basic pharmacology chapter 1 outline

it is the outline that she provided for us to be able to complete

Responsibilities of an LRN and an RN full card

• Dictated by licensure and experience

  • RN: licensure and authority to carry out all steps of the nursing process

  • LPN/LVN: working under the supervision of the RN; assess, implement, and evaluate with guidance

• LPN/LVN: drug administration is a significant part of the role

• LPN/LVN responsibilities are continually changing, so it is vital to know what the nurse practice act for your region legally allows.

Responsibility of an RN

• licensure and authority to carry out all steps of the nursing process

responsibility of a LPN/LVN

• LPN/LVN: working under the supervision of the RN; assess, implement, and evaluate with guidance

• LPN/LVN: drug administration is a significant part of the role

• LPN/LVN responsibilities are continually changing, so it is vital to know what the nurse practice act for your region legally allows.

Five Steps of the Nursing Process (ADPIE)

• The nursing process is the framework for professional practice.

• Assessment

• Diagnosis

• Planning

• Implementation

• Evaluation

Assessment responsibilities of a RN

• An RN is legally assigned as the staff member who must perform the initial assessment for each patient.

• Involves looking and listening carefully.

• A process that helps you get information about the patient, the patient’s problem, and anything that may influence the choice of drug to be given to the patient.

• Assessment, or gathering data.

• RN typically is assigned to perform the initial assessment

• The LPN will make vital contributions to assessment

Assessment, responsibilities of an RN ( this does include sub and objective data)

• Subjective data: reports of what the patient says he/she is feeling or thinking. examples:

  • if pt reports pain, you cannot feel or see, or hear pain, so it is considered subjective. It is what the patient has told you.

• Objective data: data that can be seen, heard, felt, or measured by someone other than the patient. examples:

  • Presence of edema, how much a pt ate at dinner, intake/output, vs, labs

• Why is assessment important to Pharmacology? Can be used to ensure you are safely giving the drug by data collecting

two types of data (sub/obj)

Subjective data: obtained through questioning; information that cannot be measured

• Subjective data: reports of what the patient says he/she is feeling or thinking. examples:

  • if pt reports pain, you cannot feel or see, or hear pain, so it is considered subjective. It is what the patient has told you.

Objective data: obtained through observation; information that is observed or could be verified by another

• Objective data: data that can be seen, heard, felt, or measured by someone other than the patient. examples:

  • Presence of edema, how much a pt ate at dinner, intake/output, vs, labs

Why is assessment important to Pharmacology?

• Can be used to ensure you are safely giving the drug by data collecting

Factors to Consider in Assessing the Patient

• Helpful information to be used in planning drug therapy:

  • Symptoms, signs, or diseases that explain need for drug

  • Current (and sometimes past) use of drugs and drugs (names & dosages)

  • Problems with drug therapy (allergies, diseases/chronic conditions)

  • Alcohol & street drug use

  • Alternative therapies

• The patient’s perception of the need for a drug is essential in helping to plan his/her treatment.

• Many patients are unaware of why they are taking drugs.

• An understanding of the patient’s current and concurrent disease processes is helpful.

• Assess their level of learning and their reading level. How does the patient learn best?

Factors to Consider in Assessing the Patient (bullet points)

• Symptoms, signs, or diseases that explain need for drug

• Current (and sometimes past) use of drugs and drugs (names & dosages)

• Problems with drug therapy (allergies, diseases/chronic conditions)

• Alcohol & street drug use

• Alternative therapies

• drug perception

• unaware of drugs taken

• understanding patients current and concurrent drug process

• asses learning/reading level how do they learn

what is a Diagnosis

• A conclusion about what the patient’s problems are.

  • The physician makes a medical diagnosis.

• Medical diagnosis requires the expertise of the physician or qualified health care provider.

• A physician can diagnose cancer; however, it is not within the scope of LPN/LVN or RN practice to diagnose disease.

what is a plan of care

• Once the nursing problem is made, a plan of care is initiated that includes patient and nurse involvement.

• Goals are established.

• Goals, or outcomes, are mutually established with the patient. Patient centered care.

• If the patient is unable to participate in the development of the care plan, the nurse establishes a plan of care that is in the patient’s best interests.

• Nurses are patient “advocates.” They treat the patient in the manner they believe the patient would desire to be treated.

what is nurse planning

• Planning

  • Once the nursing problem is made, a plan of care is initiated that includes patient and nurse involvement

  • This is where goals are established with the patient. The future, this is something that WILL happen. ‘The patient will be able to….’

  • Patient goals:

  • Help the patient learn about a drug and how to use it properly.

    • Nurses are patient “advocates.” They treat the patient in the manner they believe the patient would desire to be treated.

what are Nursing goals

• Nursing goals:

  • Help the nurse plan what equipment or procedures are needed to administer a drug.

  • Patient goals are the outcomes the care plan has been developed to meet.

  • There are short-term and long-term patient goals.

  • Patient goals are identified in the care plan.

  • Nursing goals are verbally communicated between nurses.

  • The LPN assists in planning.

  • Involves collaboration of acre with other nurses, providers, patient

Factors to Think About in Planning to Give a Drug

• Decide the reason for each drug to be given.

• Learn information regarding the drug.

• Plan for special storage, techniques, or equipment.

• Develop a patient teaching plan.

what is the point of a Drug Order

• Make certain you understand each part of the drug order

• Prior to drug administration, critical thinking is essential to:

  • Verify the accuracy of the drug by checking the medication administration record (MAR) or electronic medical record against the provider’s original order.

  • Determine whether the type of drug and dosage are appropriate for the patient.

  • Prior to drug administration, critical thinking is essential to:

    • Verify the accuracy of the drug by checking the medication administration record (MAR) or electronic medical record against the provider’s original order

    • Determine whether the type of drug and dosage are appropriate for the patient

When would the nurse hold the drug?

• If the nurse determines:

• the drug order is unclear or appears incorrect

• the patient’s condition would decline with the drug

• the physician did not have all the relevant information needed before writing the order

• there is a change in patient condition

  • The drug is withheld until the order is clarified.

• When a nurse “withholds” a drug, accurate documentation and follow-up with the healthcare professional is essential.

• Do not give the drug if you have a question about any part of the order

Implementation of a plan

• Involves following the care plan and giving the medicine accurately to the patient.

  • Requires that the nurse use the information learned about each patient and about each drug ordered.

  • Watch for any changes in the patient’s condition that may make it unwise to give the drug.

• It is the nurse’s job to understand why each drug is ordered, to know about the drug’s actions, and to know how to safely administer it