Pharmacology Course Notes (Orientation and Structure)

Course Overview and Philosophy

• Pharmacology in nursing is information-dense and built from pathophysiology, physiology, disease processes, medication mechanisms, adverse effects, contraindications, nursing considerations, and patient teaching.
• The course emphasizes understanding at the cellular level and applying knowledge to clinical decisions (NCLEX-style thinking).
• Daily study and repetition are encouraged; consistency helps efficiency more than long, occasional cramming.
• Instructors prioritize clarity about what nurses must know versus extraneous details from textbooks; emphasis on practical, test-relevant content.

Teaching Approach and Student-Family Style

• In-person sessions facilitate discussion, questions, and concrete understanding; preparation before lectures improves engagement.
• The course uses a mix of lecture, discussion, Q&A, and student-led review to reinforce learning.
• Emphasis on linking content to program outcomes and real-world nursing practice.
• Recording policy: audio recordings are allowed; video recordings are not due to copyright restrictions.

Textbook and Editions

• The primary source for the course is a pharmacology textbook (current edition: Eleventh Edition).
• Older editions are acceptable with minimal information differences; some pages may differ by about seven pages, but content remains largely compatible.

Course Schedule and Exam Structure

• Exams are held weekly (Wednesday) in a designated testing center; a calendar outlines exam weeks vs. unit content.
• Exam structure varies by unit, but key fixed formats include:
  • Dosage calculation/math exam (Unit 1 related) conducted at the start of the week; this math exam is separate from regular unit exams.
  • Regular unit exams generally consist of 60 questions, except the dosage calculation math exam which has 50 questions.
  • The final exam consists of 100 questions.
• The dosage calculation math exam requires a minimum score of 90\% to pass; retakes are allowed until a passing score is achieved, but the initial score remains the recorded score.
• Timing for exams: start at 8:00 AM; early testing begins as early as 07:40; exams close around 09:25; this gives about ten minutes to review and a ten-minute break before class resumes at around 09:45. Accommodation options exist through Student Services for time-related needs.
• A unique “quiz” is scheduled for a pivotal unit (e.g., around Sept 17) with NGN-style questions (new formats similar to NCLEX). It is a quiz, not a traditional exam, and counts toward the course assignment average rather than the exam average.

Exam Policy and Course Logistics

• Exam late submissions follow a policy of 5\% per day late until makeup; one late exam may be waived if an emergency is communicated and approved once.
• If a student misses an exam due to a documented emergency, makeup arrangements are made; repeated late submissions incur penalties.
• After each exam, instructors share class averages and which questions were dropped or kept; questions may be dropped if deemed unfair or pivotal to content.
• Exams are spaced to minimize content jump; typically, the material taught in a given week forms the content for the next exam.

Breaks, Daily Schedule, and Location

• The course includes a short break about every hour, with a longer lunch (~forty minutes) around 11:50.
• All exams occur in a testing center near the instructor’s office; calendar times are designed to fit within a standard class day.
• The schedule is designed to be predictable: content in Week N corresponds to the Week N exam, with occasional exceptions for math or special assessments.

Announcements, Canvas, and Communication

• Canvas is the primary LMS; modules include course information, schedule, and detailed exam/module content.
• A course-wide calendar and an assignment calendar help students track due dates.
• Instructors post clarification documents, blueprints, and Q&As for every exam to guide studying and ensure alignment with exam content.
• Regular announcements accompany due dates; students are encouraged to check Canvas and emails for updates.

Assignments and Study Tools

• Drug Card Assignment (30 drug cards):
  • Purpose: a study tool to help organize medications and reinforce learning.
  • Format: handwritten; templates and several base templates are provided; can be handwritten or hand-written on an iPad and uploaded as an image. Do not type the drug cards.
  • Submission: first class-time deadline in mid-October (e.g., October 15) with in-class hand-in or digital upload if handwritten and photographed.
  • Do not copy drugs from the Internet; use medications covered in class.
  • The rubric guides grading; ensure you meet rubric criteria with adequate detail and a photo when submitted.
• Drugstore Field Assignment (due Sept 17):
  • Visit a drugstore to examine over-the-counter (OTC) medications.
  • Use a provided template to compare price, active ingredients, and top five precautions/warnings; answer reflective questions at the end.
  • All assignments are typed except for the drug cards; the rubric governs grading and the submission requires proof of presence (photo substituted when applicable).
• Medication Reconciliation Assignment (late in the semester):
  • Interview a person who takes prescription medications (ideally 5–7 medications; at least five; seven preferred if possible).
  • Document what the patient understands about taking medications; include dosing and timing, what to watch for, when to seek medical advice, and educational points to teach the patient.
  • If you interview a family member or friend, ensure you do not interview yourself or worksite colleagues.
  • A reflective component asks what you would teach based on the patient’s understanding; provide a rationale and actionable guidance for the patient.
• Case Study (six weeks across the semester):
  • One patient’s hospitalization is followed through different stages; content intersects with weekly topics; pacing is not weekly but content-driven.
  • Discussion posts open on Wednesdays; original post due by Sunday midnight; responses to two peers due by the following Tuesday midnight.
  • Grading emphasizes thoughtful, thorough discussion and rationale rather than exact clinical accuracy; peers provide feedback; instructor may contribute and synthesize weeks’ discussions.
• Case Study Discussion Rubric and Feedback:
  • Posts should be thoughtful and thorough; responses should add new insight and rationale.
  • Instructor participation is frequent but cannot respond to every post every week; may summarize or highlight key reasoning.

Complementary and Alternative Medicine (CAM)

• CAM/Herbal Substances Presentation: each group signs up to present a CAM topic (one presentation per group).
• Deliverables: PowerPoint and a handout; upload both by Tuesday midnight the week prior to presentation.
• The CAM content is tested in the corresponding week’s lecture and is part of the exam content; presentation sign-ups are first-come, first-served and are managed via a sign-up sheet.

Class Discussion and Etiquette

• Student-led discussions are encouraged; focus on on-topic questions and avoid derailment with unrelated anecdotes.
• Respectful, professional communication is required; everyone should have equal opportunity to participate.
• Timeliness is prioritized; class starts and ends on time; if life happens, communicate early to explore accommodations.
• SBAR-style succinctness is encouraged for sharing information when relevant to the group.
• The instructors strive to minimize wasted time and maximize productive discussion; if a topic is not relevant to the test, it may be deprioritized in class, but may still appear in study aids.

Office Hours and Accessibility

• Open-door policy; you can drop by if not busy, or email to schedule a time.
• Scheduling a meeting on the calendar guarantees reserved time and prioritizes your needs.
• Instructors encourage using office hours for questions, reviews, and to tailor study plans.
• If you have an accommodation need, contact Student Services; they can guide you through any required processes.

Study Strategies and Support

• Repetition and daily study improve retention; do not rely solely on memorization; focus on conceptual understanding and clinical reasoning.
• Conceptual learning helps connect medications to pathophysiology and patient safety.
• Review sessions (Q&As) are student-led and focus on clarifying exam content and exam-friendly strategies.
• The course emphasizes using the clarifications and blueprints to guide exam preparation and identify high-yield topics.

Calendar and Sign-Ups

• A dedicated CAM sign-up sheet is posted in Canvas; sign up is first-come, first-served and listed by presentation date.
• A separate assignment calendar lists all due dates in chronological order for easy tracking.
• Reminder communications use Canvas announcements as primary channels; email is used for scheduling and important updates.

Real-World Relevance and Ethics

• Emphasis on ethical practice: professional conduct, patient safety, clear communication, and respect for diverse student backgrounds.
• Practical implications include prioritizing patient education, accurate medication reconciliation, and evidence-informed practice.
• The course explicitly links pharmacology knowledge to nursing judgment, clinical decision-making, and safe patient care.

Tips for Success in Pharmacology

• Attend class, participate in discussions, and come prepared with questions.
• Review the clarifications and blueprints for each exam; study the material with a focus on what you need to know as a nurse.
• Use the drug cards as a personal study tool; tailor them to your preferred learning style while adhering to handwritten submission.
• Plan ahead for math/dose calculation exams; allocate time to practice and understand dosing concepts; retakes available but start early to avoid last-minute stress.
• Engage with the CAM and case study components to strengthen critical thinking and application of pharmacology concepts to patient care.
• Communicate early about life events or accommodations; instructors aim to support student success while maintaining course integrity.

Quick Reference Numbers and Policies (LaTeX-formatted)

• Regular unit exam questions: 60 per exam
• Dosage calculation/maths exam: 50 questions
• Final exam: 100 questions
• Passing requirement for math/dose exam: 90\%
• Late penalty for exams/assignments: 5\% per day
• Exam start times: 8:00\text{ AM}; earliest start: 07:40; close: 09:25; review: 10 minutes; class resume: 09:45\text{ (approx.)}
• CAM and other assignment due dates: refer to Canvas for precise dates (e.g., October\ 15 for drug cards; Sept\ 17 for drugstore assignment)
• Break cadence: breaks about every hour, lunch around 11:50 for 40\text{ minutes}
• Quiz content: NGN-style questions; counts toward assignment average, not exam average

Reminder for Exam Day Etiquette

• Do not approach instructors for feedback on the exam immediately after completion; wait for class-wide statistics and post-exam discussions to understand scoring and question handling.
• After each exam, review the posted averages and item-level decisions; use these insights to guide subsequent study.

Final note

• This course structure is designed to maximize learning within time constraints, balance content-heavy material with active learning, and prepare you for nursing practice and licensure exams. Engage, communicate, and use the provided tools (clarifications, blueprints, rubrics, and study aids) to build a solid pharmacology foundation and succeed in your program.