Class Notes for Core Concepts in Pharmacology, 5th Edition

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CHAPTER1INTRODUCTION TOPHARMACOLOGY:DRUGREGULATION ANDAPPROVALLEARNINGOUTCOME1Explain theexpansivenature of pharmacology,and give examples ofinterrelatedsubject areasneeded to master the discipline.Core Concept1.1Pharmacology is an expansive and challenging topic.SUGGESTION FORCLASSROOMACTIVITIES•Discuss how knowledge of anatomy and physiology, chemistry, and pathophysiology ishelpful in understanding pharmacology.SUGGESTION FORCLINICALACTIVITIES•Have each student look up one drug in the PDR and the drug’s chemical structure, whatsystem of the body is involved, and the disease it is used to treat.LEARNINGOUTCOME2Identify professions in which knowledge of pharmacology is important, and explain how thedisciplines of therapeutics and pharmacology are interconnected.Core Concept1.2For healthcare providers, the fields of pharmacology and therapeutics are connected.SUGGESTIONSFORCLASSROOMACTIVITIES•Have students pretend to be in different occupations that require a knowledge ofpharmacology, and take turns presenting to the class what in particular they do that sets theirprofession apart from similar professions.•Assign each student a particular disease or cause of suffering, and have each member of theclass take turns explaining how therapeutics and pharmacology would play a role in apatient’s experience with the given ailment.

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LEARNINGOUTCOME3Compare and contrast traditional drugs, biologics, and natural alternative therapies.Core Concept1.3Medicines areclassified as traditional drugs, biologics, and natural alternatives.SUGGESTION FORCLASSROOMACTIVITIES•Discuss examples of traditional drugs, biologics, and natural alternative therapies.LEARNINGOUTCOME4Identify the advantages and disadvantages of prescription andover-the-counterdrugs.Core Concept1.4Medicationsare available by prescription or over the counter.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss why some drugs are prescription drugs and other drugs are OTC drugs. Giveexamples of prescription drugs and OTC drugs.•Discuss why a prescription drug sometimes becomes an OTC drug. Give examples.LEARNINGOUTCOME5Distinguish between pharmaceutics and pharmacology.Core Concept1.5Pharmaceutics is the science of pharmacy.SUGGESTION FORCLASSROOMACTIVITIES•Discuss the educational requirements to become a pharmacist.SUGGESTION FORCLINICALACTIVITIES

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•Have students observe a pharmacist and note activities of the pharmacist.LEARNINGOUTCOME6Discuss the history of U.S. standards, acts, and organizations leading to the requirement that drugsafety must be proven before marketing.Core Concept1.6Drug regulations were created to protect the public from drug misuse.SUGGESTIONS FORCLASSROOMACTIVITIES•HaveUSP-NFavailable for the students to look at.•Design a matching quiz for the different drug acts.LEARNINGOUTCOME7Discuss theemergingrolesand responsibilities of the U.S. Department of Health and HumanServices and theU.S.Food and Drug Administration (FDA)with its branchesin determining thesafety of drugs and whether they may be used for therapy.Core Concept1.7U.S. drug standards have become increasingly complex.SUGGESTIONS FORCLASSROOMACTIVITIES•Have available several types of dietary supplements sothatthe students can look at thelabels.•Discuss different herbs that may be used for medical purposes.•Discusswhetherthere should be stricter control over the marketing of herbal products anddietary supplements.•Discuss the MedWatch program and its purpose.LEARNINGOUTCOME8Identify four stages of approval for therapeutic andbiologicdrugs.Core Concept

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1.8There are four stages of approval for therapeutic andbiologicdrugs.SUGGESTION FORCLASSROOMACTIVITIES•Discuss drugs that have been removed from the market because of harmful effects.LEARNINGOUTCOME9Discuss current challenges facing the FDA in approving new drugs for market.Core Concept1.9Governmental agencies face the dual challenge of increasing the speed of drug approvalwhile still ensuring the safety of new drugs.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss how the user fee increases the cost of prescription drugs.•Discuss examples of drugs that have unapproved uses.LEARNINGOUTCOME10Discuss the challenges facing healthcare providersin view of modern-daypandemic andbioterrorist threats.Core Concept1.10Healthcare providers must be prepared to deal with the threat of biologicaland chemicalattack.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss how infectious agents, chemicals, and nuclear and radiation emergencies can bedisseminated.•Discuss signs and symptoms of each form of bioterrorism.SUGGESTIONS FORCLINICALACTIVITIES•Have students locate the bioterrorism manual in the clinical area.•Discuss the roles of different healthcare professionals in the event of a bioterrorism attack.

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GENERALCHAPTERCONSIDERATIONS1.Have students study and learn the key terms listed at the beginning of the chapter.2.Have students complete the end-of-chapterreview questionsin their book.3.Use the Classroom Response Questions provided in PowerPoint to assess students prior tothe lecture.REFERENCES•U.S. Food and Drug Administration:http://www.fda.gov•U.S. Drug Recalls:http://www.fda.gov/Drugs/DrugSafety/DrugRecalls/default.htm•U.S. Homeland Security:http://www.dhs.govSTUDENTWORKBOOK ANDRESOURCEGUIDE•Chapter 1 activities•Separate purchasePEARSONNURSE’SDRUGGUIDE•Separate purchaseCLASSROOMRESPONSEQUESTIONPOWERPOINTSTESTBANK

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CHAPTER2DRUGCLASSES,SCHEDULES,ANDCATEGORIESLEARNINGOUTCOME1Discuss theprototype approach to drug classification and the basisfor which drugs are placedinto therapeutic and pharmacologic classes.Core Concept2.1Drugs may be organized by their therapeutic and pharmacologic classifications.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss prototype drugs that have been replaced with a new, improved drug in apharmacologic class.•Discuss different therapeutic classes of drugs.•Describe different mechanisms of action of drugs.•Discuss drugs that have the same therapeutic classification but have different mechanisms ofaction.•Design a matching quiz involving the mechanisms of action of drugs.SUGGESTION FORCLINICALACTIVITIES•Have students identify the therapeutic and pharmacologic classifications of the drugs for theirassigned patient.LEARNINGOUTCOME2Distinguish between a drug’s chemical name, generic name, and trade name.Core Concept2.2Drugs have more than one name.SUGGESTIONSFORCLASSROOMACTIVITIES•Provide the chemical, generic, or trade name of a drug and have students give the other twonames.•Assign different students a generic, trade, or chemical name. Have the students try to findtheir correct matches to form a trio.

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•Have a timed quiz that asks students to list how many generic and trade names they can comeup with for popular drugs. Whoever gets the most in the time frame wins.SUGGESTIONSFORCLINICALACTIVITIES•Have students identify the chemical, generic, and trade names for the drugs an assignedpatient is receiving.•Have students identify the mechanisms of action of drugs on assigned patients.LEARNINGOUTCOME3Explain how trade name drugs are different fromgenericequivalent drugs.Core Concept2.3 The differences between trade name drugs and their generic equivalents include price,formulations, and, most importantly, bioavailability.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss the advantages and disadvantages for drug companies and patients if only trade namedrugs were used.•Discuss the advantages and disadvantages of using generic name drugs.SUGGESTION FORCLINICALACTIVITIES•Have studentsdetermine a list of trade namedrugsthat areontheir facility’snegativeformulary.LEARNINGOUTCOME4Discuss why drugs are sometimes placed on a restrictive list and referred to asscheduleddrugsorcontrolled substances.Core Concept2.4 Drugs with a potential for misuse and abuse are categorized into schedules.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss the differences between physical and psychological dependence.

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•Discuss how scheduled drugs must be ordered.SUGGESTION FORCLINICALACTIVITIES•Havestudents compile a list of scheduled drugs in their own state.LEARNINGOUTCOME5Identify the five pregnancy categories and explain what each category represents.Core Concept2.5In order to assess fetal risks, all prescription drugs are classified according to safety inpregnancy categories.SUGGESTIONS FORCLASSROOMACTIVITIES•Identify the five pregnancy categories and explain what each category represents.•Design a matching quiz involving the schedules of pregnancy drugs in various safetycategories.GENERALCHAPTERCONSIDERATIONS1.Have students study and learn the key terms listed at the beginning of the chapter.2.Have students complete the end-of-chapterquestionsin their book.3.Use the Classroom Response Questions provided in PowerPoint to assess students prior tothe lecture.REFERENCES•U.S. Governmental Drug Regulation:http://www.usdoj.gov/dea/index.htmSTUDENTWORKBOOK ANDRESOURCEGUIDE•Chapter 2 activities•Separate purchasePEARSONNURSE’SDRUGGUIDE•Separate purchaseCLASSROOMRESPONSEQUESTIONPOWERPOINTS

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TESTBANK

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CHAPTER3PRINCIPLESOFDRUGADMINISTRATIONLEARNINGOUTCOME1Discuss drug administration as a component of safe and effective healthcare, including theresponsibilities of nurses, nursing assistants, therapists, and technicians.Core Concept3.1A major goal in pharmacotherapy is to limit the number and severity ofdrugadverseevents.SUGGESTIONSFORCLASSROOMACTIVITIES•Discuss how drugs can be delivered safely to patients.•Review the roles of the nurse when administering a medication.•Review the roles of nursing assistants, therapists, and technicians when caring for a patienttaking medications.•Define the difference betweendrugadverseevents and side effects.•Discuss the signs and symptoms of an allergic reaction and an anaphylactic reaction.SUGGESTION FORCLINICALACTIVITIES•Discuss ways to reduce medication errors in the clinical area.LEARNINGOUTCOME2Explain how the six rights of drug administration affect patient safety.Core Concept3.2 The rights of drug administration form the basis of proper drug delivery.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss the importance of each of the six rights of drug administration.•Discuss the importance of avoiding medication errors.SUGGESTIONSFORCLINICALACTIVITIES

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•Have each student demonstrate the six rights of drug administration plus the three checks ofdrug administration on an assigned patient.•Following the roles of a nurse, have the student administer medication to an assigned patient.LEARNINGOUTCOME3Give specific examples of how the healthcare provider can increase patient compliance in takingmedications.Core Concept3.3 Successful pharmacotherapy depends on patient compliance.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss the importance of patient compliance in pharmacotherapy and the reasons fornoncompliance in pharmacotherapy.•Design a role-play exercise in whichstudentsare paired so that one playsthe nurse and theother the patient.Provide “patients” with a variety of reasons for noncompliance, and have“nurses” askthem about their medication use.SUGGESTIONS FORCLINICALACTIVITIES•Demonstrate how drug administration and drug refusals are documented.•Have students develop a plan of care using the nursing process regarding an assignedpatient’s medications.LEARNINGOUTCOME4Interpret abbreviations used in drug administration practices.Core Concept3.4 Healthcare providers may use accepted abbreviations to communicate the directions andtimes for drug administration.SUGGESTIONSFORCLASSROOMACTIVITIES•Design a matching quiz based on abbreviations and their meanings.•Discuss situations when STAT, ASAP, PRN, and standing orders may be used.

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•Discuss abbreviations that are not accepted and give examples as to why.SUGGESTIONSFORCLINICALACTIVITIES•After administering medications to an assigned patient, have students correctly document.•Have students review charts and look for abbreviations.LEARNINGOUTCOME5Compare and contrast the three systems of measurement used in pharmacology.Core Concept3.5 Three systems of measurement are used in pharmacology: metric, apothecary, and household.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss the advantages and disadvantages of each system of measurement.•Display different devices used to measure metric, apothecary, and household units.SUGGESTION FORCLINICALACTIVITIES•Discuss converting metric measurements to household measurements and why the nurse mayneed to do this.LEARNINGOUTCOME6List guidelines common to all methods of drug administration.Core Concept3.6 Certain protocols and techniques are common to all methods of drug administration.SUGGESTIONS FORCLASSROOMACTIVITIES•Demonstrate theprotocolsused for all drug administration.•Prepare a quiz comparing and contrasting the advantages and disadvantages of enteral,topical, and parenteral routes of drug administration.SUGGESTION FORCLINICALACTIVITIES•Following the roles of a nurse, have the student demonstrate the common protocols for

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administering any type of drug to an assigned patient.LEARNINGOUTCOME7Explain the proper methods to administer enteraldrugs.Core Concept3.7Enteral drugs are given orally or via nasogastric or gastrostomy tubes.SUGGESTIONS FORCLASSROOMACTIVITIES•Demonstrate administration of drugs viathe enteral route.•Have the equipment available for students to see and handle.SUGGESTIONS FORCLINICALACTIVITIES•Allow students to practice in the simulation laboratory administering practice medicationsviathe enteral routeto the mannequins.•With supervision, have students administer medications viathe enteralroute to assignedpatients.LEARNINGOUTCOME8Explain the proper methods to administer topical drugs.Core Concept3.8 Topical drugs are applied locally to the skin and associated membranes.SUGGESTIONSFORCLASSROOMACTIVITIES•Demonstrate administration of drugs via the topical route.•Have examples of various typesof topically applied medications available for students to seeand handle.SUGGESTIONS FORCLINICALACTIVITIES•Allow students to practice in the simulation laboratory administering practice medications

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via the topical route to the mannequins.•With supervision, have students administer medications via the topical route to assignedpatients.LEARNINGOUTCOME9Explain the proper methods to administer parenteral drugs.Core Concept3.9 Parenteral administration refers to dispensing medications by routes other than oral ortopical.SUGGESTIONS FORCLASSROOMACTIVITIES•Demonstrate administration of drugs via the parenteral route.•Demonstrate safety precautions for parenteral drug administration and needle disposal.SUGGESTIONS FORCLINICALACTIVITIES•Allow students to practice in the simulation laboratory administering practice medicationsvia the parenteral route to the mannequins.•With supervision, have students administer medications via the parenteral route to assignedpatients.GENERALCHAPTERCONSIDERATIONS1.Have students study and learn the key terms listed at the beginning of the chapter.2.Have students complete the end-of-chapterquestionsin their book.3.Use the Classroom Response Questions provided in PowerPoint to assess students prior tothe lecture.REFERENCESInstitute for Safe Medical Practices:http://www.ismp.org/U.S. Food and Drug Administration:http://www.fda.gov/drugs/drugsafety/medicationerrors/STUDENTWORKBOOK ANDRESOURCEGUIDE•Chapter 3 activities

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•Separate purchasePEARSONNURSE’SDRUGGUIDE•Separate purchaseCLASSROOMRESPONSEQUESTIONPOWERPOINTSTESTBANK

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CHAPTER4WHATHAPPENSAFTER ADRUGHASBEENADMINISTEREDLEARNINGOUTCOME1Identify the four major processes of pharmacokinetics.Core Concept4.1Pharmacokinetics focuses on what the body does to the drugs.SUGGESTION FORCLASSROOMACTIVITIES•Select different drugs and compare and contrast the pharmacokinetics of each drug.SUGGESTION FORCLINICALACTIVITIES•Using the PDR, have students select a drug that an assigned patient has been ordered anddescribe the pharmacokinetics of the drug.LEARNINGOUTCOME2Discuss the factors affecting drug absorption.Core Concept4.2Absorption is the first step in drug transport.SUGGESTION FORCLASSROOMACTIVITIES•Discuss how different factors affect the absorption of drugs.SUGGESTION FORCLINICALACTIVITIES•Have students identify factors that may speed up or slow down the absorption of drugs on anassigned patient.

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LEARNINGOUTCOME3Explain the significance ofthe blood-brain barrier, blood-placental barrier, andblood-testicularbarrier,and describe how plasma proteins affect drug distribution.Core Concept4.3Distributionrefers to how drugs are transported throughout the body.SUGGESTIONSFORCLASSROOMACTIVITIES•Have students discuss selected drugs that bind albumin and how a second drug affects thebioavailability of the first drug.•Divide the class into three groups. Assign one group the blood-brain barrier; assign thesecond group the blood-placental barrier; and assign the third group theblood-testicularbarrier. Have each group find drugs that pass or do not pass the assigned blood barrier anddeterminewhetherthe drugs that pass are harmful or beneficial.SUGGESTION FORCLINICALACTIVITIES•Have students develop a nursing care plan instructing a pregnant woman about using anytypes of drugs, alcohol, and tobacco products while pregnant.LEARNINGOUTCOME4Explain the importance of the first-pass effect, metabolic enzymes, and intermediate products ofdrug metabolism to the success of drug therapy.Core Concept4.4 Metabolism is a process whereby drugs are made less or more active.SUGGESTIONSFORCLASSROOMACTIVITIES•Discuss factors that affect the significance of the first-pass effect.•Discusshow the pharmacokinetics working behind the scenes for prodrugs differs from thatinvolved when other types of drugs are administered.LEARNINGOUTCOME5Identify the major processes by which drugs are eliminated from the body, including theimportance of enterohepatic recirculation.

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Core Concept4.5 Excretion processes remove drugs from the body.SUGGESTIONSFORCLASSROOMACTIVITIES•Discussthe effects of enterohepatic recirculation on elimination and drug effects.•Discussthe types of complications that may occur if drugs are inhibited from safeelimination from the body.•Reviewcommon drugs that can be excreted in breast milk.SUGGESTION FORCLINICALACTIVITIES•Using the PDR, have students select a drug that an assigned patient has been ordered anddetermine how the drug is eliminated.LEARNINGOUTCOME6Explain how rate of elimination and plasma half-life(t1/2)are related to the duration of drugaction.Core Concept4.6 The rate of elimination and half-life characteristics influence drug responsiveness.SUGGESTIONSFORCLASSROOMACTIVITIES•Have available different dose-response curves for students to look at.•Have students practice determining the drug dosages that they would administer to samplepatients, based upon provided patient specs and known half-life of a given drug.LEARNINGOUTCOME7Discuss how successful pharmacotherapy depends on principles of pharmacodynamics.Core Concept4.7 Pharmacodynamics focuses on what the drugs do to the body.SUGGESTIONSFORCLASSROOMACTIVITIES•Discuss the various factors that may influence the effectiveness of drug therapy, and havestudents brainstorm specific examples.

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•Discuss whether certain types of drugs rely on enterohepatic recirculation to achievemaximum effectiveness, as well as complications that may result from this process.LEARNINGOUTCOME8Explain the significance of the receptor theory and how “blockers” of drug action work.Core Concept4.8 Drugs activate specific receptors to produce a response.SUGGESTIONSFORCLASSROOMACTIVITIES•Discuss the difference between agonists and antagonists and review common drugs toprovide examples of each.•Describe how “blockers” of drug action work.LEARNINGOUTCOME9Compare and contrast the therapeutic termspotencyandefficacy.CoreConcept4.9Potencyandefficacyare terms often used to describe the ability of drug therapy to reduce orresolve symptoms.SUGGESTIONSFORCLASSROOMACTIVITIES•Have various potency/efficacy curves available for students to look at.•Discuss why higher efficacy is generally more important than higher potencyinpharmacotherapeutics.GENERALCHAPTERCONSIDERATIONS1.Have students study and learn the key terms listed at the beginning of the chapter.2.Have students complete the end-of-chapterquestionsin their book.3.Use the Classroom Response Questions provided in PowerPoint to assess students prior tothe lecture.STUDENTWORKBOOK ANDRESOURCEGUIDE

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•Chapter 4 activities•Separate purchasePEARSONNURSE’SDRUGGUIDE•Separate purchaseCLASSROOMRESPONSEQUESTIONPOWERPOINTSTESTBANK

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CHAPTER5THENURSINGPROCESS INPHARMACOLOGYNURSINGPROCESS INPHARMACOLOGYLEARNING OUTCOME 1Identify how the assessment phase of the nursing process can be used to gather data pertinent tomedication administration.Core Concept5.1The first step of the nursing process is the assessment phase.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss the steps in the nursing process.•Have the class discuss different actions that the nurse is responsibleforduring the assessmentphase.SUGGESTION FORCLINICALACTIVITIES•Have students perform a nursing assessment for assigned patients.LEARNINGOUTCOME2Explain how nursing diagnoses can be used to improve medication administration.Core Concept5.2 Nursing diagnoses are based on the data gathered in the assessment phase.SUGGESTIONSFORCLASSROOMACTIVITIES•Discuss proper wording of nursing diagnoses.•Provide examples of common patient conditions and corresponding nursing diagnoses.SUGGESTION FORCLINICALACTIVITIES•Have studentsdevelopnursing diagnoses for assigned patients.

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LEARNING OUTCOME 3Describe the steps in the planning phase of the nursing process.Core Concept5.3 In the planning phase, the nurse creates an individualized plan of care for a patient based onthe identified nursing diagnoses and etiologies.SUGGESTIONSFORCLASSROOMACTIVITIES•Discuss different types of care plans and provide examples of them.•Discuss evaluation criteria that will be used to determinewhetherthe goal has been met.SUGGESTION FORCLINICALACTIVITIES•Have students devise care plans for assigned patients.LEARNING OUTCOME 4Identify pharmacology applications included in the implementation phase of the nursingprocess.Core Concept5.4 The implementation phase puts the plan of care into action.SUGGESTIONSFORCLASSROOMACTIVITIES•Put students into groups, and assign each group a sample patient with an evolving condition.Have students practice how their implementation of the plan of care would change as thepatient’s condition changes.•Have students model effective education strategies to use in the implementation phase.SUGGESTIONSFORCLINICALACTIVITIES•Have students educate assigned patients about medication regimens.•Have students document interventions carried out for drugs that were administered toassigned patients.LEARNING OUTCOME 5

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Explain the importance of the evaluation phase in the nursing process as applied topharmacotherapy.Core Concept5.5 In the evaluation phase, the nurse obtains data to determinewhetherthe goal or outcome hasbeen achieved.SUGGESTION FORCLASSROOMACTIVITIES•Discuss the types of questions that students may ask themselves when evaluating a patient todetermine whether the plan of care has been successful.SUGGESTION FORCLINICALACTIVITIES•Have students evaluate patients that they encounter in the clinical setting, and determinewhether the goal or outcome of the implemented plan of care has been achieved.GENERALCHAPTERCONSIDERATIONS1.Have students study and learn the key terms listed at the beginning of the chapter.2.Have students complete the end-of-chapterquestionsin their book.3.Use the Classroom Response Questions provided in PowerPoint to assess students prior tothe lecture.REFERENCESNANDA International:http://www.nanda.org/nanda-international-glossary-of-terms.htmlSTUDENTWORKBOOK ANDRESOURCEGUIDE•Chapter 5 activities•Separate purchasePEARSONNURSE’SDRUGGUIDE•Separate purchaseCLASSROOMRESPONSEQUESTIONPOWERPOINTSTESTBANK

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CHAPTER6PREVENTINGMEDICATIONERRORSLEARNING OUTCOME 1Define medication error.Core Concept6.1 Medication errors are preventable events that may significantly impact treatment outcomes.SUGGESTIONSFORCLASSROOMACTIVITIES•Discussthe various events or practices from which medication errors can arise.•Devise a matching game in which studentsmatch the NCC MERP Index of medication errorcategories to the algorithm.LEARNING OUTCOME 2Identify factors that contribute to medication errors.Core Concept6.2 Both healthcare providers and patients can contribute to medication errors.SUGGESTION FORCLASSROOMACTIVITIES•Divide students into two groups. Have one group compile a list of factors that can contributeto medication errors by healthcare providers. Have the second group compile a list of factorsthat can contribute to medication errors by patients or caregivers.LEARNING OUTCOME 3Explain the impact of medication errors on patients and why errors should be documented.Core Concept6.3 Medication errors may affect patient health and should be documented.

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SUGGESTIONS FORCLASSROOMACTIVITIES•Discussthe legal and ethical responsibilities for documenting and reporting medical errors.•Have students explain the steps in reporting medication errors.•Discuss sentinel events.SUGGESTIONSFORCLINICALACTIVITIES•Have students research medication errors onMedWatchandcompile a list ofthefive mostrecently reported errors.•Askstudentsto researchthe steps to be taken to report an adverse event following avaccination.LEARNING OUTCOME 4Describe strategies that healthcare providers can implement to reduce medication errors.Core Concept6.4 Healthcare providers use multiple strategies for reducing medication errors.SUGGESTIONSFORCLASSROOMACTIVITIES•Dividestudents into two groups. Have one group find and share the list ofInstitute for SafeMedication Practices(ISMP)confused drug names. Have the other group find and share thelist of ISMP high-alert medications.•Discuss root cause analysis(RCA)and how facilities use root cause analysis to identifysystem-wide problems that may contribute to medication errors.SUGGESTION FORCLINICALACTIVITIES•Have students provide teaching to assigned patients that demonstrates how patients canminimize the potential for medication errors.GENERALCHAPTERCONSIDERATIONS1.Have students study and learn the key terms listed at the beginning of the chapter.2.Have students complete the end-of-chapterquestionsin their book.3.Use the Classroom Response Questions provided in PowerPoint to assess students prior tothe lecture.

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REFERENCESInstitute for Safe Medication Practices:http://www.ismp.orgU.S. Food & Drug Administration, MedWatch:http://www.fda.gov/Safety/MedWatch/Vaccine Adverse Event Reporting System:https://vaers.hhs.gov/data/indexSTUDENTWORKBOOK ANDRESOURCEGUIDE•Chapter 6 activities•Separate purchasePEARSONNURSE’SDRUGGUIDE•Separate purchaseCLASSROOMRESPONSEQUESTIONPOWERPOINTSTESTBANK

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CHAPTER7THEROLEOFCOMPLEMENTARYANDALTERNATIVETHERAPIESINPHARMACOLOGYLEARNING OUTCOME 1Compare and contrast complementary and alternative medicine therapies to conventionalmedical therapies.Core Concept7.1 Complementary and alternative medicine focuses on treating the whole person using naturalproducts andmind–body therapies.SUGGESTION FORCLASSROOMACTIVITIES•Assign groups of two or three students to provide information to the class about differentcomplementary and alternativemedicinetherapies.SUGGESTION FORCLINICALACTIVITIES•Assign students to observe different types ofcomplementary and alternativemedicinetherapies.LEARNING OUTCOME 2Discuss the reasons why herbal products and dietary supplements have steadily increased inpopularity.Core Concept7.2 Herbalproducts have been used as medicines for thousands of years.SUGGESTIONSFORCLASSROOMACTIVITIES•In class, have a brainstorming session that covers the various reasons that people may opt forherbalproducts.•Discuss popular herbal products and theirprimaryuses.

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SUGGESTION FORCLINICALACTIVITIES•Have students take note of the patients that they see inclinicalsthat opt forherbaltherapiesover synthetic medications. Do they see a trend emerging regarding the demographics ofthose individuals?LEARNING OUTCOME 3Explain why it is important to standardize herbal products based on specific active ingredients.Core Concept7.3 Many herbal products are standardizedwith respectto a specific active ingredient.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss examples of active ingredients from different parts ofan herb.•Display different types of formulations.•Discuss, and compare generally, the active ingredients in herbal products versus thosepresent in modern drugs.LEARNING OUTCOME 4Describedrug interactions and adverse effects that may be caused by herbal and dietarysupplements.Core Concept7.4 Herbs can have significant pharmacologic actions and may interact with conventional drugs.SUGGESTIONSFORCLASSROOMACTIVITIES•Have available different dietary supplement labels for students to look at.•Discuss different interactions between conventional drugs and herbs.•Discuss possible adverse effects of different herbal therapies.SUGGESTION FORCLINICALACTIVITIES•Have students ask assigned patients about their use of herbal therapy along with conventional

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drugs.LEARNING OUTCOME 5Explain how a specialty supplement differs from an herbal product.Core Concept7.5Specialty supplements are nonherbal products that are widely used to promote wellness.SUGGESTIONS FORCLASSROOMACTIVITIES•Discuss the rationale for use of various specialty supplements.•Split students into small groups and have each groupresearch the claims ofone or twospecialty supplements and what they are advertised to do.Have them then report theirfindings to the class.SUGGESTION FORCLINICALACTIVITIES•Have students ask assigned patients about their use ofspecialty supplementsand theirreasons for taking them.LEARNING OUTCOME 6Describe strengths andweaknessesof legislation governing the use of dietary supplements.Core Concept7.6 Dietary supplements are not regulated in the same manner as prescription medications.SUGGESTIONSFORCLASSROOMACTIVITIES•Discuss the limitations of DSHEA regulationsof dietary supplements and how theseregulations differ from those applied to prescription drugs.•Review theFDA’s currentrequirementsfor evaluating and labelingdietary supplements.GENERALCHAPTERCONSIDERATIONS1.Have students study and learn the key terms listed at the beginning of the chapter.2.Have students complete the end-of-chapterquestionsin their book.3.Use the Classroom Response Questions provided in PowerPoint to assess students prior to

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the lecture.REFERENCES•National Center of Complementary andIntegrative Health:http://nccam.nih.gov/•Medline Plus:http://www.nlm.nih.gov/medlineplus/herbalmedicine.html•U.S. Food & Drug Administration: Dietary Supplements:http://www.fda.gov/Food/DietarySupplements/STUDENTWORKBOOK ANDRESOURCEGUIDE•Chapter7activities•Separate purchasePEARSONNURSE’SDRUGGUIDE•Separate purchaseCLASSROOMRESPONSEQUESTIONPOWERPOINTSTESTBANK

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