Solutions Manual for Pharmacology Clear and Simple 4th Edition Watkins
■ ■ ■ UNIT 1
Introduction to Pharmacology 1 Chapter 1 History of Pharmacology 3
CAAHEP: I.19—Demonstrate
respect for diversity in approaching patients and family
ABHES: Analyze the effect of
hereditary, cultural, and environmental influences Chapter 2 Basics of Pharmacology 5
CAAHEP: I.17—Apply critical
thinking skills in performing patient assessment and care
ABHES: Properly use PDR, drug
handbook, and other drug references to identify a drug's classification, usual dosage, usual side effects, and • X.1.—Report illegal and/or unsafe activities and behaviors that affect the health, safety, and welfare of others to proper authorities
ABHES:
• Comply with federal, state, and local health laws and regulations Chapter 5 Prescriptions and Labels 12
CAAHEP: IX.11—Recognize the
importance of local, state, and federal legislation and regulations in the practice setting
ABHES:
• Identify and define common abbreviations that are accepted in prescription writing • Understand legal aspects of writing prescriptions, including federal and state laws Chapter 3
Chapter 4 contradictions Patient Safety in Medication Administration 7
CAAHEP:
• I.19—Demonstrate respect for diversity in approaching patients and family • IX.1—Respond to issues of confidentiality
ABHES:
• Recognize and identify acceptable medical abbreviations • Comply with federal, state, and local health laws and regulations Regulations 10
CAAHEP:
• IX.1—Respond to issues of confidentiality • IX.2—Perform within scope of practice • IX.8—Apply local, state, and federal health-care legislation and regulations appropriate to the medical assisting practice setting
■ ■ ■ UNIT 2
Calculations 15 Chapter 6 Basic Review of Mathematics 17
CAAHEP: II.1—Prepare proper
dosages of medication for administration
ABHES: Demonstrate accurate
occupation math and metric conversions for proper medication administration Chapter 7 Measurement Systems 23
CAAHEP: II.1—Prepare proper
dosages of medications for administration
ABHES: Demonstrate accurate
occupation math and metric conversions for proper medication administration Chapter 8 Dosage Calculations 26
CAAHEP: II.1—Prepare proper
dosages of medication for administration
ABHES: Demonstrate accurate
occupation math and metric conversions for proper medication administration 1 / 4
iv Contents
■ ■ ■ UNIT 3
Administration of Medications 31 Chapter 9 Enteral Medications and Administration 33
CAAHEP:
• I.8—Administer oral medications • I.17—Apply critical thinking skills in performing patient assessment and care • I.18—Use language/verbal skills that enable patient understanding • II.1—Prepare proper dosages of medication for administration • II.4—Verify ordered doses/ dosages prior to administration • III.2—Practice standard precautions • III.10—Explain the rationale for performance of a procedure to the patient • IV.8—Document patient care • IX.2—Perform within scope of practice
ABHES:
• Document accurately • Use standard precautions • Prepare and administer oral and parenteral medications as directed by physician Chapter 10 Parenteral Medications and Administration 35
CAAHEP:
• I.1—Select proper sites for administering parenteral medication • I.3—Administer parenteral (excluding IV) medications • I.17—Apply critical thinking skills in performing patient assessment and care • I.18—Use language/verbal skills that enable patient understanding • II.1—Prepare proper dosages of medication for administration • II.4—Verify ordered doses/ dosages prior to administration • III.2—Practice standard precautions • III.10—Explain the rationale for performance of a procedure to the patient • IV.8—Document patient care • IX.2—Perform within scope of practice • XI.5c—Demonstrate the proper use of sharps disposal containers
ABHES:
• Document accurately • Use standard precautions • Prepare and administer oral and parenteral medications as directed by physician
■ ■ ■ UNIT 4
Classification of Drugs 37
Chapter 11 Integumentary System Medications 39
CAAHEP: I.17—Apply critical
thinking skills in performing patient assessment and care
ABHES: Assist physician with
the regimen of diagnostic and treatment modalities as they relate to each body system Chapter 12 Musculoskeletal System Medications 41
CAAHEP: I.17—Apply critical
thinking skills in performing patient assessment and care
ABHES: Assist physician with
the regimen of diagnostic and treatment modalities as they relate to each body system Chapter 13 Nervous System Medications 44
CAAHEP: I.17—Apply critical
thinking skills in performing patient assessment and care
ABHES: Assist physician with
the regimen of diagnostic and treatment modalities as they relate to each body system Chapter 14 Eye and Ear Medications 47
CAAHEP: I.17—Apply critical
thinking skills in performing patient assessment and care
ABHES: Assist physician with
the regimen of diagnostic and treatment modalities as they relate to each body system Chapter 15 Endocrine System Medications 49
CAAHEP: I.17—Apply critical
thinking skills in performing patient assessment and care
ABHES: Assist physician with
the regimen of diagnostic and treatment modalities as they relate to each body system Chapter 16 Cardiovascular System Medications 52
CAAHEP: I.17—Apply critical
thinking skills in performing patient assessment and care 2 / 4
Contents v
ABHES: Assist physician with Chapter 20 Reproductive and Urinary
the regimen of diagnostic and System Medications 64
treatment modalities as they CAAHEP: I.17—Apply critical
relate to each body system thinking skills in performing Chapter 17 Immune System Medications 54 patient assessment and care CAAHEP: I.17—Apply critical ABHES: Assist physician thinking skills in performing with the regimen of diagnostic patient assessment and care and treatment modalities as
ABHES: Assist physician with they relate to each body system
the regimen of diagnostic and Chapter 21 Vitamins, Minerals, Herbs, and treatment modalities as they Complementary and Alternative relate to each body system Medicine 68
Chapter 18 Pulmonary System Medications 58 CAAHEP:
CAAHEP: I.17—Apply critical • I.17—Apply critical thinking
thinking skills in performing skills in performing patient patient assessment and care assessment and care
ABHES: Assist physician with • I.19—Demonstrate respect
the regimen of diagnostic and for diversity in approaching treatment modalities as they patients and families
relate to each body system ABHES:
Chapter 19 Gastrointestinal System • Analyze the effect of hereditary, Medications 61 cultural, and environmental
CAAHEP: I.17—Apply critical influences
thinking skills in performing • Assist physician with the patient assessment and care regimen of diagnostic and
ABHES: Assist physician with treatment modalities as they
the regimen of diagnostic relate to each body system and treatment modalities as they relate to each body system 3 / 4
Dear Instructor:
Having been involved in the education of students in most areas of allied health and nursing for the past 21 years, I realize that it is important to teach the very basics and then build on those elemental concepts.We should never assume that students already know a concept. All students who will be working with patients someday must master why a medication is being ordered, how to administer that medication safely, and, if unfamiliar with the medication, where to find the information they need to educate themselves and their patients about that medication. Patient safety is dependent on students learning these concepts, and we are foremost patient advocates in the allied health fields. Allow me to highlight a few approaches used in
this textbook:
• I kept vocabulary fairly simple. This allows the instruc- tor to test the student’s ability to understand pharma- cology rather than medical terminology. In addition, if not confronted with terminology that is too advanced, the student may not be as likely to lose heart and give up.• I used a writing tone that creates an atmosphere of shared learning. Rather than approaching the student as the all-knowing, wise author, I selected words like “we” or “us” to help students feel that I am on a journey of discovery with them.• I purposely tried to have 21 relatively short chapters.After instructors allow for tests, practicing injections, snow days, and so on, they may find that they can easily cover one to two chapters per class period. Most units are fairly small, at five or fewer chapters, which means that instructors can test frequently and assess comprehension before moving on to more challenging chapters.• I describe several methods of approaching math prob- lems. Many students are fearful of math. What I have dis- covered over my years in education is that students come from a variety of backgrounds. Some of them have very basic math skills, learned 20 or more years ago, whereas others have very advanced math skills. Essentially, as the saying goes, there is more than one way to skin a cat, and that applies to math as well. Strategies that work for many students do not work for others and vice versa. However, most students are able to work through this difficulty, and the “aha” moment when the light bulb goes on is very rewarding to see.• Drugs are discovered, approved, or taken off the market almost daily, so making students memorize specif- ic drugs is a losing battle in most instances. Instead, the exercises attempt to teach students the research methods needed to locate the most current information about drugs.• Key terms are highlighted in bold print. To facilitate memorization, instructors can ask students to make flash cards of all bold terms, which can then be studied for tests.• Because this book emphasizes drug research, instruc- tors can use this book year after year. Instructors may require students to obtain a current drug handbook or go to the internet for information on current drugs, but they will not need to adapt lesson plans to changing textbooks.• The contents of this book match the current standards of the American Association of Medical Assistants (AAMA) for CAAHEP-accredited courses. Be sure to instruct the students to research the top 50 drugs, which are frequent- ly on the Certified Medical Assisting Exam.• Because the new AAMA standards include “theory of IV therapy,” instructors will find that this book integrates IV therapy into chapters on supplies, routes, calculations, and administration. In addition, Appendix J expands on IV therapy for those populations that will be seeing this in their practice.• Even if your students are not currently involved in IV therapy, they may become more involved in the future in (at the very least) monitoring patients receiving IV therapy. Make sure to emphasize the importance of stu- dents' checking state regulations regarding their scope of practice and IV therapy.• The available online resources for instructors on www.fadavis.com.com include a test bank with more than 1,000 questions to
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