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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.
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.
85-86%
83-84%
79-82%
77-78%
BC+
C
C-
75-76% D+
72-74% D
70-71% DBelow 70% F
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
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
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
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.
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
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
X 5. Demonstrate knowledge of
healthcare policy and advocate
for quality healthcare for all
citizens.
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__________________________________________________________