1

Great Lakes University

School of Nursing
Bachelor of Science in Nursing

NURS 211: Pharmacology for

Nursing Practice

Spring 2017

INSTRUCTOR

Michelle A. Stimson, MSN, RN, CEN, CCRN

Office HHS 240 Phone (517)-333-XXXX
E-mail michelle.stimson@schoolofnursing.edu
Office Hours Office Hours--Tuesdays from 2p-4p by appt.

Course Description
This course provides the undergraduate nursing student an overview of pharmacology-related
concepts within the context of nursing practice. Students will examine the pharmacokinetics and
pharmacodynamics of commonly-used drug classifications, as well as, physiological, genetic,
and age-related implications. Dosage calculations and safe administration practices are also
explored. The nursing process is used as the context for teaching nursing responsibilities with an
emphasis on assessment, teaching, and evaluation (ANA, 2010; Jessup, 2012; Lott, 2017).

Credit Hours: 3

Requisites: Successful completion of MATH 120, BIOL 150 & 151 with a 2.5 or higher;
NURS 201 concurrently.

Course Outcomes
1. Describe the characteristics of commonly-used drug classifications and selected prototypes in
terms of the following: mechanism of action; therapeutic use; side effects and adverse effects;
toxicity and overdose management; interactions; and nursing responsibilities related to
administration, monitoring, and teaching (ANA, 2010; Ingraffia-Strong, 2012; Lott, 2017).
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2. Describe strategies employed for patient safety during the preparation and administration of
medications (QSEN, n.d.; Smithers, n.d.).

3. Demonstrate competency in performing clinical drug and dosage calculations (Lott, 2017;
QSEN, n.d.; Smithers, n.d.).

4. Contrast the principles of pharmacology across the lifespan including the effects of race,
gender, and ethnicity (QSEN, n.d.; Jessup, 2012).

5. Describe the nursing role in the administration of medications as it relates to: the promotion
of patient teaching; selected legal and ethical aspects; the utilization of health information
technology; and identification of appropriate resources to update personal knowledge of
medications (ANA, 2010; Ingraffia-Strong, 2012; Lott, 2017; QSEN, n.d.).

Instructional Delivery Method & Schedule

Interactive lecture, assigned readings, online group discussion, case study analysis, pair-share
activities, audiovisual materials, and in class/online drug dose calculation practice (Ingraffia-
Strong, 2012).

While the professor will provide guidance and consultation, the student is responsible for
identification of learning needs, self-direction, and seeking consultation and help as needed to
achieve course objectives. Class time is used for application and clarification of what has already
been learned outside of class (Smithers, n.d.).

Thursday, 9am-12noon. HHS 202.

A detailed calendar regarding weekly lecture topics and in-class assignments is provided.

Professional Standards & Guidelines

The curriculum is guided by the following documents and philosophical underpinnings:

1. Scope and Standards of Practice for Nursing Professional Development (ANA, 2010):
emphasis on compassionate, high-quality, individualized nursing care (nursing process, Code of
Ethics, and evidence-based practice).

2. Progressivism theory: emphasis on critical thinking, problem-solving skills, real-life

application, and active learning (Billings & Halstead, 2012).

3. Reconstructionism theory: emphasis on improving the human condition and societal needs in
relation to safe medication practices (Billings & Halstead, 2012).

4. Quality and Safety Education for Nursing (QSEN) pre-licensure competencies: emphasis on
safety, informatics, and evidence-based practice (QSEN, n.d.).
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Required Course Materials

Burchum, J. R., & Rosenthal, L. D. (2016). Lehne's pharmocology for nursing care (9th ed.). St.

Louis, MO: Elsevier. ISBN: 978-0323321907

Ogden, S., & Fluharty, L. (2015). Calculation of drug dosages (10th ed.). St. Louis, MO:

Elsevier. ISBN: 978-0323310697

Recommended Course Materials

Nursing Drug Handbook (current year)

Simple calculator--non scientific

Course Learning Activities & Assessment Methods

Course Percent of
Assignment Outcomes Grade Due Date

Unit Exams 1, 2, 3, 4 60% 2/2, 3/2, 3/30 & 4/27

Taken in class. No
Quizzes 1, 3, 4 10% quizzes on the same
day as unit exams.
Discussion Board 1/15, 2/12, 3/12 &
2, 4, 5 15% 4/16 by 11:59pm
Postings
Case Study #1-2/26
Case Studies 1, 3, 4, 5 15% Case Study #2-3/26
by 11:59pm
Module: 1/29 by
Math Module& 11:59pm
3 Pass/Fail Med Math Exam:
Med Math Exam
2/2

School of Nursing Grading Scale

To satisfactorily complete this course, the student must achieve the following:

Minimum of a 2.5 (theory component) and satisfactory completion of all course requirements.

Grades are not “rounded up”. For example, if the final computed grade is 79.9%, it will remain
79.9% and will not be “rounded up” to 80% (LCC, 2016).
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Students who fail a nursing course may not continue to attend any course activities (such as
theory, lab, or clinical) once they have been notified of a course or clinical failure (LCC, 2016).

Any student who makes a grade of less than 2.5 in any nursing course will be ineligible to
continue in the nursing program. Courses must be taken in the prescribed sequence (LCC, 2016;
Sperry, 2015).

A letter grade will be given based on points accumulated (Gingrich, 2015).

Nursing program theory grading is based on the following scale (LCC, 2016):

91-100%. . . . . . . . .. .. 4.0

86-90%. . . . . . . . . . . . 3.5

81-85%. . . . . . . . . . . ..3.0

76-80%... . . . . . . . . .. 2.5 minimum passing grade

71-75%. . . . . . . . . . . . 2.0

66-70%. . . . . . . . . . . . 1.5

60-65%. . . . . . . . . . . . 1.0

0-59%. . . . . . . . . . . . .0.0

Code of Conduct
The University Student Code of Conduct process is designed to be both educational and
developmental. Each student is expected to abide by the standards set forth by the University.

Students are responsible for their own behavior, and when reasonable, the behavior of their
guests. The Student Code of Conduct process is different from criminal or civil court
proceedings. Any student found in violation of the policies outlined under the Student Code of
Conduct will be subject to disciplinary action.

The following behaviors will not be tolerated and may result in being removed from a course,
program, and/or the University altogether:

Harassment/Bullying/Cyber-Bullying – unwanted verbal, psychological, physical, and/or

electronic behavior conducted by an individual or group against another individual. Behavior
that is severe, pervasive, or persistent to a degree that a reasonable person similarly situated
would be prevented from accessing an educational opportunity or benefit. This behavior
includes, but is not limited to, verbal abuse, threats, intimidation, harassment, and coercion. In
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addition, harassment may be conducted by a variety of mediums, including but not limited to,
physical, verbal, graphic, written, or electronic means (GUNP, 2016).

Discrimination – Any act or failure to act that is based upon an individual’s or group’s actual or
perceived status (race, ethnicity, gender, etc.) that limits or denies the ability to participate in or
benefit from the University’s educational program or activities (GUNP, 2016).

Dishonest Behavior: (GUNP, 2016)

 Engaging in any form of dishonesty including: cheating, plagiarism,

fabrications, or assisting others in doing so.
 Knowingly furnishing false information to the University or
misrepresentation of information about oneself or others.
 Engaging in forgery, alteration, or unauthorized use of University records,
documents, or instruments of identification.
 Misusing financial assistance (aid) through fraud or abuse.

Disorderly Conduct -Unreasonable or reckless behavior by an individual or group that creates a

potentially unsafe situation to members of the community; disrupts the peace; interferes with the
normal operation of the University or University sponsored events; and/or infringes on the rights
of others (GUNP, 2016).

Disruption - Conduct that a reasonable person would view as substantially or repeatedly

interfering with the normal functioning of a class, clinical setting, co-op setting, residence hall or
other setting is prohibited. Additionally, conduct that interferes with, impairs, or obstructs the
orderly conduct, processes and functions of the University or which may adversely and
unreasonably impinge on the legitimate interest of others is prohibited (GUNP, 2016).

The following are examples of disruptive behavior (but not limited to): (GUNP, 2016)

 Use of profanity or derogatory language

 Intoxication
 Verbal abuse (i.e., taunting, badgering, intimidation)
 Harassment (i.e., use of fighting works,” stalking)
 Threats to harm oneself or others
 Behaviors that interfere with an academic activity
 Physical violence (i.e., shoving, grabbing, assault, use of weapons)

Personal Conduct - Conduct violating contemporary community standards of morality will not
be tolerated. In addition, any activity not in conjunction with the University’s Mission Statement
will not be tolerated. Any type of lewd or indecent conduct on University property or at
University sponsored events, whether on- or off-campus, will also not be tolerated. Every student
is expected to be a Good Samaritan and provide help when needed or inform the proper
University office if another student or member of the community is in distress (GUNP, 2016).
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Threatening Behaviors - an expressed or implied threat to interfere with an individual's health

or safety, or with the property of the University, or property on University premises belonging to
others, which causes a reasonable apprehension or fear that such harm or injury is about to occur.
Threatening behaviors may include threat and intimidation (GUNP, 2016).

Threat – written or verbal conduct that causes a reasonable expectation of injury to

health or safety of any person or damage to any property.

Intimidation – Intimidation is defined as implied threats or acts that cause a reasonable

fear of harm

Plagiarism--Plagiarism is the inclusion of someone else's words, ideas or data as one's own
work. When a student submits work for credit that includes the words, ideas or data of others, the
source of that information must be acknowledged through complete and accurate documentation,
specific footnote references, and, if verbatim statements are included, through quotation marks as
well (Harvard University, n.d.).

Examples (including but not limited to): (Harvard University, n.d.).

 Whenever one quotes another person's actual words.

 Whenever one paraphrases another person's idea, opinion, or theory.
 Whenever one borrows facts, statistics, or other illustrative materials,
unless the information is common knowledge.

Fabrication--Fabrication is the falsification of information or research (GUNP, 2016; Harvard

University, n.d.).

Examples (including but not limited to): (GUNP, 2016; Harvard University, n.d.)

 Citing information not taken from the source indicated.

 Listing sources in a bibliography not used in the academic exercise.
 Inventing data or source information for research or other academic
exercise.
 Taking a test for someone else or permitting someone else to take a test for
you.

Cheating--Cheating is the practice of defrauding, swindling, or acting dishonestly (GUNP,

2016).

Examples (including but not limited to): (GUNP, 2016)

 Copying from another student's test and/or other assignments.

 Actively allowing another student to copy information from one’s own test
or assignments.
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 Using unauthorized materials or equipment during a test, e.g. notes,

formula lists, notes written on student’s clothing, etc.
 Falsifying reports of clinical visits, laboratory exercises, and/or field
experiences.

Students who, for whatever reason, submit work that is not their own or work without clear
attribution to its sources will be subject to disciplinary action and possible withdraw from the
University (GUNP, 2016).

Attendance
Attendance and active participation in class is highly recommended. Classroom instruction will
start promptly as scheduled. The classroom door will be locked once class has started. Students
who arrive late should enter class during the first break period. If a student is unable to attend a
scheduled class, the student will assume responsibility for content and assignments missed. The
student also should contact faculty prior to any classroom absence.

Clinical Attendance

Clinical tardiness will not be tolerated. Students must be at their assigned locations at the time
designated by the clinical instructor and be prepared to begin the clinical experience. Failure to
do so will result in a tardy.

Arriving more than 5 minutes after the designated start time for any clinical experience is
considered a tardy. All tardy occurrences will be included in the clinical evaluation. A student
who incurs 2 tardies will have a meeting with the clinical instructor and placed on clinical
probation. A third tardy may result in the student failing the clinical portion of the course.
(SWOSU, 2016).

Any student who arrives more than 15 minutes after the designated start time for any clinical
experience will be sent home and a clinical absence will occur (UPMC, 2016).

Students are expected to attend all clinical experiences. Clinical education is essential for
meeting course and program objectives. Great Lakes University will not accept any pre-excused
absences from clinical such as planned vacations, weddings or other work schedules (LCC,
2016). Any student who is absent for clinical must notify the clinical instructor at least 2 hours
prior to the start of clinical. Students who are not able to attend clinical will be given an
academic activity to complete and turn into the clinical instructor. The activity assigned will take
approximately the same number of hours to complete as the assigned clinical time that was
missed and will assigned by the clinical instructor (LCC, 2016).

A student who is absent from clinical due to an infectious disease will need to submit
documentation from a physician or nurse practitioner prior to returning to the clinical setting
(UPMC, 2016).
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In the event an instructor must send a student from the unit for any reason including illness,
violating school policy, unsafe clinical behavior, or inappropriate professional behavior, the
occurrences will be counted as a clinical absence for that day (UPMC, 2016).

Students are only permitted to have 2 clinical absences per course. Missing more than two days
will result in an automatic clinical failure. Students are urged to only be absent due to illness or
extenuating circumstances (UPMC, 2016).

Non-Discrimination Policy Statement

Great Lakes School of Nursing is committed to supplying an environment for students, faculty
and staff that ensures educational and employment choices are based on individual abilities and
qualifications. The School of Nursing does not discriminate in educational programs or
employment terms based on race, color, sex, age, religion, national origin, creed, disability,
veteran’s status, sexual orientation, disability, height, weight, or other status as protected by the
law. The college bans retaliation or reprisals towards any person in situations revolving around
filed complaints or reports, investigations, or contested unlawful discrimination. This policy
pertains to admissions, employment, entry and treatment in the college programs and activities.
All person employed by Great Lakes University, enrolled as a student, requesting employment,
seeking admission or having contacts with the college will adhere to this policy (LCC, 2016;
UNC, 2013).

Americans with Disabilities Act

Sufficient accommodations will be provided to qualified students with disabilities, if it is

determined that the disability does not impede the student from meeting the conditions which are
vital to successfully complete the educational objectives of the curriculum. This will be
determined on a case to case basis and approved by the faculty of the school of nursing.

Great Lakes University is compelled to follow the constraints of the American with Disabilities
Act, Amendments Act and Section 504 of the Rehabilitation Act. If you are a student with a
disability or think you may have a disability, contact the Disabilities Service office at 616-958-
5522 or email ecds@greatlakes.edu to discuss the request further. The Disabilities Services
office will help the student establish eligibility for any needed accommodations. This office will
also provide resources and services to eligible students. Any student registered with Disabilities
Services should contact the instructors as soon as possible with assistance with classroom
accommodations (FSU, 2015; UNC, 2013).

Specific Course Polices

Classroom/Online Learning
This is web-enhanced course. Students need to have the skills necessary to use the internet, as
well as a basic understanding of how to download and print documents. Students need a TUID
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and password to log into the course. If you do not know your TUID or have forgotten your
password, contact Technology Services at 517-333-XXXX or helpdesk@greatlakes.edu
A tutorial link and frequently asked questions regarding this online platform are available at
http://www.schoolofnursing.edu/onlinelearning (Ingraffia-Strong, 2012; Lott, 2017).

Misconduct During Testing

Examples of misconduct during testing are listed below. Any student engaging in such behavior
will be dismissed and receive zero points for the quiz/exam (Ingraffia-Strong, 2012; Lott, 2017).

 Being late (see more details under unit exams and quizzes).
 Using electronic equipment such as pagers, cellphones, iPod’s or PDA’s.
 Giving or receiving help during the quiz or examination or being suspected of doing so.
 Using prohibited aids, such as reference materials, websites, listening devices, or recordings.
 Sharing information about the test and test questions with any unauthorized person.

Testing Procedures (Lott, 2017):

 Faculty will distribute blank paper if needed for the exam.
 All paper will be returned with the exam.
 Faculty will distribute calculators for an exam containing math questions.
 Faculty will ensure that students remove all items from the desk top.
 Faculty will ensure that students remove all hats/caps during the exam.
 Faculty may request that work be shown for math problems.
 Multiple forms of the exam may be given, or questions may be scrambled.
 Faculty may assign student seats during an exam.

Late Assignment Policy

 All late assignments will lose 5% for each day beyond the scheduled due date
unless prior arrangements have been approved by the instructor (Lott, 2017).

Extra Credit
 Extra credit is not available for this course.

Student Success in NURS 211:

 Attend all scheduled classes (Jessup, 2012).
 Take time to do the readings and define key terms (Sperry, 2015).
 Complete all required readings and learning activities prior to arriving to
class. The study of pharmacology by its very nature is content-heavy and
detail-oriented; not all content will be covered in class (Lott, 2017; Smithers,
2015).
 Review Anatomy and Physiology concepts corresponding with the drug
categories as needed (Sperry, 2015).
 Actively seek clarification and assistance (Sperry, 2015).
 Be prepared for inevitable technology breakdowns; have a back-up plan in
case your computer does not cooperate at the last moment (Lott, 2017).
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Proposed Course Schedule

MODULES & TOPICS ASSIGNMENTS

DATES
Read the syllabus and become
familiar with the course structure

Readings:
Pharmacology Basics
Unit 1 Burchum & Rosenthal: Chapters
The Nursing Process 2, 3, 4, 5, 6 & 7
January 9th - and Drug Therapy
February 5th Ogden & Fluharty: Chapters 6, 8,
15, 16 & 18
Medication Safety

Math Module: 1/29 by 11:59pm

Unit 1 & Med Math Exam: 2/2
Readings:
Pain and Inflammation
Unit II Burchum & Rosenthal: Chapters
20, 21, 22, 24, 28, 57, 58, 67 & 71
CNS Agents
February 6th-
March 5th Unit 2 DB Post: 2/12 by 11:59pm
Endocrine Agents Case Study #1: 2/26 by 11:59pm
Unit 2 Exam: 3/2
Readings:
Cardiovascular Agents
Unit III Burchum & Rosenthal: Chapters
41, 42, 44, 45, 47, 48, 49, 50, 52 &
Respiratory Agents
76
March 6th-
April 2nd Hematologic Agents Unit 3 DB Post: 3/12 by 11:59pm
Cast Study #2: 3/26 by 11:59pm
Unit 3 Exam: 3/30
Readings:
Anti-Microbial Agents
Burchum & Rosenthal Chapters:
Unit IV Psychiatric Agents 8, 10, 11, 31, 32, 33, 35, 83, 84, 85 &
93
April 3rd- Lifespan, Cultural,
May6th Legal & Ethical Posted Online Readings
Considerations
Unit 4 DB Post: 4/16 by 11:59pm
Unit 4 Exam: 4/27
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Course Learning Activities

Unit Exams--(60%)

Students will complete four unit examinations. Each exam is worth a possible 100 points. The
exams are written in NCLEX-style (National Council Licensure Examination for Registered
Nurses) format, i.e. multiple choice, matching, fill in the blank, true false and multiple select.
Examinations will be proctored by faculty on campus or in the assessment center. Seventy-five
minutes will be given to complete each exam beginning and ending at a scheduled time (Billings
& Halstead, 2012; Gingrich, 2015; Lott, 2017).

Exams must be taken as scheduled. Students who are late for an exam may not have the full 75
minutes to complete the exam. Students arriving later than their assigned time should call the
nursing office at (517) 333-XXXX and leave a message for the course faculty Make-up exams
will only be given for EXTRAORDINARY circumstances (Gingrich, 2015; Lott, 2017; Sperry,
2015).

 Terms for make-up exams:

 Examination must be taken PRIOR to the next scheduled class period.

Arrangements for make-up exams must be made with the instructor. It is
the student’s responsibility to contact the instructor for a make-up exam
(Lott, 2017; Sperry, 2015).

 Failure to take the test as originally scheduled or at the scheduled make-up

time may result in a grade of 0 percent (Lott, 2017; Sperry, 2015).

Quizzes--(10%)

Students will complete 5 quizzes throughout the semester. Each quiz is worth 10 points. Quizzes
will be used to assess knowledge and comprehension of the assigned reading materials. The
lowest quiz score will be dropped at the end of the semester. Quizzes will be taken in class
throughout lecture. No make-up quizzes will be given to students who are late or absent
(Billings & Halstead, 2012; Ingraffia-Strong, 2012; Lott, 2017)

Discussion Board Postings--(15%)

Students will participate in online discussions throughout the course. Online discussions assist
students in preparing for class activities, giving and receiving peer feedback, and allow more
quiet students a chance to speak. Students will receive a grade for each of the three discussion
board postings (no discussion board postings are required for Unit I). Each module's
participation represents 20 points, or 5% of the total grade. There are three required postings for
each module with each module lasting 3-4 weeks in length. Postings should be substantive and
spread throughout the module. Deductions will occur if all postings occur in one single day or
only toward the end of the module, lack in-depth critical thinking and analysis, and/or support
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from outside resources. See the discussion board posting rubric for more details (Billings &
Halstead, 2012; Colley, 2017; CUCTE, 2016).

Case Studies--(15%)

Students will complete two online case studies each worth a possible 40 points . The case studies
focus on the nursing role as it relates to responsibilities of medication administration,
monitoring, teaching, medication safety, and lifespan considerations. Students are expected to
use course readings and scholarly sources to support their work. See the case study grading
rubric for more details (Billings & Halstead, 2012; Mills et al., 2014).

Math Module & Medication Math Exam--(Pass/Fail)

Students will complete a comprehensive online math module that evaluates the understanding of
strategies employed for patient safety during the preparation and administration of medications, as
well as competency in performing drug dose calculations. The online math module assigned in
Unit I is in lieu of an online discussion board posting. Completion of the module is strictly
pass/fail. More details regarding the online module are provided on the course site and will be
discussed on the first day of class (Ingraffia-Strong, 2012; Lott, 2017).

Medication Math Exam:

The medication math exam will be taken concurrently with the Unit I Exam. Students must
earn at least 90% or greater on the Medication Math Exam in order to meet the
requirements of NURS 211. Failure to do so results in a course grade of 1.5 (Billings &
Halstead, 2012; Lott, 2017).
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Grading Rubric for Discussion Board Postings

Below Expectations Needs Improvement Meets Expectations Exceptional

Student comments
Student comments have Student comments Student comments are
demonstrate an
minimal substance. demonstrate a superficial thoughtful and demonstrate
understanding of the
A. Critical Thinking Postings are illogical grasp of the material. deep, substantive
material. Postings
and Analysis and/or draw from Postings do not enrich understanding of the material.
contribute to the group
personal experience the group discussion Posts extend meaningful
discussion but lack full
(0-1pt) (2-3pt) conversation (5pt)
thought development (4pt)

APA format not Major issues with APA,

Minor issues with APA, Basic APA, spelling (less than
followed, greater than 15 spelling (10-15
B. Spelling & spelling (5-10 misspelled 5 misspelled words),
spelling/ grammar misspelled words),
Grammar words), grammar, and grammar, and writing style
errors. Incomplete grammar, and writing
writing style (4pt) are followed (5pt)
sentences (0-1pt) style (2-3pt)

Some references are

Strong references are
No references and/or provided. A majority of Strong scholarly and/or
C. Support for provided. However, no
unsuitable references are the references are not professional references are
Answer outside sources are used
provided (0-1pt) credible/ scholarly in provided (5pt)
(4pt)
nature (2-3 pt)

Student contributions Student contributions Student contributions are

Student contributions are
occur on one day or not occur on more than one prompt and self-initiated.
well threaded throughout
D. Timeliness and until the last day of the day throughout the Postings are well spread out
the module. Two-three
Online Presence module. One or less module. One-two throughout the module. Three
postings are provided
postings are provided postings are provided postings (or more) are
(4pt)
(0-1pt) (2-3 pt) provided (5pt)

Total Score:
(20 pts possible)
Adapted from: (Colley, 2017; OHSU, 2010)
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Grading Rubric for Case Studies

Below Expectations Needs Improvement Meets Expectations Exceptional

Identifies and Identifies and

A. Identification of Identifies and understands Identifies and understands
understands few of the understands some of the
Main Issue/ most of the issues in the case all of the main issues in the
issues in the case study issues in the case study
Problem(s) study (6-9 pt) case study (10pt)
(0-1pt) (2-5pt)

Superficial analysis and Thorough analysis and

B. Analysis and Incomplete analysis and Insightful and thorough
evaluation of some of evaluation of most of the
Evaluation of the evaluation of the issues analysis and evaluation of
the issues issues
Issue/Problems(s) (0-1pt) all of the issues (10pt)
(2-5pt) (6-9pt)

Little or no action
Superficial and/or Appropriate, well thought Well thought out and well
suggested and/or
C. Identifies Effective inappropriate solutions out solutions for most of the reasoned solutions for all of
inappropriate solutions
Solutions/Strategies for some of the issues in issues in the case study the issues in the case study
for all of the issues in
the case study (2-5pt) (6-9pt) (10pt)
the case study (0-1pt)

Incomplete research Limited research or Excellent research with

Some research and
and/or links to any documented links to clearly documented links to
D. Links to Course documented links to course
course readings. Major course readings. Some course readings, as well as,
Readings and readings. Minor APA issues
APA format issues APA format issues (10- outside scholarly sources.
Additional Research (5-10 errors)
(greater than 15 errors) 15 errors) Basic APA format followed
(6-9pt)
(0-1pt) (2-5pt) (5 or less errors) (10pt)
Total Score:
(40 possible)
Adapted from: (Colley, 2017; IACBE, n.d.; WSU, n.d.)
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Sample Study Tool

You may find the following study tool helpful:

Drug Class:

Examples (generic & trade names): Contraindications:

Indication(s): Drug to Drug Interactions:

Mechanism of Action: Drug to Food Interactions:

Adverse & Side Effects: Cultural/Age Considerations:

Nursing Implications:

Patient Teaching:

Adapted from: (Burchum & Rosenthal, 2016; Lott, 2017)

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References

American Nurses Association [ANA]. (2010). Scope and standards of practice for nursing

professional development (2nd ed.). Silver Spring, MD: Nursebooks.org.

Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St.

Louis, MO: Elsevier Saunders.

Burchum, J. R., & Rosenthal, L. D. (2016). Lehne's pharmacology for nursing care (9th ed.). St.

Louis, MO: Elsevier.

Colley, S. L. (2017). NURS 611: Teaching theories and methodologies in nursing education

[syllabus]. Big Rapids, MI: School of Nursing, Ferris State University.

Cornell University Center for Teaching Excellence [CUCTE]. (2016). Online discussions.

Retrieved from https://www.cte.cornell.edu/teaching-ideas/teaching-with-technology/

online-discussions.html

Ferris State University College of Health Professions School of Nursing [FSU]. (2015). Ferris

State University College of Health Professions School of Nursing handbook for

undergraduate student nurses. [pamphlet]. Big Rapids, MI: School of Nursing, Ferris

State University. Retrieved April 10, 2017, from http://www.ferris.edu/HTMLS/

Gannon University Nursing Program [GUNP]. (2016). Nursing student handbook: Fall 2016-

Spring 2017 [pamphlet]. Erie, PA: Nursing Program, Gannon University.

Gingrich, M. (2015). Pharmacology for nurses: Nursing 220 [syllabus]. Lebanon, PA: Health

Careers Department, Central Pennsylvania's Community College. Retrieved from http://

www.hacc.edu/ProgramsandCourses/upload/syllabi/201530/36796.pdf
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Harvard University. (n.d.). Harvard guide to using sources. Retrieved April 02, 2017 from

http://isites.harvard.edu.

Ingraffia-Strong, D. (2012). Nursing 152: Foundations of pharmacology [syllabus]. Carson City,

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