Gauwitz, Administering Medications, 8e IM-1 1

Gauwitz, Administering Medications, 8e IM-1 | 1 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

C H A P T E R 1: Orientation to Medications

Learning Outcomes 1-1 Define terms to understanding administration of medications.1-2 List the major sources and uses of drugs.1-3 Define drug standards, indicating how they are determined and why they are necessary.1-4 List names by which drugs are known.1-5 List drug references, explain how to use at least one, and make a drug card.1-6 List the major drug laws and their main features.1-7 List the federal agencies that enforce the drug laws and the importance of enforcing them.Chapter Outline Key Terms Introduction to Pharmacology Pharmacology Drug Sources Drug Uses Drug Standards Drug Names Drug References Preparing Your Own Drug Cards Drug Legislation You and the Law Chapter Summary Chapter 1 Review Teaching Strategies ▪Ask students to identify the key terms they are already familiar with. Discuss the definitions of all the terms and be certain that students are clear about the meanings.Point out any similarities that may be confusing to them and tell them to memorize those words to avoid confusion later on. Ask volunteers to share their methods of learning medical key terms.▪Ask students to list the major sources of drugs and give examples of each.▪If possible, obtain a film from the library or a pharmaceutical company explaining the process of drug trials. Show the film to the class.▪Take a field trip to a pharmaceutical company in your area to observe the step-by-step process of manufacturing drugs. Ask students to summarize why, as health care workers, they should understand the drug manufacturing process. Discuss how the company followed drug legislation.▪Invite a pharmacist into class (or visit a pharmacy) to discuss the process of testing for generic drugs. Ask students why it is important they understand this process.▪Ask a pharmaceutical representative to speak to the class about how he or she can make a difference in patient care.▪Visit a local pharmacy or invite a pharmacist into class to discuss what pharmacists teach patients when they dispense a drug. Ask for print material that is sometimes given to patients. Discuss in class how this material could be beneficial or harmful to the patient.▪When students begin work in a health facility, ask them to make a list of all the drug references that are available to them in their work environment. Are the materials up-to- date? Why are up-to-date references important to the patient and the health care worker?▪Ask students to complete the Chapter 1 Review. Discuss answers, clearing up any misconceptions students may have. Review any material students had difficulty with.▪Administer and grade the Chapter 1 Test in this Instructor’s Manual.▪Develop and administer a performance test for preparing a drug card.Administering Medications, 8e Donna Gauwitz (Instructor Manual All Chapters, 100% Original Verified, A+ Grade) 1 / 4

Gauwitz, Administering Medications, 8e IM-1 | 2 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.Critical Thinking Activity You are admitting a patient who frequently changes physicians. The patient has an unlabeled bottle of pills that she has been taking. She says that a doctor she no longer sees prescribed them for her. She does not know why she was taking the drug or the name of the drug. What should you do to determine the drug’s name, action, and therapeutic purpose?Answers to Chapter 1 Review

• Chemical substance used in the diagnosis, treatment, cure, or prevention of a particular

disease

• The study of drugs: sources, chemical makeup, uses, how to prepare them, and so on
• The structure of the body and its parts
• The science that deals with the functions of cells, tissues, and organs of living organisms
• Rules concerning the strength, quality, and purity of drugs

6.Physicians’ Desk Reference®, a drug reference 7.United States Pharmacopeia/National Formulary, a drug reference containing the standards for official drugs

• Enforcement agency that enforces the Patriot Improvement and Reauthorization Act of 2005.
• The absorption, distribution, metabolism, and excretion of drugs

10. Drug sources include:

▪Plants—digitalis, opium, belladonna, vitamin C, gums, oils ▪Animals—insulin, heparin ▪Minerals—iron, iodine, salt, calcium ▪Synthetic drugs—Bactrim, Septra, biotechnology, Humulin® insulin, vaccines

11. Drug uses:

▪Prevent diseases—vaccines ▪Maintain health—insulin, vitamins ▪Diagnose disease—radiopaque dye, barium ▪Treat disease—aspirin, antihistamines ▪Cure disease—antibiotics ▪Prevent pregnancy—contraceptives ▪Palliative—chemotherapy

12. Drug laws and agencies:

▪Pure Food and Drug Act of 1906, no agency ▪Food, Drug, and Cosmetic Act of 1938, enforced by the FDA ▪Controlled Substances Act of 1990, enforced by the DEA

• OTC drugs can be bought and sold without a prescription. Prescription drugs need a doctor’s

written or verbal order to be bought and sold. Controlled substances have restrictions on who can prescribe, and how, and how often they can be prescribed.

• c 15. b 16. a 17. d 18. f 19. e 20. e
• b 22. a 23. d 24. c 25. b 26. b 27. c.
• d 29.a
• Metamucil is a bulk-forming laxative of plant origin.

Digitalis is a cardiac glycoside used in the treatment of congestive heart failure.It is also of plant origin.Insulin is used in the treatment diabetes mellitus. It is of animal source.Bactrim is a synthetic drug to treat an infection.Iron is a mineral given as a supplement generally for a deficiency in the diet.

31.Nitroglycerin is the generic name and Nitrostat is the brand name.A healthcare provider may order a drug by either a generic or brand name.A generic name allows the pharmacist to dispense from nonbrand name drugs.A drug only has one generic drug name but may have several brand names.For example, nitroglycerin has the other brand names of Nitro-bid or Nitrong. 2 / 4

Gauwitz, Administering Medications, 8e IM-1 | 3 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.Although memorizing all the generic and brand names for drugs is not possible, be familiar with both the generic and brand names.

• Janie should study the federal and state laws controlling medication administration. She

should also study the nursing home’s own regulations, and she should find out who is in charge so that she knows to whom questions should be addressed.

• Answers will vary
• White
• About 17 (this will vary from year to year)
• Acetaminophen

37.Answers will vary 3 / 4

Gauwitz, Administering Medications, 8e IM-2 | 1 Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

C H A P T E R 2: Principles of Drug Action

Learning Outcomes 2-1 Identify the basic drug actions and the body processes that affect drug actions.2-2 Identify the factors influencing drug action.2-3 Distinguish between systemic and local drug effects.2-4 Summarize the differences between therapeutic effect, side effects, synergism, antagonism, and potentiation.2-5 Explain the difference between psychological and physical drug dependence...Chapter Outline Key Terms Pharmacokinetics Drug Action Factors Affecting Drug Action Drug Effects Adverse Reactions Drug Dependence or Drug Abuse?Chapter Summary Chapter 2 Review Teaching Strategies ▪Discuss the definitions of the key terms and have the students give an example of how each term is used.▪Ask students to use a drug reference to find side effects that are not adverse reactions.This activity is more meaningful if you select a drug one of the students is taking or has recently taken.▪Obtain and show a film on drug addiction. Ask the students to summarize the difference between physical and psychological dependence.▪Make arrangements for the class to visit a community-based psychiatric hospital or clinic to observe patients who have been abusing drugs.▪Arrange for a panel discussion to include drug counselors, crisis center ▪workers, former addicts, and alcoholics to provide the students with the opportunity to obtain firsthand knowledge from the victims of abuse.▪Ask students to attend an AA meeting and write a summary of the experience. Also ask them to bring back any literature that is available.▪Discuss the potential of drug abuse in health care workers. Discuss what is the worker’s responsibility if he or she suspects a fellow health care worker to have a drug abuse situation.▪Develop a class discussion on how a health care worker might help a drug-impaired health care worker.▪Have students work in cooperative learning groups to make a display that describes the local and systemic processes of drug effects in the body.▪Ask students to explain the difference between synergism, antagonism, and potentiation.▪Divide students into two cooperative learning groups. Identify five drug categories. After group one has identified the therapeutic effects of those identified drugs and group two has identified the side effects of the same drugs, have a class discussion on the differences.▪Ask students to complete the Chapter 2 Review. Discuss answers, clearing up any misconceptions students may have. Review any material students had difficulty with.▪Administer and grade the Chapter 2 Test in this Instructor’s Manual.Critical Thinking Activity Have each student imagine caring for a patient who started on a new drug a week ago and was given information on the side effects of that medication. The patient now says that he is

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