA GUIDE TO DRUG CLASSIFICATIONS AND DOSAGECALCULATIONSCynthia J. WatkinsRN, MSNMedical Assisting Program DirectorAHA Training Center CoordinatorLorain County Community CollegeSt. Joseph's Learning CenterLorain, OhioEdition2

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C O N T E N T S■ ■ ■Unit 1Introduction to Pharmacology1Chapter 1History of Pharmacology2CAAHEP: I.19 — Demonstrate respectfor diversity in approaching patientsand familyABHES: Analyze the effect of hereditary,cultural, and environmental influencesChapter 2Basics of Pharmacology4CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Properly use PDR, drughandbook, and other drug referencesto identify a drug’s classification, usualdosage, usual side effects, andcontradictionsChapter 3Patient Safety in MedicationAdministration7CAAHEP:• I.19 — Demonstrate respect fordiversity in approaching patientsand family• IX.1 — Respond to issues ofconfidentialityABHES:• Recognize and identify acceptablemedical abbreviations• Comply with federal, state, and localhealth laws and regulationsChapter 4Regulations11CAAHEP:• IX.1 — Respond to issues ofconfidentiality• IX.2 — Perform within scope of practice• IX.8 — Apply local, state, and federalhealth care legislation and regulationsappropriate to the medical assistingpractice setting• X.1. — Report illegal and/or unsafeactivities and behaviors that affecthealth, safety, and welfare of othersto proper authoritiesABHES:• Comply with federal, state, and localhealth laws and regulationsChapter 5Prescriptions and Labels14CAAHEP: IX.11 — Recognize theimportance of local, state, and federallegislation and regulations in the practicesettingABHES:• Identify and define commonabbreviations that are acceptedin prescription writing• Understand legal aspects of writingprescriptions, including federaland state laws■ ■ ■Unit 2Calculations17Chapter 6Basic Review of Mathematics18CAAHEP: II.1 — Prepare proper dosagesof medication for administrationABHES: Demonstrate accurate occupationmath and metric conversions for propermedication administrationChapter 7Measurement Systems25CAAHEP: II.1 — Prepare proper dosagesof medications for administrationABHES: Demonstrate accurate occupationmath and metric conversions for propermedication administrationChapter 8Dosage Calculations29CAAHEP: II.1 — Prepare proper dosagesof medication for administrationABHES: Demonstrate accurate occupationmath and metric conversions for propermedication administration■ ■ ■Unit 3Administration of Medications33Chapter 9Enteral Medications andAdministration34CAAHEP:• I.8 — Administer oral medications• I.17 — Apply critical thinking skillsin performing patients assessmentand care

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• I.18 — Use language/verbal skills thatenable patients’ understanding• II.1 — Prepare proper dosages ofmedication for administration• II.4 — Verify ordered doses/dosagesprior to administration• III.2 — Practice standard precautions• III.10 — Explain the rationale forperformance of a procedure to thepatient• IV.8 — Document patient care• IX.2 — Perform within scope of practiceABHES:• Document accurately• Use standard precautions• Prepare and administer oral andparenteral medications as directedby physicianChapter 10Parenteral Medications andAdministration37CAAHEP:• I.1 — Select proper sites foradministering parenteral medication• I.3 — Administer parenteral (excludingIV) medications• I.17 — Apply critical thinking skillsin performing patients assessmentand care• I.18 — Use language/verbal skillsthat enable patients’ understanding• II.1 — Prepare proper dosagesof medication for administration• II.4 — Verify ordered doses/dosagesprior to administration• III.2 — Practice standard precautions• III.10 — Explain the rationale forperformance of a procedure tothe patient• IV.8 — Document patient care• IX.2 — Perform within scopeof practice• XI.5c — Demonstrate the properuse of sharps disposal containersABHES:• Document accurately• Use standard precautions• Prepare and administer oral andparenteral medications as directedby physician■ ■ ■Unit 4Classification of Drugs41Chapter 11Integumentary System Medications42CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to each bodysystemChapter 12Musculoskeletal SystemMedications44CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to each bodysystemChapter 13Nervous System Medications47CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to each bodysystemChapter 14Eye and Ear Medications53CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to each bodysystemChapter 15Endocrine System Medications57CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to eachbody systemChapter 16Cardiovascular System Medications62CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to eachbody systemChapter 17Immunological System Medications66CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to eachbody systemChapter 18Pulmonary System Medications71CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careivContents

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ContentsvABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to eachbody systemChapter 19Gastrointestinal SystemMedications75CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to eachbody systemChapter 20Reproductive and Urinary SystemMedications80CAAHEP: I.17 — Apply critical thinkingskills in performing patient assessmentand careABHES: Assist the physician with theregimen of diagnostic and treatmentmodalities as they relate to eachbody systemChapter 21Herbs, Vitamins, and Minerals84CAAHEP:• I.17 — Apply critical thinking skillsin performing patient assessmentand care• I.19 — Demonstrate respect fordiversity in approaching patientsand familiesABHES:• Analyze the effect of hereditary,cultural and environmental influences• Assist the physician with the regimenof diagnostic and treatment modalitiesas they relate to each body system

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DearHaving been involved in the education of students inmost areas of allied health and nursing for the past21 years, I realize that it is important to teach the verybasics and then build on those elemental concepts.We should never assume that students already knowa concept. All students who will be working withpatients someday must master why a medication isbeing ordered, how to administer that medicationsafely, and, if unfamiliar with the medication, where tofind the information they need to educate themselvesand their patients about that medication. Patient safetyis dependent on students learning these concepts, andwe are foremost patient advocates in the allied healthfields. Allow me to highlight a few approaches used inthis textbook,• I kept vocabulary fairly simple. This allows theinstructor to test the student’s ability to understandpharmacology rather than medical terminology. Inaddition, if not confronted by terminology that istoo advanced, the student may not be as likely tolose heart and give up.• I used a writing tone that creates an atmosphere ofshared learning. Rather than approaching thestudent as the all-knowing, wise author, I selectedwords like “we” or “us” to help students feel thatI am on a journey of discovery with them.• I purposely tried to have 21 relatively shortchapters. After instructors allow for tests, practicinginjections, snow days, and so on, they may find thatthey can easily cover one to two chapters per classperiod. Most units are fairly small, at five or fewerchapters, which means that instructors can testfrequently and assess comprehension before movingon to more challenging chapters.• I describe several methods of approaching mathproblems. Many students are fearful of math. WhatI have discovered over my years in education is thatstudents come from a variety of backgrounds. Someof them have very basic math skills, learned 20 ormore years ago, whereas others have very advancedmath skills. Essentially, as the saying goes, there ismore than one way to skin a cat, and that applies tomath as well. Strategies that work for many studentsare Greek to others and vice versa. However, moststudents are able to work through this difficulty,and the “aha” moment when the lightbulb goes onis very rewarding to see.• Drugs are discovered, approved, or taken off themarket almost daily, so making students memorizespecific drugs is a losing battle in most instances.Instead, the exercises attempt to teach students theresearch methods needed to locate the most currentinformation about drugs.• Key terms are highlighted in bold print. To facilitatememorization, instructors can ask students to makeflash cards of all bold terms, which can then bestudied for tests.• Because this book emphasizes drug research,instructors can use this book year after year.Instructors may require students to obtain a currentdrug handbook or go to the Internet for informationon current drugs, but they will not need to adaptlesson plans to changing textbooks.• The contents of this book match the AmericanAssociation of Medical Assistants’ (AAMA’s) currentstandards for CAAHEP-accredited courses. Be sureto instruct the students to research the top 50 drugs,which are frequently on the Certified MedicalAssisting Exam.• Because the new AAMA standards include “theoryof IV therapy,” instructors will find that this bookintegrates IV therapy into chapters on supplies,routes, calculations, and administration.• Even if your students are not currently involved inIV therapy, they may become more involved in thefuture to (at the very least) monitor patientsreceiving IV therapy. Make sure to emphasize theimportance of students’ checking state regulationsregarding their scope of practice and IV therapy.• The available online resources for instructors onDavisPlus.com include a test bank with more than1,000 questions to help prepare the student fornational certification exams as well as PowerPointpresentations for each chapter and an image bank ofillustrations 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 thebook as well as documentation exercises associatedwith each competency are also available.• Student resources include online activities, such as apreventing medication errors tutorial andanimations reinforcing common concepts, as well asa bound-in CD of learning modules covering dosagecalculation topics. I highly recommend includingthese valuable resources in your assignments orclassroom discussions.Please feel free to contact me for any assistance inregards to this textbook at cwatkins@lorainccc.edu.Sincerely,Cynthia J. Watkins RN, MSNvii

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G E N E R A LI D E A SF O RT E A C H I N GT H I SC O U R S E■ ■ ■Critical ThinkingOne of the key features of this book is encouragingthe students to think, rather than memorize.Whenever possible, include student participationin your lesson plans to encourage them to thinkcritically. For example, instead of teaching themabout the effects of a medication, ask them to tellyou what they think the effects might be. You maywant to propose case studies such as “If an elderlypatient with failing kidneys is put on this medication,what implications does it have on his or her care?”For lifelong learning and employability, criticalthinking is absolutely necessary for the allied healthprofessional.■ ■ ■Internet ResearchStudents will gain more from Internet research thanfrom memorizing a table that has already beencollected for them (and in many cases is alreadyoutdated). Website exercises have been placedthroughout each chapter. At times, the websites manyno longer be available, but you can still encourage thestudents to find their own trustworthy websites forresearching the question. These exercises will providestudents with the critical life skill of learning HOW todo research instead of just memorizing research thathas been done for them. Consider assigning an Internetresearch project in which the students visit 10 sites andrate them for quality, ease of use, professionalism,currency, and so on. Have them share their findingswith others in the class. Another idea is to create adrug scavenger hunt, in which you create a list ofquestions about a variety of drugs and have thestudents use a drug handbook,PDR, and the Internetto research these questions. Remember: Althoughmany students are already computer literate, somestudents may be returning to school after years ofbeing away from it and may have never learned to usea computer. You will have to be inventive to assist allstudents regardless of their level of comfort withcomputers.■ ■ ■Field Trips/BusinessConnectionsOne experience you can include in this course is tovisit a local pharmacy and talk with the pharmacistabout the role of allied health professionals as itrelates to pharmacology. Be sure to interview thepharmacist beforehand to ensure that this professionalwill make supportive comments. You can also have avirtual field trip by asking the students to interview apharmacist online. Another exciting adventure is toinvite an emergency medical technician to visit theclass to discuss medications used in an emergency;they usually bring a jump kit filled with themedications they use. You may also consider asking apharmaceutical representative to come and discuss therapport between the pharmaceutical representative andallied health professionals. You could assign a paperon the ethics of receiving gifts from pharmaceuticalrepresentatives, such as pens, foods, tickets to shows,and so on.■ ■ ■Role PlayYou can order sample medication packets (includingpills, enemas, transdermal patches, vials of “insulin”types, and blister packages) from medical educationwebsites 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 thehypothetical patient. Make sure that the students canexplain to the hypothetical patient the purpose of eachmedication. You can also stage an emergency andencourage the students to select the correct medicationfrom a crash cart.■ ■ ■Math IssuesTo reinforce the importance of dosage calculationsthroughout the term, introduce the topic early. After

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presenting the dosage calculations chapter, continue toreview and reinforce it. For example, you could have ashort math quiz at the beginning of every class afterChapters 6 through 8 have been introduced. If thestudents fail the test on Chapters 6 through 8, youmay want to allow them to retest later in the term tosee whether their math skills have improved. It is alsohelpful to provide real-life practice and assessment, notjust exercises on paper. For example, give students theordered dosage and have them find the medicationfrom a supply and figure out the amount toadminister, as they would in a real medical setting.■ ■ ■Term Reports/AssignmentsA long research project is probably not necessary forthis course, but suggestions for cumulative papersinclude the following:• Researching 10 websites and reporting how goodthey are• Picking one system or chapter to present to the restof the class• Creating drug cards on the top 50 drugs prescribedlast year on www.rxlist.com• Interviewing a pharmacist• Writing a research paper on one class of drugs• Creating a fictitious patient and developing atreatment plan, including medications, forpresentation to the class■ ■ ■Empathy BuildingOrder some glasses that simulate sensory deficits orblindfold the students and ask them to try to take pills asa patient would. Ask them to pour out a tablespoon ofmedication and then remove the blindfold and see howaccurate they were. You may also use noise-cancellingheadphones and have one student try to educate thehearing-impaired student in the proper method of takingmedication.■ ■ ■AudiovisualsPowerPoint presentations are available for everychapter, which you can adapt to your needs. You mayalso want to check with your favorite audiovisualcompany for videos, DVDs, or other media to showhow to administer medications. Many websites alsoprovide free animations and videos.■ ■ ■AncillariesBe sure to encourage students to use the bound-in discCalculating Drug Dosages. Assigning modules on thisCD will reinforce concepts taught in the textbook.For many students, especially those who have beenraised on computers and computer learning, computerexercises are the preferred method of learning.Additional activities available in the student resourcearea of DavisPlusinclude syringe pull activities; ananimation discussing medication absorption,distribution, metabolism, and excretion; and apreventing medication errors tutorial. Additionally,instructors have access to competency checklists forvarious procedures included in the book, which areavailable as an instructor resource on DavisPlus.Each competency has associated documentationexercises so that after you assess an individual’scompetency in a particular procedure, you can assesstheir documentation skills. Have students practice thecompetencies first, then use the checklist to evaluatetheir proficiency on a certain scheduled date. You maychoose to repeat the competencies later in the term, iftime allows. I have included numerous competencies.Choose those that are appropriate for what is allowedin your state or expected by your accrediting body.You may also choose to use mannequins rather thanhumans, if that is the standard in your area.Teaching This Courseix

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S A M P L ES Y L L A B U S■ ■ ■Pharmacology for HealthOccupationsALHN xxx(course name and # at your institution):Office:E-mail:Fax:Phone:Office Hours:COURSE DESCRIPTIONThis course is designed to enable Allied Healthstudents to acquire knowledge about pharmacology.The student will study pharmacokinetics andpharmacodynamics of the drugs by classifications,disease entity, and body system.CREDIT HOURS:CLASS MEETING TIME:REQUIRED TEXTBOOKWatkins, C:.Pharmacology Clear and Simple, ed. 2.Philadelphia: F.A. Davis, 2013.INTRODUCTIONWelcome to [Insert Your Class Title Here]. Thisoutline is intended to orient you to the course andprovide information related to grading, general courseexpectations, and the class schedule. Please feel free toask questions at any time. I am available to help makethis a valuable learning experience for you.COURSE OUTCOMESUpon completion of this course, the students willattain the following outcomes:Cognitive/Knowledge (what a student shouldknow from studying pharmacology)1. Define terminology associated with basicpharmacology.2. Identify the regulatory bodies responsible for drugsafety and reporting.3. Compare and contrast the mechanism of action,indications for, and side effects of various selecteddrug agents classified by body systems and/or drugfunction.4. Identify action, dose ranges, therapeutic uses,adverse effects, and drug interactions of thecommon classes of drugs.5. Select the administration route for the commonclasses of drugs.Behavior/Skills (what a student should be ableto do as a result of studying pharmacology)1. Use drug references to obtain information onunfamiliar drugs.2. Calculate drug dosages.3. Classify drugs according to their action and bodysystem affected.4. Interpret medication orders.Values/Attitudes (what additions or changesshould the student experience in interests,appreciation, beliefs, and judgments as a resultof studying pharmacology):1. Discuss ethical issues and professional standardsrelated to drug prescriptions, dispensing, andadministration.2. Describe alternative health measures and lifestylechanges that promote health.

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COURSE REQUIREMENTSSuccess in this class is contingent upon the following:• Complete all reading assignments.(No make-upquizzes will be given.)• Term paper — see below for details and gradingcriteria.• Homework assignments — see below for details andgrading criteria.• Competency checklistsAttendanceAttendance will be established by the completion ofthe homework assignment titled Syllabus Exercise. Ifthis is not completed by the due date, student will bemarked as “has not attended,” which will affectfinancial aid.GradesHomeworkStudents will have six homework assignments tocomplete over the course of the semester.Checkcalendar for due dates.CompetenciesStudents must complete satisfactory competencychecklists by the final exam date to pass this class.Details will be covered during the first class meeting.Term PaperEach student will submit a term paper covering thecertain drug or class of drugs that will be assigned.Check calendar for due date.Early papers will beaccepted. The paper must be typed, double-spaced,two to four pages long. A minimum of three referencesshould be used to derive the content of the paper.These references can include Internet sites,PDR,druginserts, and so on.Wikipedia is not an acceptableresource.The criteria for grading are listed below. Youmay e-mail papers to me in Word format. MicrosoftWorks and WordPerfect are not acceptable.You may attach this sheet to your paper when yousubmit it to your instructor, but it is not necessary. Useit as a guideline.Points for Course GradeSyllabus AssignmentExamsHomeworkTerm PaperCompetenciesTotalGrading Scale451–485412–450.5378–411.5339.5–377.5377 & below5 points350 points30 points50 points50 points*48593–100% = A85–92% = B78–84% = C70–77% = D0–69% = F* Individual competencies are designed to be given a specificpoint value or scored as pass/fail. Therefore, these points areflexible, according to how the instructor weighs the competencies.Sample Syllabusxi

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Term Paper Grading CriteriaPossible PointsPoints EarnedTitle page with title of paper, name, course, date, instructor’s nameIntroduction of drug: description of drug, classification (may be morethan one), names: generic, brand(s), chemicalPharmacodynamics: mechanism of action or how the drug works; includehow the drug is absorbed, distributed, metabolized, and excreted andwhether the drug is fat- or water-solubleIndications and usage: Who would use this drug, when would the drug beused (on what conditions, etc.)?Contraindications and warnings/precautionsAdverse reactions/effects: Are any specifically related to the field you are in?Interactions with other drugs and foodsDosage and administrationPatient educationMiscellaneous commentsTotal555555555550xiiSample Syllabus

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■ ■ ■Unit 1Introduction to PharmacologyO B J E C T I V E SAt the end of this section, the student will be able to:■Define key terms.■List three societies critical to the developmentand 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 theireffects on the body.■Compare and contrast the usefulness of differentdrug resources.■Differentiate between a side effect and an adversereaction.■List the seven rights of medication administration.■Explain the various considerations of medicationadministration.■Identify common abbreviations used in medicineadministration.■Outline special considerations when administeringmedications to the elderly and children.■Discuss cultural effects on drug use.■Name the actions taken with a patient, duringan emergency.■Describe the roles of OSHA, FDA, and DEA inpatient safety.■Discuss how drugs are developed.■Distinguish between brand, generic, and tradenames.■Know the slang names for illegal drugs.■Discuss why some drugs are controlled morestrictly than others.■Give an example of a drug from each controlledsubstances schedule and explain its classification.■Discuss the role of allied health professionals inrecognizing and reporting impaired patients andprofessionals.■Discuss precautions to ensure patient safety.■Identify the parts of a legal prescription.■Differentiate between three different types ofmedications order.■List which health-care providers are able to writeprescriptions.■Define abbreviations used in prescriptions.■Interpret labels safely.■Discuss the impact of e-prescribing on health-careconsumers.■ ■ ■Unit 2CalculationsO B J E C T I V E SAt 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 usedfor drug dispensing.■State the basic units of measurements in themetric system.Sample SyllabusxiiiContentTextbook ReadingHistory of PharmacologyChapter 1Basics of PharmacologyChapter 2Patient Safety in MedicationChapter 3AdministrationRegulationsChapter 4Prescriptions and LabelsChapter 5ContentTextbook ReadingBasic Review of MathematicsChapter 6Measurement SystemsChapter 7Dosage CalculationsChapter 8

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■Use conversion methods for each system ofmeasurement correctly and accurately.■Learn and understand the four methods forcalculating drug dosages.■Explain why certain calculations are consideredspecial and which populations are affected.■Explain how to reconstitute powdered medicationand calculate the desired dosage.■Discuss the factors that need to be consideredwhen calculating the dosages of parenteralmedications and the two ways intravenousmedications are administered.■Explain the calculation process for determiningfluid intake.■ ■ ■Unit 3Administration of MedicationsO B J E C T I V E SAt the end of this section, the student will be able to:■Define all key terms.■List the forms in which medications aremanufactured for the enteral route.■Differentiate how the different forms of drugsaffect the body.■Describe the possible enteral routes foradministering medications.■Describe how to administer oral medicationssafely.■Discuss the methods for administeringmedications through nasogastric or gastric tubes.■Explain why prescribers choose certain forms androutes over others.■Describe how to apply transdermal patches andother topical medications correctly.■Indicate how to administer ophthalmic, otic, andnasal medications correctly.■Describe how to insert vaginal medications safely.■List precautions for the safe administrationof inhalation therapy.■Choose the correct needle and syringe forparenteral injections.■Indicate how to inject IM, SC, and ID medicationssafely.■Indicate how to prepare the patient for IV therapy.■Distinguish between the solutions used inIV therapy.■ ■ ■Unit 4Classification of DrugsO B J E C T I V E SAt the end of this section, the student will be able to:■Define all key terms.■Differentiate between two primary routes ofmedication administration in the integumentarysystem and identify when each route wouldbe chosen.■Recall at least seven conditions affecting theintegumentary system and the medications usedto treat them.xivSample SyllabusContentTextbook ReadingEnteral Medications andChapter 9AdministrationParenteral Medications andChapter 10AdministrationContentTextbook ReadingIntegumentary SystemChapter 11MedicationsMusculoskeletal SystemChapter 12MedicationsNervous System MedicationsChapter 13Eye and Ear MedicationsChapter 14Endocrine System MedicationsChapter 15Cardiovascular SystemChapter 16MedicationsImmunological System MedicationsChapter 17Pulmonary System MedicationsChapter 18Gastrointestinal SystemChapter 19MedicationsReproductive and UrinaryChapter 20System MedicationsHerbs, Vitamins, and MineralsChapter 21

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■Identify the key features of the musculoskeletalsystem.■Discuss the importance of a healthy endocrineand nervous system to proper musculoskeletalfunctioning.■Recall at least five muscular system disordersand one appropriate treatment for each.■Discuss at least four bone or joint disordersand one appropriate treatment for each.■Identify the two major branches of the nervoussystem.■Identify four categories of medications usedto treat pain and fever.■Recall at least one category of medication usedto treat anxiety, insomnia, sedation, and seizures.■Identify at least one category of medication usedto treat behavioral, emotional, or mood disorders.■Identify one medication commonly used tostabilize mood in bipolar disorder.■Discuss medications used to treat psychosisand identify other disorders for which thesemedications may be prescribed.■Recall at least one category of drug used totreat dementia and two categories of drugs usedto treat Parkinson’s disease.■Compare and contrast the actions of localand general anesthetics.■Discuss how alcohol can influence medicationuse and its effect on the body.■List five parts of the eye and the function ofeach structure.■Recall three conditions related to the eye requiringtreatment with medications and provide an exampleof an appropriate medication for each condition.■Classify parts of the ear as belonging to theexternal, middle, or inner ear and discussthe function of each part.■Recall three conditions related to the ear requiringtreatment with medications and provide anexample of an appropriate medication for eachcondition.■Discuss six of the major endocrine glandsand their functions.■Differentiate between hypothyroidism andhyperthyroidism and identify the effects of eachon the body and the medications used to treateach disorder.■Contrast the three major disorders related topancreatic function and discuss the medicationsused to treat each.■Explain the proper way to handle, store, andadminister insulin.■Differentiate between adrenal gland insufficiencyand oversecretion and discuss the medicationsused to treat each one.■Discuss how the cardiovascular system functions.■Describe 10 categories of cardiovascularmedications and their uses and actions.■Discuss five categories of anti-inflammatorymedications, when they are used, and theiractions in the body.■Differentiate between the six classifications of anti-infectives and when each is used and their actionsin the body.■Compare the four different types of acquiredimmunity a body develops and how theyeach occur.■Identify at least three different types ofantineoplastic medications, when each is used,and their actions in the body.■Discuss the toxic effects that antineoplasticmedications have on patients and health-careworkers, including the proper handling of bothof these medications and patient secretions.■Describe how the respiratory system functionsto exchange oxygen and carbon dioxide.■Discuss the actions of mast cell stabilizers,bronchodilators, anticholinergics, xanthines, andbeta-adrenergic agonists used in the treatmentof asthmas and other respiratory disorders.■Describe two medications that may be usedto treat a viral respiratory illness.■Compare and contrast antitussive and expectorantmedications and discuss when each is appropriateto use.■Discuss tuberculosis, how it is treated, and why itsoccurrence 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 shouldbe treated.■Identify medications used to treat nauseaand vomiting.Sample Syllabusxv

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■Compare the different types of medicationsused to treat GERD and gastric ulcers.■Discuss medications used for gallstones, obesity,hemorrhoids, flatulence, stomatitis, and fungaland parasitic infections of the GI tract.■Discuss how overdose is treated.■Identify populations of patients needing nutritionalsupplements or those needing assistancedigesting their food and how each of theseare treated.■List actions of the reproductive hormones: FSH,LH, and ICSH.■Describe how contraceptives work.■Discuss the relation of diuretics to electrolyteimbalances.■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 Westernphilosophy as they relate to medicine.■Discuss why some patients prefer herbsto prescription medications.■Discuss why insurance companies do not usuallypay for herbal remedies.xviSample SyllabusSuggested Course Schedule for a 10-Week QuarterWEEKReading AssignmentsEvaluation12345678910Introduction to course and syllabusChapter 1: History of PharmacologyChapter 2: Basics of PharmacologyChapter 3: Patient Safety in Medication AdministrationChapter 4: RegulationsChapter 5: Prescriptions and LabelsChapter 6: Basic Review of MathematicsChapter 7: Measurement SystemsChapter 8: Dosage CalculationsChapter 9: Enteral Medications and AdministrationChapter 10: Parenteral Medications and AdministrationMidterm and/or CompetenciesChapter 11: Integumentary System MedicationsChapter 12: Musculoskeletal System MedicationsChapter 13: Nervous System MedicationsChapter 14: Eye and Ear MedicationsChapter 15: Endocrine System MedicationsChapter 16: Cardiovascular System MedicationsChapter 17: ImmunologicalSystem MedicationsChapter 18: Pulmonary System MedicationsChapter 19: Gastrointestinal System MedicationsChapter 20: Reproductive and Urinary System MedicationsChapter 21: Herbs, Vitamins, and MineralsFinal ReviewFinal Exam and final competenciesMidtermHomeworkMidtermHomeworkMidterm and FinalHomeworkMidterm and FinalHomeworkMidterm and FinalHomeworkCompetenciesFinal ExamTerm PaperFinal ExamTerm PaperFinal ExamTerm Paper

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