Running head: PHARMACOLOGY FOR BSN STUDENTS

Course Development Project:

Pharmacology for BSN students
Whitney Webb
Stevenson University
NURS 632 Curriculum Design and Innovation
Alwilda Scholler-Jaquish, PhD, RN
March 13, 2016

This Paper was prepared for NURS 632- Course Development Project. Spring 2016, 8 W1.

PHARMACOLOGY FOR BSN STUDENTS

Pharmacology for BSN students

Course Title: Pharmacology for Nursing Students
Prerequisites: Anatomy, Pathophysiology. To be taken concurrently with Foundations of
Nursing
Semester: Fall 2016
Purpose: Extensive comprehension of pharmacology concepts is critical to passing NCLEX
upon graduation. Knowledge of pharmacology is also a primary component of being a safe
practicing nurse working in healthcare. A strong pharmacology base is required for success
throughout the nursing program.
Description: Pharmacology for Nursing Students will be a 16-week traditional course. It will be
offered in the first semester of the nursing program (the beginning of the 3rd year of the BSN
program at Stevenson University). The course will require you to complete textbook readings
prior to each class meeting in order to master the content. Attendance will be required weekly, as
you will be responsible for content covered in class on exams. The class will meet in-person
weekly and there will be group work which may require meetings outside of the assigned weekly
3 hours of class. You should expect to participate in weekly discussions and engage with
classmates through group assignments.
External Factors: There are many external factors that influence the value of a course within a
larger nursing program. The need for the course is influenced by other programs in the region
and the level of need for nurses in the area. Baltimore has a strong need for nurses and while
there are many nursing programs in the area, pharmacology is a cornerstone in all of them.
Another external factor to consider is the academic setting itself. Stevenson is a small, private
university that is undergoing many changes to increase attendance throughout the school. There
are potential competitors in the area, but Stevenson is working to create programs that are
competitive and unique, such as the RN to BSN program that is completed online to encourage
working nurses to complete their BSN (Stevenson University, 2015).

PHARMACOLOGY FOR BSN STUDENTS

Pharmacology is critical to meet accreditation requirements for the nursing program. An

effectively taught pharmacology course is a necessity for any nursing program, as 12-18% of the
2013 NCLEX questions were focused on pharmacological and parenteral therapies (NCSBN,
2012). Academic institutions must meet a minimum NCLEX pass rate to maintain their
accreditations to teach nursing, meaning that content routinely featured on the NCLEX must be
covered thoroughly. Without the proper accreditations, it is also likely that the nursing program
will lose funding or be forced to shut down, placing a stronger emphasis on teaching important
pharmacology concepts.
Internal Factors: This pharmacology course is fairly simple to maintain and will need minimal
resources from the university. It will require the university to provide 3 hours of classroom space
weekly, one week will require the use of a computer lab. There will be library usage, either
online or in-person to complete case studies independently and within groups outside of the 3
hours weekly designated class time.
The philosophy of the university nursing program focuses on both the academic and
practice dimensions of nursing with an emphasis on scholarship (Stevenson University, 2015).
This pharmacology course is primarily academic but has a practice component when focusing on
the technology concept. The course also features many assignments and learning methods to
encourage scholarship and learning among the students. The concepts taught in this course can
also be applied to other courses within the program, such as medical-surgical nursing.
Course Competencies: At the completion of this 16-week course, the student will

Use computer simulations to accurately document medication administration using

electronic health record documentation systems including EPIC.

Compare current practice and recommended best practices through group discussion

and case studies.

Recognize and classify pharmacological interventions for treating infection.

PHARMACOLOGY FOR BSN STUDENTS

Compare the ways that the body metabolizes drugs through group case studies and

concept map development.

Demonstrate clinical decision-making and critical thinking during group discussions

and role-playing scenarios.

Compare pharmacological interventions for pain by completing case studies and
textbook readings, and participating in group discussions.

Course Materials/Resources:
Required:
Burchum, J. (2016). Evolve Resources for Lehne's pharmacology for nursing care. In
Evolve. Retrieved from https://evolve.elsevier.com/cs/product/9780323322614?
role=student
Free video clips, case studies, animations & review questions to accompany
required textbook & study guide
Rosenjack Burchum, J., & Rosenthal, L. D. (2015). Lehne's Pharmacology for Nursing
Care (9th ed.). N.p.: Saunders.
Required course textbook source of weekly readings
Rosenjack Burchum, J., & Rosenthal, L. D. (2015). Study guide for Lehne's
Pharmacology for Nursing Care (9th ed.). N.p.: Saunders.
Workbook designed to compliment textbook, contains questions and study guide
Recommended:
Gordon, M. (2016). Online pharmacology for nurses and nursing students. In Nursing
Pharmacology. Retrieved March 7, 2016, from
http://nursingpharmacology.info/index.htm
Website with practice questions & case studies, organized by drug class
Kaplan. (n.d.). NCLEX-RN Medication Flashcards (4th ed.). N.p.: Kaplan.
Flashcards to assist with studying for exams
Learning Nurse. (2016). Learning nurse tests and quizzes. In Learning Nurse Resources
Network. Retrieved from
http://www.learningnurse.org/index.php/assessment/quizzes
26 medication-related quizzes to test knowledge independently
Mosby's. (2016). Mosby's 2017 Nursing Drug Reference (30th ed.). N.p.: Elsevier.
Excellent resource for quickly accessing information on medications
Page, S. (2016). Nursing videos. In Registered Nurse RN. Retrieved March 7,
2016, from http://www.registerednursern.com/
Videos explaining dosage calculations, pharmacology study tips, acid-base

PHARMACOLOGY FOR BSN STUDENTS

balances, & other topics videos will be referenced in lectures, some

utilized in classroom

Learning Strategies:
1. Case studies Case studies are commonly used in teaching to bind theory and practice to
increase student comprehension of topics (Barkley, Cross, & Major, 2005). Case studies
will be completed both individually and with small groups. The focus of the case studies
will be medication scenarios that could happen in real practice to encourage clinical
decision-making and judgment growth. A case study will specifically be used when
studying respiratory medications: the focus will be on the appropriate use of different
inhaled medications for patients with asthma.
2. Group discussion Group discussion on any scale connects learning with intention,
giving meaning to the concepts being taught (Ellis et al., 2006). Discussions will be
conducted in small groups and as a class. The focus will mostly be on the concepts of
clinical decision-making and safety in order to provoke deeper thoughts about the isuses
that the students will face in clinical practice. An example of a group discussion topic to
be used will focus on the clinical-thinking used behind a parameter based medication: for
instance, a patient is prescribed three new medications and begins to have signs of a mild
allergic reaction. The discussion would focus on the key points of the issue, patient
safety, and the different decisions that could be made to keep the patient safe.
3. Simulation Simulation will be utilized in the course via the use of electronic
documentation systems. By using the documentation simulators, students will become
more familiar with the documentation theyll be required to complete in clinical rotations.

PHARMACOLOGY FOR BSN STUDENTS

They will also have the ability to practice with new medication-safety technology, such as
barcode scanning of medications.
4. Concept maps Concept mapping is a way for visual learners to organize information on
complex topics in an effective way. Developing concept maps is a way to facilitate
effective learning and fill in knowledge gaps that may exist (All, Huyke, & Fisher,
2003). Concept map creation will account for a portion of each students course grade. A
concept map will be created for one drug class for two concepts, specifically cardiac and
anti-infection medications.
5. Lecture- All concepts will have a lecture component to accommodate auditory learners in
the class. The lecture will build on the pre-class readings for each concept to encourage
optimal comprehension of the material. For the acid-base concept, students will complete
the pre-assigned textbook reading prior to class and a PowerPoint will accompany the
lecture.
6. Textbook reading Textbook readings will be completed prior to each class to utilize a
flipped curriculum in which students learn the content independently and master the
information when in the classroom to increase exposure to each concept (Dalton, Gee, &
Levett-Jones, 2014). Students often find drug metabolism to be a complex concept and it
is one in which understanding is essential to mastering many other concepts. By utilizing
textbook readings prior to class, students can begin to understand the topic independently
but master the topic through other learning methods and asking questions in class in order
to fully comprehend all aspects.

PHARMACOLOGY FOR BSN STUDENTS

Course Content:
Content
Week 1

Week 2

1. Basics of medication administration

a. 5 Rights
b. FDA approval process
c. Nursing responsibility in medication
administration
d. Dosage overview
e. Medication error prevention
2. Pharmacology basics
a. Metabolism of drugs
b. Considerations for pediatrics & geriatric
patients
c. Cultural implications of pharmacology
d. Drug preparations
e. Routes of administration
1. Acid-Base & Fluid medications
a. Fluid replacements
i. IV solutions (Hypertonic, hypotonic,
& isotonic)
b. Acid-base management
c. Blood administration
2. Analgesics
a. Non-pharmacological pain control
b. Pharmacologic pain control
i. Narcotics
ii. NSAID
iii. Anesthetic agents
iv. Inflammation

Week 3

Week 4

Endocrine Medications
a. Adrenal gland management
b. Pituitary management
c. Thyroid management
d. Diabetes
i. Type I diabetes
ii. Type II diabetes
iii. Insulin overview
e. Steroids

Week 5

1. Nervous System Medications

a. Autonomic nervous system

Assignments
Textbook
readings

Textbook
readings

Exam 1
(Content Week 1
& 2)
Textbook
readings

Textbook
readings

PHARMACOLOGY FOR BSN STUDENTS

Week 6

i. Adrenergic Agonists
ii. Adrenergic blocking agents
1. Alpha blockers
2. Beta blockers
b. Parasympathetic Nervous system
i. Cholinergic agents
ii. Anticholinergic agents
c. Anticonvulsants/Anti-epileptics
d. Depression/bipolar disorder management
e. Anxiety/Insomnia treatment
f. Antidepressants/Antipsychotics
g. Parkinsons management
h. Drugs to manage dementia/Alzheimers
1. Nervous System Medications
a. Autonomic nervous system
i. Adrenergic Agonists
ii. Adrenergic blocking agents
1. Alpha blockers
2. Beta blockers
b. Parasympathetic Nervous system
i. Cholinergic agents
ii. Anticholinergic agents
c. Anticonvulsants/Anti-epileptics
d. Depression/bipolar disorder
management
e. Anxiety/Insomnia treatment
f. Antidepressants/Antipsychotics
g. Parkinsons management
h. Drugs to manage dementia/Alzheimers

Week 7
Week 8

Week 9

1. Cardiac Medications
a. Heart Failure
b. Vasodilators
c. Vasoconstrictors
d. Dysrhythmia
e. Lipid disorders
f. Myocardial Infarction/Cerebrovascular
Accident
1. Infection management
a. Antibiotics
b. Antivirals
c. Antifungals
d. Antiparasitics
e. TB Management
f. Antipyretics

Textbook
readings
Individual case
study due prior
to class

Exam 2 (Weeks
4-7)
Textbook
readings

Textbook
readings
Cardiac
Medication
concept map
due in class

PHARMACOLOGY FOR BSN STUDENTS

Week 10

g. Vaccines
1. In-class time for group concept map for antiinfective medication class
a. To be turned in prior to exam 3
2. Medication documentation
a. Electronic medical record use
b. Technology to improve medication safety
c. Work in computer lab

Week 11

Week 12

Week 13

Week 14

Week 15

1. Medication absorption overview

2. Gastrointestinal Medications
a. Peptic ulcer disease
b. Antiemetics
c. Diarrhea
d. Constipation
1. Hematologic Medications
a. Anticoagulants
b. Antiplatelets
c. Thrombolytics
d. Fibrinolytics
2. Antineoplastic Medications
a. Chemotherapy
1. Respiratory Medications
a. Bronchodilators
b. Anti-inflammatory agents for airways
c. Mucokinetics
d. Antitussives
e. Cold management
i. Decongestants
f. Allergy management
i. Chronic
ii. Emergency
1. Musculoskeletal Medications
a. Bone disorder management
b. Joint management
c. Muscle spasm management
2. Genitourinary Medications
a. Diuretics
b. Male
i. Prostate management
c. Female

Exam 3
(Weeks 8-10)
Group Concept
map due before
exam
Textbook
readings

Textbook
readings

Textbook
readings
Group case
study to be
completed in
class

Textbook
readings

PHARMACOLOGY FOR BSN STUDENTS

10

i. Hormonal birth control

Week 16

Final Exam
Cumulative

Assessments: Students will have different types of assessments to accommodate multiple

learning styles. These will include

Exams There will be 3 exams and one final exam over the 16-week course. Each will
be worth 15% of the total course grade. The three exams will include 50 multiple-choice
questions and 5 short-answer questions. The final exam will be cumulative and consist of
100 multiple-choice questions and 5 short-answer questions.
o Exam 1: Basics of medication administration, Pharmacology basics, Acid-base &
fluid management, analgesics
o Exam 2: Endocrine & nervous system medications
o Exam 3: Cardiac & infection management medications, principles of medication

documentation
Concept maps Each worth 10% of final grade
o Cardiac medications Students will create a concept map for one drug class of
cardiac medications (example: beta blockers). The concept map will include, but
not be limited to: naming practices, purposes, most commonly used, side effects,
known drug interactions, pharmacokinetics, pharmacodynamics, and
contraindications. This will be completed independently.
o Anti-Infective medications - Students will create a concept map for one drug class
of infection control medications (example: antivirals, cephalosporins). The
concept map will include, but not be limited to: naming practices, purposes, most
commonly used, side effects, known drug interactions, pharmacokinetics,
pharmacodynamics, and contraindications. This will be completed in studentselected groups of 3. Students will be given 30 minutes of class time to work on
concept map, with remaining work to be completed outside of class.

PHARMACOLOGY FOR BSN STUDENTS

11

Case studies Each worth 10% of final grade

o Respiratory medications Case study will be completed in groups of 5 during
class. The case study will focus on knowledge of inhaled respiratory medications
and clinical decision-making skills. It will consist of 5 short-answer questions.
Students will complete this case study over 30 minutes in class.
o Anti-epileptic drugs (AEDs) Students will complete a case study independently
outside of class. A scenario will be presented regarding a seizure patient, students
must answer 5 associated questions to demonstrate knowledge of AEDs and their
use in the clinical setting. This will be completed outside of class.

References
All, A. C., Huycke, L. I., & Fisher, M. J. (2003, November). Instructional tools for nursing

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12

education: Concept maps [Electronic version]. Nursing Education Perspectives, 24(6),

311-317.
Barkley, E. F, Cross, K. P. & Major, C. H. (2005) Collaborative Learning Techniques: A
Handbook for College Faculty. San-Francisco: Jossey-Bass.
Dalton, L., Gee, T., & Levett-Jones, T. (2014). Using clinical reasoning and simulation-based
education to flip the enrolled nurse curriculum [Electronic version]. Australian Journal
of Advanced Nursing, 33(2).
Ellis, R., Goodyear, P., Prosser, M., & O'Hara, A. (2006, July 5). How and what university
students learn through online and face-to-face discussion: conceptions, intentions, and
approaches [Electronic version]. Journal of Computer Assisted Learning, 22(4), 244-256.
Keating, S.K. (2015). Curriculum development and evaluation in nursing (3rd ed.). New York,
NY: Springer.
National Council of State Boards of Nursing (NCSBN). (2012). NCLEX-RN examination test
plan.
Scholler-Jaquish, Comp A. (2013). Teaching and evaluation strategies in nursing education,
Retrieved from http://publish.jblearning.com/ebooks/ebookshelf
Stevenson University. (2015). RN to BS in nursing. In Stevenson University. Retrieved March 7,
2016, from http://www.stevenson.edu/graduate-professional-studies/adult-undergraduateprograms/rn-bs-nursing/