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NUR 250 Nursing Pharmacology Fall 2015

CONCORDIA UNIVERSITY
School of Nursing
NURS 250: Nursing Pharmacology
SYLLABUS: Fall 2015
Concordia University is a Lutheran higher education community committed to helping students
develop in mind, body, and spirit for service to Christ in the Church and in the world.
Vision:
The School of Nursing is dedicated to
providing a rigorous Christ-centered
education that develops and inspires highly
MSN 540
NURSING RESEARCH
skilled professionals who are prepared to
serve by promoting health and healing with
excellence, integrity, and compassion.

Purpose
Bachelor of Science-Nursing program is committed to
providing a broad foundation in liberal arts education, as
well as in the art and science of the nursing discipline,
guided by Christian principles, that prepares the graduate
with the professional leadership skills, expertise, caring
and knowledge needed to function in a variety of healthcare and community settings.

NURS 250 NURSING PHARMACOLOGY I


Course Description: NURS 250 NURSING PHARMACOLOGY I is an introductory
pharmacology course and is designed to assist the nursing student to understand the basic
concepts of pharmacology, drug therapies for disease states as they relate to retaining, attaining,
or maintaining a patients line of defense.
Instructor: Giannina Vernon, MSN, RN, CNE
Office location: HS101L
Office Phone: 262-243-4286
E-mail: giannina.vernon@cuw.edu
Office Hours: Monday 0730-0930; Wednesday 0730-1130 and 1300-1500; Library coaching
hours are Tuesday and Wednesday from 1500-1630. Appointments preferred. Please schedule
by e-mail.
Course Location: H011
Credit Hours: 2
Course Meeting Time and Expectations:
Class meets on Mondays (section 1) and Fridays (Section 2) from 1005-1155). The total contact
and student preoperational hour for this class is 96 hours. The minimum number of hours
needed for study/preparation time is 4 hours per week.
Course Prerequisites: NURS 100; NURS149; BIO 170: Bio 171; MATH128

NUR 250 Nursing Pharmacology Fall 2015


Required Resources:
Textbooks
Horntvedt, T. (2013). Calculating dosages safely: A dimensional analysis approach.
Philadelphia, PA: F.A. Davis Co.
Lehne, R. A. (2015). Pharmacology for nursing care. St. Louis, Mo: Elsevier/Saunders.
Wissman, J., Knippa, A., & Assessment Technologies Institute (2011). Registered nurse
pharmacology for nursing. Overland Park, KS: Assessment Technologies Institute.
(Online and hardcopy- supplied on or around week 3)
Other Learning Resources:
Recommended Textbooks
Lehne, R. A. (2015). Pharmacology for nursing care workbook. St. Louis, Mo:
Elsevier/Saunders.
Skidmore-Roth, L. (2012). Mosby's 2012 nursing drug reference. St. Louis, Mo: Elsevier/Mosby.
(Or any current drug handbook already purchased)
Teaching Strategies: Readings from textbooks and nursing periodicals, case studies, assigned
projects, lecture/media, class discussion, ATI, quizzes, and exams.
Course Evaluation and Grading:
A. Pharmacology Theory Quizzes
B. Math Quizzes
C. Study Guides
D. Assignments
E. Theory Exams
F. Cumulative Theory Final Exam

20%
5%
10%
10%
40%
15%
100%

*Rubrics for assignments will be posted in the electronic learning management system*
**There may be additional graded quizzes or exams added for enrichment and dates may be subject to
change per the instructors discretion.

NUR 250 Nursing Pharmacology Fall 2015


Grading Scale
100-95% A
93-94% A91-92% B+
87-90% B

85-86%
83-84%
79-82%
77-78%

BC+
C
C-

75-76% D+
72-74% D
70-71% DBelow 70% F

COURSE and Instructor Policies


Personal Teaching
philosophy

I feel critical thinking and clinical reasoning are the two most important
skills required by nursing students. Memorization of facts, names, and
actions are not as valuable to the student as truly understanding the
concepts behind those facts. As students are adult learners, lecture alone
will assist them in achieving these goals. Students must make the effort
to be prepared for each lesson, project, and exam in order to participate
in activities expanding learning and assess knowledge.
During the process of learning pharmacology, students should focus on
understanding concepts of pharmacology, classification of medications,
and the impact that drugs have on patients lives. This requires the
student to think about what they need to know in order to keep a patient
safe while increasing the patients level of health, maintaining their level
of health, or assisting them to a comfortable end of life.

Grades

Course
Communications

Learning
Environment &
Behavioral
Expectations

As an instructor, I am a facilitator of the learning process. I offer


learning tools and strategies to help students on their path to reaching
their personal and professional goals.
I do not give grades, you earn them.
* All grades are evaluated to the tenth (1st decimal point). Example:
83.48 = 83.4 it is then rounded to 83%.
If you wish to contest a quiz or exam grade/question with me, you must
put your argument in writing and offer your rationale with the correct
answer and text page number (I do not accept any other sources). Please
follow CUWs policy per the student handbook for timelines.
The best way to contact me is through the Concordia University e-mail,
or phone/voice mail. I will respond to e-mail messages received Monday
through Friday, between 8:00 AM and 5:00 PM, within twenty-four
hours excluding weekends and school holidays. Be sure to follow e-mail
etiquette.
My contact with you- My Email communication with you is only
through Electronic learning management system. IT can help you set up
your account to have the electronic learning management system e-mail
drop into your most used account. I highly recommend you take
advantage of this service (or do it yourself). Check your inbox
frequently so as not to miss time sensitive information. If the instructor
sends it to you, the instructor expects you to read it. The instructor will
not respond to any emails answering questions clarified in the syllabus,
schedule, previous sent emails or technology issues.
Each student is responsible for taking an active part in the learning
process and for working to ensure the environment in the classroom and
within groups is suitable for learning. It is an expectation that students
prepare for class by reading assignments and watching preparatory

lectures prior to class.


Creating an appropriate environment for learning involves demonstrating
respect for others, actively discussing class-related concepts and ideas,
promoting the active participation of classmates, and avoiding behaviors
that are disruptive to the learning environment.
Quiz

All math and theory quizzes are to be taken on the Electronic learning
management system. The quizzes will open on Monday if you are in the
Monday section or Friday if you are in the Friday section, morning at
0600 and will close Friday night if you are in the Monday section or
Wednesday if you are in the Friday section at 2355. This gives each
section 5 days to complete the quiz. Each quiz is timed to give you an
average of 1.5 minutes for each question Math quizzes may receive
increased time based on complexity. These quizzes are to be taken
independently, and if it is reported that you have had assistance, it will be
considered academic dishonesty (see handbook for disciplinary action).
Forgetting to take the quiz is unacceptable and you will receive a zero as
an outcome for this missed quiz.
**** Per IT- please use Mozilla Fire Fox or Google Chrome. I-pads,
smart phones, and traveling (bus, airplane, train) while taking the
quiz will not work; therefore, plans for quiz success must be made
prior to quiz. Choosing to take the quiz at the last moment and
encountering a computer glitch will not be acceptable. Quizzes are
also to be planned by the student around scheduled computer
outages.

Exams

Exams are given in class on scheduled dates at the beginning of class.


All CUW academic protocols for academic integrity are enforced. Class
will resume following the exam.
Please bring a fully charged laptop on exam days, as exams will be
electronic and timed.
The math cumulative final exam is taken in class and a 100% must be
achieved on the math final cumulative exam in order to successfully pass
this course. This exam will be administered in NURS 255 at midterm.

Cell phones,
E-notebooks, Ipads, laptops and
other electronics

Text messaging during class and reading e-mails is not acceptable and
you will be asked to leave the class, which will result in an unexcused
absence.
Laptop computers may only be used to take class notes and must stay in
a word processing program. Laptops will also be used to take proctored
exams in class on scheduled dates. You are encouraged to bring your
own laptops during this time, but laptops will also be provided if you
cannot make this accommodation.

Student Support

Your instructor is a great source of support, and communication with


your instructor is vital to your success in the course. Early contact is
Strongly recommended.
The university supports a variety of student success programs to help you
connect with the university and achieve academic success. They include,
but are not limited to, Learning Resource Center assistance, Student
Instruction (SI), advising and mentoring and tutoring when applicable.
Students requiring assistance academically, personally, or socially should
contact the appropriate office for more information and appropriate
referrals.

Attendance & Drop


Policy

Students are expected to attend all classes, and to participate in class


discussion. Please refer to the handbook for late arrival I follow the
policy strictly. Doors close at start time so your late arrival is easily
noticed. Late arrival to class and leaving early is disruptive to other
students, so please be respectful to others in the class. If you are unable
to attend class, notify me by e-mail or phone prior to the start of class.
As according to CUWs policy, all attendance is report to the registrars
office.
Unexcused absence is defined as an absence that occurred without
notification to the instructor via email and/or phone message prior to the
scheduled class/clinical. Oversleeping, forgetting to attend scheduled
class, or not completing required healthcare documentation requirements
prior to start of scheduled clinical are examples of unexcused absences.
A zero is earned for the exam or quiz that was missed due to an
unexcused absence.
Unplanned excused absence is defined as an absence that occurs with
notification to the instructor via email and/or phone message on the day
of and prior to the scheduled class/clinical. Major illnesses requiring
healthcare provider attention or family member death are examples of
unplanned excused absences. The points for the exam or quiz missed due
to an unplanned excused absence are added to the final cumulative
exam.
Planned excused absence is defined as an absence that occurs with 5-7
days prior notification to the instructor via email and/or in-person before
the planned excused absence occurs. Students are to notify the instructor
for each individual course that they have a planned excused absence in so
as to make individual arrangements for exams or quizzes. Co-curricular
activities, scheduled surgery, wedding, pregnancy due date are examples
of planned excused absences. The exam or quiz may be taken prior to
the scheduled planned excused absence during an agreed upon date and
time with the instructor.
Note:

The examples provided for each type of absence are not all-inclusive.
Tardiness of more than 10 minutes or leaving class more than 10
minutes early will be considered an unexcused absence.

Instructors consider individual situations and circumstances as they arise.


Submission of
Assigned Works

Written assignments are to be submitted in the provided Electronic


learning management system drop box as assigned, written in APA (6th
ed.) style, by the due date and time. Plagiarism of any part of an
assignment will result in a grade of "0" and will be subject to the policy
set forth by CUW.
All written work must be in Word format (doc. or docx.). Handwritten
work is only permitted for in-class activities. No MAC or PDF files are
accepted and assignments submitted using this format will earn a zero
(0). If you use a MAC to create your work, it is your responsibility to
convert these files to Word (doc. or docx.) before submission. Work
must be submitted as instructed.

Late Assignments

Ten percent (10%) will be deducted for each day an assignment is late
including weekends as all assignments can be dropped into an Electronic
learning management system drop box.

Course Grievance
Guidelines

The steps listed below are to be carried out with an attitude of Christian
love and concern for academic, moral, and spiritual growth. Face-to-face
meetings are encouraged throughout the process, but may not be possible
because of the situation.
Step I: The student meets with the instructor to resolve the matter
informally. School of Nursing students should speak with the
professor/ instructor directly within 10 business days of the
course/clinical concern, issue, or grade. Make an appointment
with the professor/instructor to discuss the concern, issue, or
grade. Schedule a time that is outside of the class time and
preferably in person.
Step II: If you feel your concern is not resolved, traditional
undergraduate students may submit a written grievance to the
Director of the Undergraduate Nursing Program within 10
working days after meeting with the instructor. Upon receipt of
the students grievance, the Director will notify the instructor,
who will then have 10 working days to submit a written
explanation of the incident to the Director. Within 5 working
days of receiving the instructors report, the Director will send a
written response to the student and the instructor.
Step III: If the student is still not satisfied, s/he may file a written
complaint with the Dean (at Mequon) or campus Dean (at Ann
Arbor) of the School of Nursing within 10 working days of
receiving the step II report (if applicable). The Dean or campus

Dean will render a decision and send a written response to the


student, the instructor, and the Step II University official (if
applicable) within 10 working days of receiving the grievance.
Program/School Policies:
Undergraduate Student
Handbook and
Undergraduate Nursing
Handbook

Students are responsible for knowing and complying with all


policies and information contained in the current Undergraduate
Student Handbook and Undergraduate Nursing Handbook.

CUW Policies:
Academic Integrity and Dishonesty
*CUW Academic Integrity Policy: CUW expects all students to display honest, ethical
behavior at all times and under all circumstances. Academic dishonesty is defined as
follows:
Cheating: includes, but is not limited to: a) the use of unauthorized assistance in taking
any type of test or completing any type of classroom assignment; b) assisting another
student in cheating on a test or class assignment, including impersonation of another
student.
Plagiarism: includes, but is not limited to: a) failure to give full and clear
acknowledgement of the source of any idea that is not your own; b) handing in the
same assignment for two different courses without the consent of the instructors.
Fabrication: the forgery, alteration, or misuse of any University academic document,
record, or instrument of identification.
Academic Misconduct: intentionally or recklessly interfering with teaching, research,
and/or other academic functions.
First instance: The faculty member determines the penalty. This may include any of the
following: an opportunity to redo the assignment or test, a reduced grade on the
assignment or test, a failing grade on the assignment or test, a lower grade in the
course, a failing grade in the course, or removal of the student from the course.
Second instance: The faculty member determines the penalty, and the campus-specific Chief
Academic Officer (CAO) or designee connects with the student at which time
additional sanctions may be imposed.
Third instance: The faculty member determines the penalty, and the Academic Conduct Board
(ACB) meets with the student, at which time additional sanctions may be imposed,
including suspension or expulsion. On the Mequon campus the ACB consists of the
CAO at Mequon, AVP of Academics for Student Success, and the Dean of the School in
which the student resides. On the Ann Arbor campus the ACB consists of the CAO at
Ann Arbor, the Dean of Students, and the campus Dean of the School in which the
student resides. If the student is an adult learner, the appropriate Center Director joins
the ACB. If the student is a graduate student, the appropriate Program Director joins the
ACB. The decision of the ACB is final.

Appeal Process: On the Mequon campus students may appeal a faculty-issued academic
dishonesty decision or penalty in writing to the Dean of the School in which the course
was offered within 15 working days of receiving the report. The Dean (in consultation
with the Department Chair or Program Director or Center Director) will consider the
appeal and render a decision within 10 working days of receiving the appeal and issue a
written response to the student. On the Ann Arbor campus, this appeal should be
directed to the appropriate campus Dean.
(RLF, summer 2015)
Disabilities Act
*CUW Disability Policy: In accordance with the Americans and Disabilities Act (ADA) and
Section 504 of the Vocational Rehabilitation Act of 1973, individuals with disabilities are
protected from discrimination and assured services and accommodations that provide equal
access to the activities and programs of the university. Students with a documented disability
who require accommodation in order to obtain equal access to this course should inform the
instructor, and must also contact Disability Support Services at (262) 243-4299 or
https://www.cuw.edu/Departments/lrc/dss.html
Concordia University and the School of Nursing embrace students with all abilities and
disabilities. Students needing accommodations due a disability should feel free to discuss their
needs with the course instructor and Disability Support Services.
Students with a documented disability condition (e.g., physical, learning, psychiatric, vision,
hearing, etc.) who need to arrange reasonable accommodations must contact the Learning
Resources Coordinator in Luther 200b, ext. #4299 at the beginning of the semester. Appropriate
legal/medical documents must be provided. The students must also meet with the Director of the
Office of Disability Support Services. Information may be found on the CUW website at
Disability Support Services or at www.ada.gov.
Relationship to the Curriculum:
The CUW School of Nursing baccalaureate nursing program provides a broad foundation in
liberal arts education while building upon the art and science of the nursing discipline and
Christian principles. Our program draws upon Neuman's Systems Model (2010),
AACN (2008), and the IOM reports (2001, 2010) to prepare the graduate with the
professional leadership skills, expertise, caring and knowledge needed to function in a variety
of health-care and community settings. This nursing course is designed to enhance the
student's ability to provide the nursing student with a basic understanding of pharmacology
and pharmacotherapeutics. It builds upon prior knowledge attained in the biological sciences
and pathophysiology. This course aids in preparing students for vocation for service to
Christ in the church and in the world.
Pharmacology is a required sophomore level nursing course. This course prepares the
student for advanced nursing courses by introducing the student to the use of the Neuman
Model in patient care as it pertains to pharmacotherapeutics. There are no prerequisites for

this class; however, this class builds upon biology, anatomy and physiology, and
pathophysiology.
Pharmacology addresses the core competencies of communication skills, problem solving
skills, cultural understanding, and scientific literacy. This course will develop an
understanding of pharmacology and nursing issues related to cultural, ethnic, age, gender,
socioeconomic, legal, ethical, preexisting and coexisting conditions, communication
considerations, spiritual considerations, legal and ethical considerations, alternative therapy,
psychosocial aspects, prioritization considerations, and delegations considerations.
Nursing Pharmacology is required for graduation from CUWs undergraduate nursing
program as well as AACN Essential IX: Baccalaureate Generalist Nursing Practice (AACN,
2008).
INFORMATION ABOUT CUW OUTCOMES
o

demonstrate habits of the mind, body, and spirit that are rooted in an understanding of the
liberal arts (Liberal Arts);

demonstrate the ability to analyze and apply their disciplines theoretical, methodological,
ethical, and practical foundations (Disciplinary Thinking); and

demonstrate a readiness to embrace their opportunities and obligations as citizens in a


complex world (Global Citizenship).

Connection to CUW Mission:


Pharmacology will prepare the student with the professional leadership skills, expertise, caring
and knowledge needed to function in a variety of health-care and community settings. This
nursing course is designed to enhance the student's ability to develop knowledge and skill in
application of the liberal arts through exploration of drug administration for patients health and
wellness across the life span. Disciplinary thinking is advanced through further development of
critical thinking skills and scientific literacy. Global citizenship is addressed through exploration
of cultural issues in the drug research and drug administration process; the use of technology for
safe drug administration; and the error reporting and quality improvement process for patient
safety.

Program/Department Student Learning Outcomes:


COURSE #___ PROGRAM OUTCOMES & STUDENT LEARNING OUTCOMES:
Sophomore/BS N Level 1
Program Outcomes (PO)
Student Learning Outcomes
X 1. Apply liberal education and
X 1. Identifies knowledge from the sciences, humanities,
scientific background
and nursing theory that apply to nursing practice.
information into practice.
X 2. Apply organizational and
X 2. Identifies principles of safe, culturally sensitive
leadership principles in practice
patient care for an individual patient.
to improve quality and patient
safety.
3. Translate scholarship into
practice.

3. Recognizes nursing as a scientific discipline that is


based on evidence, while understanding the
differences among facts, opinions, and assumptions.

X 4. Utilize informatics and


healthcare technologies to
improve patient care.

X 4. Recognizes the role of information technology in


improving patient care outcomes and creating a safe
care environment.
5. Identifies ethical standards related to data security,
regulatory requirements, confidentiality, and clients
right to privacy.

X 5. Demonstrate knowledge of
healthcare policy and advocate
for quality healthcare for all
citizens.

X 6. Describes social, political, historical and economic


factors affecting health care.
7. Describes state and national statutes, rules, and
regulations that authorize and define professional
nursing practice.
6. Communicate and collaborate in
8. Uses communication principles for basic
an interprofessional healthcare
communication and data gathering.
environment to improve patient
9. Defines the role of the nurse within the context of
and population health outcomes.
the interprofessional health team.
X 7. Utilize knowledge of clinical
X 10. Describes the focus of nursing in promoting health,
prevention and population health
reducing risk, preventing disease, and alleviating
at the individual and group/
suffering with individual patients
aggregate/population levels.
8. Advance professionalism and
professional values.

11. Identifies professional standards of moral, ethical,


and legal conduct in the context of the Christian
perspective.
12. Identifies activities that contribute to personal and
professional growth in mind, body, and spirit.

9. Perform at the highest level


nursing practice reflective of the
educational preparation.

13. Identifies the focus of nursing within the context of


the Neumans Systems model as promoting health,
reducing risk, preventing disease, alleviating
suffering, providing safe, culturally sensitive nursing
care to individual patients.

Course Objectives:
As a result of participation in this course, the student will:
1. Apply knowledge of the physical and behavioral sciences to explain the basic process of
pharmacology (Cognitive).
2. Identify drug nomenclature and its relationship with drug administration and patient
safety (Cognitive).
3. Identify concepts of pharmacokinetic, pharmacodynamics and pharmacotherapeutics
(Cognitive).
4. Describe legal and ethical guidelines to pharmacology and pharmacotherapeutics
(Cognitive & Affective).
5. Describe pharmacology as it relates across cultures, lifespans and body systems
(Affective).
6. Relate quality implications related to pharmacology across the lifespan (Cognitive &
Affective).
7. Recognize relevant assessment data, appropriate goals and plans, and outcome data
related to drug therapy (Cognitive & Affective).
8. Demonstrate competency in dosage calculation and measurement (Cognitive &
Psychomotor).

Selected Websites
www.nursingquality.org
www.fda.gov
www.iom.edu
http://www.aacn.nche.edu
http://www.nln.org
www.ismp.org
Revised 5/15/2015 by G Vernon
Calculating dosages safely

The lack of basic math skills can be a major problem when it comes to nurses administering
drugs to patients. Calculations are still a significant source of drug error and one that Concordia
University School of Nursing (SON) takes seriously. The SON has established a policy requiring
all Sophomore nursing students are to pass a cumulative drug dose calculations exam at a level
of 100% at the end of the Sophomore year to ensure students preparedness to pass medications
safely. You will be provided two chances to pass the exam. Failure to meet this standard results
in the unsuccessful pass of the pharmacology course and inability to progress to your Junior
semester. The math is an independent study housed in the pharmacology course. Weekly
quizzes will be given with the understanding that quizzes are a tool used as an evaluation of
student work, a means of communicating to students, a source of motivation to students for
continued learning and improvement, and as a means of organizing a lesson, in that grades mark
transitions in a course and bring closure to it.
Additionally, grading provides students with feedback on their own learning, clarifying for them
what they understand, what they do not understand, and where they can improve. Grading also
provides feedback to instructors on their students learning; therefore, 5% of the pharmacology
grade is devoted to pharmacology quizzes. No graded remediation is provided, however,
independent remediation of these quizzes is beneficial to the student for understanding and is up
to the individual student, remembering this is independent study.

Syllabus Agreement
I acknowledge that I have received and reviewed the course syllabus for NURS 250

Fall 2015. My class meets on _Monday / Friday (circle one)( (days) at 1005-1155 (time) in
room ______.
I have read the syllabus (either in paper or online) and I understand the classroom policies,
instructors expectations, and rules (eg., text requirements, grading system, attendance policy,
academic integrity policy, assignment responsibilities, test policies, etc.) as stated in the syllabus
for this course. If I have any questions or concerns, I will contact the instructor for further
explanation. In addition, I have read and understand the CUW and SONs policies and
procedures and will abide by them.
I understand that I am responsible to complete all assignments graded or not, quizzes/in-class
assignments, and test correction assignments by due date as outlined in the schedule.
I agree to be prepared for and attend class each scheduled day.

SIGNED_________________________________________ DATE________________
PRINT NAME__________________________________________________________

Please turn in to instructor by stated due date.

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