Principles of Pharmacology NUR 210 Curriculum analysis assignment: Nursing
Curriculum Analysis Paper
Associates Degree program
Principles of Pharmacology NUR 210
- Obtain a copy of the foundational statements from a school of nursing. (Listed below)
- Analyze these documents for congruency.
- Then choose one course syllabus and lesson plan to determine if these foundational statements are reflected in these two course documents. (Listed below)
- Complete the tables provided by copying and pasting material from the relevant source documents to clearly illustrate the areas of congruency. Attach tables 1-4 as appendices.
- Institution Mission, Philosophy*
Mission
Galen College of Nursing, driven by a culture dedicated to expanding access to nursing education, prepares diverse learners to demonstrate excellence and compassion in nursing through an educational approach immersed in innovation, technology, and student support
Philosophy
HUMAN BEINGS
The faculty of the Galen College of Nursing believe that humans are complex bio-psycho-social-spiritual beings who are shaped by culture, experiences, environment, and relationships. We believe that human beings are free to think, are inquisitive, continually learn in order to grow and realize their full potential, are autonomous, and are to be valued and respected as unique individuals.
SOCIETY/ENVIRONMENT
Human beings influence and are influenced by socioeconomic, cultural, social, geopolitical, technological, and physical environments. As such, human beings and society represent mutually-adaptive relationships that are dynamic and influence the health and wellbeing of individuals, families, communities, and populations.
HEALTH/HEALTHCARE
We believe that health is a complex concept that incorporates physical, emotional, social, spiritual, and mental wellbeing and is influenced by an individual’s environment, culture, and personal practices. Health is individually defined to reflect each person’s ability to meet life goals and capacity to adapt to life’s stressors and challenges. Health can be promoted, maintained, or regained through individual efforts and/or in collaboration with health care providers.
Healthcare is a complex system designed to help individuals, families, communities, and global populations manage illness, reduce healthcare disparities, and achieve a desired level of wellness. It is a basic human right and requires the collaboration of interdisciplinary teams to ensure that holistic, culturally-relevant care is provided to all individuals and communities to reduce health disparities and meet the needs of particularly vulnerable populations worldwide.
NURSING
Nurses are members of interdisciplinary teams who bring a unique perspective to and ensure that patient-centered, holistic, and culturally-appropriate care is provided. They engage in practice that is part science, drawing on a broad range of knowledge and skills, employing critical thinking, and using evidence as a basis for decisions and interventions. Nursing practice also is part art, which is demonstrated by caring and compassion; advocacy on behalf of patients, families, communities, and populations; and the respect shown to all those in their care. Nurses are leaders who embrace ethical standards and facilitate change that will benefit the profession, as well as those whom they serve. Nurses bring a scholarly perspective to their practice which is demonstrated by their spirit of inquiry, clinical reasoning, and willingness to continually learn and grow.
TEACHING/LEARNING
We believe that learning is a lifelong endeavor, as well as a life-changing opportunity that fosters understanding and insight. Teaching and learning are collaborative and reciprocal processes that occur in safe, inclusive, student-centered, and trusting environments. Galen College of Nursing | Louisville Campus STUDENT CATALOG | Volume 71, July 2021 85 Teachers guide, support, and empower students throughout their journey to become professional nurses. They use innovative methods and technology to facilitate learning in the cognitive, psychomotor, and affective domains in order to help students learn the art and science of nursing and promote their total development. Students bring their unique perspectives to the nursing discipline, and they are expected and encouraged to be actively involved in and take responsibility for their own learning.
- College of Nursing Mission, Philosophy (SAME AS #1)
Mission
Galen College of Nursing, driven by a culture dedicated to expanding access to nursing education, prepares diverse learners to demonstrate excellence and compassion in nursing through an educational approach immersed in innovation, technology, and student support
Philosophy
HUMAN BEINGS
The faculty of the Galen College of Nursing believe that humans are complex bio-psycho-social-spiritual beings who are shaped by culture, experiences, environment, and relationships. We believe that human beings are free to think, are inquisitive, continually learn in order to grow and realize their full potential, are autonomous, and are to be valued and respected as unique individuals.
SOCIETY/ENVIRONMENT
Human beings influence and are influenced by socioeconomic, cultural, social, geopolitical, technological, and physical environments. As such, human beings and society represent mutually-adaptive relationships that are dynamic and influence the health and wellbeing of individuals, families, communities, and populations.
HEALTH/HEALTHCARE
We believe that health is a complex concept that incorporates physical, emotional, social, spiritual, and mental wellbeing and is influenced by an individual’s environment, culture, and personal practices. Health is individually defined to reflect each person’s ability to meet life goals and capacity to adapt to life’s stressors and challenges. Health can be promoted, maintained, or regained through individual efforts and/or in collaboration with health care providers.
Healthcare is a complex system designed to help individuals, families, communities, and global populations manage illness, reduce healthcare disparities, and achieve a desired level of wellness. It is a basic human right and requires the collaboration of interdisciplinary teams to ensure that holistic, culturally-relevant care is provided to all individuals and communities to reduce health disparities and meet the needs of particularly vulnerable populations worldwide.
NURSING
Nurses are members of interdisciplinary teams who bring a unique perspective to and ensure that patient-centered, holistic, and culturally-appropriate care is provided. They engage in practice that is part science, drawing on a broad range of knowledge and skills, employing critical thinking, and using evidence as a basis for decisions and interventions. Nursing practice also is part art, which is demonstrated by caring and compassion; advocacy on behalf of patients, families, communities, and populations; and the respect shown to all those in their care. Nurses are leaders who embrace ethical standards and facilitate change that will benefit the profession, as well as those whom they serve. Nurses bring a scholarly perspective to their practice which is demonstrated by their spirit of inquiry, clinical reasoning, and willingness to continually learn and grow.
TEACHING/LEARNING
We believe that learning is a lifelong endeavor, as well as a life-changing opportunity that fosters understanding and insight. Teaching and learning are collaborative and reciprocal processes that occur in safe, inclusive, student-centered, and trusting environments. Galen College of Nursing | Louisville Campus STUDENT CATALOG | Volume 71, July 2021 85 Teachers guide, support, and empower students throughout their journey to become professional nurses. They use innovative methods and technology to facilitate learning in the cognitive, psychomotor, and affective domains in order to help students learn the art and science of nursing and promote their total development. Students bring their unique perspectives to the nursing discipline, and they are expected and encouraged to be actively involved in and take responsibility for their own learning.
- Organizing Framework **
Accreditation Commission for Education in Nursing (ACEN)
***YOU CAN FIND STANDARDS at https://www.acenursing.org/acen-accreditation-manual-standards-a/
- Choose Nursing Program (BSN or ADN) – Program Outcomes or at Galen–Program Student Learning Outcomes (PSLOs)
ADN Program Student Learning Outcomes (PSLOs)
- Safe, Patient-Centered Care – Provide safe, patient-centered nursing care using evidence-based practice while managing multiple patients.
- Caring Behaviors – Integrate caring behaviors when managing nursing care for diverse patients, families, and communities.
- Communication – Integrate effective communication skills to promote safety and support decision making while managing patient care.
- Clinical Judgment – Incorporate clinical judgment to ensure quality outcomes when managing patient care.
- Collaboration – Participate in collaborative relationships to improve patient outcomes when managing nursing care for diverse patients, families, and communities.
Leadership – Integrate leadership skills in a variety of healthcare settings when managing care for diverse patient populations.
- Professional Standardsvs Accreditation Standards (understand the difference)
Professional Standards: Accreditation Commission for Education in Nursing (ACEN)
Accreditation Standards: NLN’s Competencies for Graduate of Nursing Programs
Competencies for Associate Degree Nursing Programs
- Human Flourishing
- Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings.
- Nursing Judgment
- Make judgments in practice, substantiated with evidence that integrate nursing science in the provision of safe, quality care and promote the health of patients within a family and community context.
- Professional Identity
- Implement one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context.
- Spirit of Inquiry
- Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities.
- Syllabus of a course from chosen program – Course Outcomes or at Galen Course Student Learning Outcomes (CSLOs)
Student Learning Outcomes (CSLOs)
- Identify safe patient-centered nursing care using evidence-based practice for patients receiving pharmacological agents. (PSLO 1)
- Identify caring skills required to provide nursing care to patients receiving pharmacological agents. (PSLO 2)
- Identify effective communication skills to promote safety and support decision making when caring for patients receiving pharmacological agents. (PSLO 3)
- Develop critical thinking and clinical judgment to ensure quality outcomes for patients receiving pharmacological agents. (PSLO 4)
- Identify collaborative relationships needed to provide and improve care for patients receiving pharmacological agents. (PSLO 5)
- Identify leadership skills required to provide care for patients receiving pharmacological agents. (PSLO 6)
- One Lesson Plan from chosen course—Class objectives or at Galen –Topical Outline/Course Schedule – Unit Student Learning Outcomes (USLOs)
Topical Outline/Course Schedule – Unit Student Learning Outcomes (USLOs)
Topical Outline/Course Schedule:
| UNIT 1 | |
| Unit Student Learning Outcomes (USLOs):
· Introduction & Orientation · Principles of Pharmacology: Pharmaceutic, Pharmacokinetic, Pharmacodynamic Phases · Role of the RN in the Nursing Process & Patient Teaching · Contemporary Issues: Pediatric & Geriatric Pharmacology · Contemporary Issues: Drug Interactions & OTC Drugs |
|
| Theory
Student Learning Outcomes |
Required Reading and
Learning Activities |
| 1. Differentiate the three phases of drug action.
2. Describe the four processes of pharmacokinetics. 3. Utilizing the principles of pharmacodynamics anticipate dose response, maximal efficacy, the receptor and nonreceptor drug response. 4. Identify the characteristics of an ‘ideal’ drug. 5. Compare the actions of agonist and antagonist receptor responses. 6. Anticipate possible medication adverse reactions by applying the knowledge of drug-food and drug-natural substance interactions. 7. Identify patients who are at risk for adverse drug reactions. 8. Describe the common signs/symptoms of neurotoxicity, nephrotoxicity, and ototoxicity. 9. Integrate laboratory studies findings in nursing judgment and clinical decision making relating to medication administration. 10. Use Gordon’s Functional Health Patterns as the framework for completing a comprehensive drug and health history 11. Discuss the role of the registered nurse as manager of care in the process of continuous quality improvement as it relates to medication error prevention, identification of root cause, reporting, and developing means to reduce medication errors. 12. Describe the use of the nursing process in drug administration. 13. Determine the principles of health teaching regarding drug therapy. 14. Determine grouped nursing diagnos according to Gordon’s Functional Health Patterns applicable to teaching patients about medication compliance. 15. Identify the effects of organ system immaturity on prescribed medication regimen for the pediatric patient. 16. Determine assessment parameters to be monitored in the pediatric patient to identify potential adverse drug reactions. 17. Describe the physiologic and psychosocial age-related changes that have a major effect on drug therapy for the older adult. 18. Determine interventions that assist the older adult with overcoming obstacles to adherence to the prescribed drug regimen. 19. Define the term drug interaction. 20. Identify common OTC medications that can alter the pharmacokinetics and pharmacodynamics of other drugs. 21. Identify appropriate nursing interventions when adverse effects are related to the interaction of specific OTC medications and prescribed medications and/or dietary considerations. 22. Develop a teaching plan for common drug-drug interactions that involve common OTC medications. 23. Specify nursing interventions that assist in the prevention of drug interactions. 24. Develop specific nursing interventions that can decrease the occurrence of adverse drug reactions, drug-drug and drug-food interactions.
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Required Readings
· Course Syllabus
Kee, Hayes, & McCuistion, 2015 · Chapter 1: Drug Action: Pharmaceutic, Pharmocokinetic, and Pharmacodynamic Phases · Chapter 2: The Drug Approval Process · Chapter 3: Cultural and Pharmacogenetic Considerations · Chapter 4: Drug Interactions and Over-the-Counter Drugs · Chapter 6: Herbal Therapies · Chapter 7: Pediatric Pharmacology · Chapter 8: Geriatric Pharmacology · Chapter 10: The Role of the Nurse in Drug Research · Chapter 11: The Nursing Process in Patient-Centered Pharmacotherapy · Chapter 12: Safety and Quality in Pharmacotherapy · Chapter 13: Medication Administration · Chapter 14: Drug Calculations
Learning Activities · Complete the corresponding workbook pages for each chapter listed above. · View the following websites and review the information regarding medication errors. o A Review of Medication Errors and How to Reduce Them http://www.ahrq.gov/qual/errors.htm o 20 Tips on Reducing Medication Errors http://www.ahrq.gov/consumer/20tips.htm · View the following websites. o http://consultgerirn.org/topics/medication/want_to_know_more – Goal of this website is to reinforce information regarding prevention of adverse drug reactions in the geriatric population o http://www.ismp.org/Newsletters/acutecare/articles/20020601.asp – Goal of this website to review guidelines in preventing medication errors in the pediatric population.
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** For the organizing framework, some schools may use a nursing theory, professional standards or, accrediting standards.
* If you choose Galen to conduct your curricular analysis assignment, please note that Galen is unique and is a stand-alone College of Nursing; it is not attached to a university or community college: so, for Table 1 – Institution Mission and Nursing Mission are the same. For this paragraph in the paper speak to Galen’s mission.
* Also, Galen uses a variety of standards, guidelines, and competencies to organize their curriculum for their many programs that they offer. There is not one specific organizing framework that Galen uses –they use QSEN, COPA, ANA Nursing scope and standards of practice, Lenbergs, NLN Outcomes and Competencies, etc. (Galen catalog p. 84). It would be too cumbersome to create tables for all organizations/models that Galen uses as a framework. To keep it simple, I encouraged you to choose one and identify which one you are using to show the key elements in the table; discuss this in the body of paper.
