Pharmacology A Patient Centered

Nursing Process Approach 9th Edition

McCuistion Solutions Manual
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 Lesson Plan for
08 The Nursing Process and Patient-Centered Care
OBJECTIVES
1. Discuss Quality Safety Education for Nurses (QSEN) and Nursing Alliance for Quality Care (NAQC)
guidelines in relation to medication safety.
2. Differentiate the steps of the nursing process and their purpose in relation to drug therapy.
3. Develop patient-centered goals.
4. Discuss at least eight principles for health teaching related to drug therapy plans.
5. Describe at least six culturally sensitive health-teaching tips.
6. Analyze the nurse’s role related to drug therapy plans.

KEY TERMS
• assessment, p. 77 • implementation, p. 78
• culturally sensitive, p. 79 • nursing diagnosis, p. 77
• evaluation, p. 80 • planning, p. 78
• goal setting, p. 78

NURSING CURRICULUM STANDARDS

QSEN/NLN Competencies
• Patient-Centered Care/Human Flourishing
o Introduction, p. 76
o Nursing Process: Patient-Centered Collaborative Care, p. 77
o Box 8.2: Culturally Sensitive Health-Teaching Tips, p. 79
• Teamwork and Collaboration/Professional Identity
o Introduction, p. 76
o Nursing Process: Patient-Centered Collaborative Care, p. 77
• Evidence-Based Practice/Spirit of Inquiry
o Introduction, p. 76
• Quality Improvement/Spirit of Inquiry
o Introduction, p. 76
• Safety/Nursing Judgment
o Introduction, p. 76
o Implementation of Nursing Interventions, p. 78
o Box 8.1: Patient Teaching Card, p. 79
o Box 8.3: Points for Patients and Families to Remember, p. 79
o Box 8.4: Checklist for Health Teaching in Drug Therapy, p. 80
• Informatics/Nursing Judgment
o Implementation of Nursing Interventions, p. 78

CONCEPTS
The following conceptual themes and specific concepts match those presented in Giddens J. R. (2017).
Concepts for nursing practice (2nd ed.). St. Louis: Elsevier. The specific exemplars chosen and listed
below for each concept have been tailored specifically to correspond to the McCuistion textbook.

Pharmacology: A Patient-Centered Nursing Process Approach, 9th Edition

Copyright © 2018, Elsevier Inc. All rights reserved. McCuistion
2 Chapter 8The Nursing Process and Patient-Centered Care_________________________________________

A full Concept-Based Curriculum Map covering the entire book can be found in the “Download by
Resource Type” folder on Evolve.
THEME: Personal Preferences
• Concept: Culture
o Exemplar: Health Care Practices/Beliefs
▪ Box 8.2: Culturally Sensitive Health-Teaching Tips, p. 79
• Concept: Adherence
o Exemplar: Medication Management
▪ Box 8.1: Patient Teaching Card, p. 79
▪ Box 8.3: Points for Patients and Families to Remember, p. 79
▪ Box 8.4: Checklist for Health Teaching in Drug Therapy, p. 80
THEME: Nursing Attributes and Roles
• Concept: Patient Education
o Exemplar: Illness Related
▪ Box 8.1: Patient Teaching Card, p. 79
▪ Box 8.2: Culturally Sensitive Health-Teaching Tips, p. 79
▪ Box 8.3: Points for Patients and Families to Remember, p. 79
▪ Box 8.4: Checklist for Health Teaching in Drug Therapy, p. 80
THEME: Care Competencies
• Concept: Communication
o Exemplar: Interpersonal Communication
▪ Box 8.1: Patient Teaching Card, p. 79
▪ Box 8.2: Culturally Sensitive Health-Teaching Tips, p. 79
▪ Box 8.4: Checklist for Health Teaching in Drug Therapy, p. 80
• Concept: Collaboration
o Exemplar: Interprofessional Collaboration
▪ Nursing Process: Patient-Centered Collaborative Care, p.77
o Exemplar: Nurse-Patient Collaboration
▪ Nursing Process: Patient-Centered Collaborative Care, p. 77
▪ Box 8.1: Patient Teaching Card, p. 79
▪ Box 8.2: Culturally Sensitive Health-Teaching Tips, p. 79
▪ Box 8.3: Points for Patients and Families to Remember, p. 79
▪ Box 8.4: Checklist for Health Teaching in Drug Therapy, p. 80
• Concept: Safety
o Exemplar: Point of Care
▪ Implementation of Nursing Interventions, p. 78
▪ Box 8.1: Patient Teaching Card, p. 79
▪ Box 8.3: Points for Patients and Families to Remember, p. 79
▪ Box 8.4: Checklist for Health Teaching in Drug Therapy, p. 80

BSN Essentials
• Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
o Critical Thinking Case Study, p. 80
• Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
o Introduction, p. 76
o Implementation of Nursing Interventions, p. 78
o Box 8.1: Patient Teaching Card, p. 79

Pharmacology: A Patient-Centered Nursing Process Approach, 9th Edition

Copyright © 2018, Elsevier Inc. All rights reserved. McCuistion
________________________________________ Chapter 8The Nursing Process and Patient-Centered Care 3

o Box 8.3: Points for Patients and Families to Remember, p. 79

o Box 8.4: Checklist for Health Teaching in Drug Therapy, p. 80
• Essential III: Scholarship for Evidence-Based Practice
o Introduction, p. 76
• Essential IV: Information Management and Application of Patient Care Technology
o Introduction, p. 76
• Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health
Outcomes
o Introduction, p. 76
o Nursing Process: Patient-Centered Collaborative Care, p. 77
• Essential IX: Baccalaureate Generalist Nursing Practice
o Introduction, p. 76
o Nursing Process: Patient-Centered Collaborative Care, p. 77
o Box 8.2: Culturally Sensitive Health-Teaching Tips, p. 79

Interprofessional Collaborative Practice Core Competencies

• Domain 2: Roles/Responsibilities
o Introduction, p. 76
o Nursing Process: Patient-Centered Collaborative Care, p. 77
• Domain 3: Interprofessional Communication
o Nursing Process: Patient-Centered Collaborative Care, p. 77
• Domain 4: Teams and Teamwork
o Nursing Process: Patient-Centered Collaborative Care, p. 77

Pharmacology: A Patient-Centered Nursing Process Approach, 9th Edition

Copyright © 2018, Elsevier Inc. All rights reserved. McCuistion
4 Chapter 8The Nursing Process and Patient-Centered Care_________________________________________

STUDENT CHAPTER RESOURCES

Chap. READ – Textbook (pp. 75-81)
08
REVIEW – Evolve Resources
• Content Updates
• Downloadable Key Points
• References

ANSWER – Evolve Resources

• Chapter 08 NCLEX Review Questions
• Chapter 08 Critical Thinking Case Study

SG ANSWER – Study Guide

• Chapter 8, The Nursing Process and Patient-Centered Care
o Study Questions 1-34
o Case Study Question 1

EAQ ANSWER – Elsevier Adaptive Quizzing

• Chapter 8, The Nursing Process and Patient-Centered Care

SHER REVIEW & APPLY – Sherpath

• Module 1: Basics of Pharmacology
o Pharmacology and the Nursing Process

INSTRUCTOR CHAPTER RESOURCES

TB Test Bank
• To access the ExamView format, go to the Downloads section.

PPT PowerPoint Presentations (Slides 1-17)

Pharmacology: A Patient-Centered Nursing Process Approach, 9th Edition

Copyright © 2018, Elsevier Inc. All rights reserved. McCuistion
 ________________________________________ Chapter 8The Nursing Process and Patient-Centered Care
TEACHING STRATEGIES
CONTENT FOCUS CONTENT HIGHLIGHTS
NURSING PROCESS: Review the nurse’s role as it relates to
PATIENT- drug therapy and stress its importance.
CENTERED Present the six QSEN competencies.
COLLABORATIVE Present the Nursing Alliance for
CARE Quality Care (NAQC) Guiding Principles
Assessment for Patient Engagement.
Nursing Diagnosis
Planning Identify examples of subjective and
Implementation of objective data gathered during
Nursing assessment.
Interventions
Evaluation Review common nursing diagnoses
related to drug therapy.
Review qualities of effective goals:
1. Patient centered; clearly
states the expected change
2. Acceptable to both patient
and nurse (dependent on the
patient’s decision-making
ability)
3. Realistic and measurable
4. Shared with other health care
providers
5. Realistic deadlines
6. Identifies components for
evaluation
Discuss the major headings related to
pharmacotherapeutics:
1. General information
2. Self-administration
3. Diet
4. Side effects
5. Cultural considerations
(review Box 8.2)
Explain the importance of developing a
teaching plan with interventions that
involves stimulation of several senses
and active participation by the patient
to enhance learning. Review Boxes 8.1,
8.3, and 8.4.
Describe the evaluation component of
the nursing process as the time when
the nurse determines the effectiveness
of health teaching about drug therapy
and attainment of goals.
Pharmacology: A Patient-Centered Nursing Process Approach, 9th Edition
Copyright © 2018, Elsevier Inc. All rights reserved.
5
LEARNING ACTIVITIES
• Case Study: Present a case study of a 75-year-old widower, Mr.
Cee, who is ordered to receive furosemide (Lasix) 20 mg PO daily
and digoxin (Lanoxin) 0.125 mg PO daily. Refer to this patient
throughout the presentation of this chapter as an example of
use of the nursing process.
• Discussion Topic: Ask students what types of subjective and
objective information about Mr. Cee needs to be obtained.
• Small Group Activity: Ask students to develop goals for Mr. Cee.
Some of the goals may include the following:
1. Mr. Cee will independently administer the prescribed drugs by
the end of the third session of instruction.
2. Mr. Cee will prepare a medication recording sheet that
correctly reflects prescribed medication schedule within 2 days.
• Online Activity: Have students research one of the six
competencies (make sure all six are covered by a student) and
list at least 20 ways nurses apply the competency to care.
(www.qsen.org/competencies).
• Small Group Activity: Divide students into groups and assign
each group a component of teaching needed by Mr. Cee.
Assign one of the groups to teach the patient about the name of
the drug, reason for taking the drug, dosage, times to take the
drug, if the drug may be taken with food, possible side effects
and possible adverse effects, and when to notify the health care
provider.
Assign another group to teach Mr. Cee the psychomotor skills
needed to take the medications. Include assessment of pulse
before taking Lanoxin.
Assign another group to develop a medication administration
recording sheet with Mr. Cee.
• Discussion Topic: Ask students to describe how they would
evaluate teaching provided to Mr. Cee.
Answer: Mr. Cee is able to independently administer the
prescribed doses of furosemide (Lasix) and digoxin (Lanoxin) by
the end of the third session of instruction. Mr. Cee is able to
prepare a medication recording sheet that correctly reflects the
prescribed medication schedule after the second session.
• Individual Interprofessional Activity: Have students observe a
health provider giving instructions about medication to a
patient. Ask them to report what was effective and how
teaching could be improved.
• Collaborative Interprofessional Large Group Activity: Invite a
pharmacist to present to the class various methods for patient
teaching, what to expect the pharmacy to provide, and what the
nurse needs to reinforce. Have students prepare questions
before the presentation.
McCuistion
6 Chapter 8The Nursing Process and Patient-Centered Care_________________________________________

CHAPTER 08: ANSWER KEY TO TEXTBOOK CRITICAL THINKING CASE STUDY

1. Critical assessment data to include:

• The type and amount of the last pain medication the patient received
• Physical examination that includes assessment of the surgical site
• A complete set of vital signs, including blood pressure, heart rate, and respiratory rate, and a
pain assessment

2. Nursing Diagnosis: Pain related to surgical incision

3. Nursing interventions:
• Administer physician-ordered pain medication after checking the patient’s medication
administration record (MAR) for the last administered dose and administer the drug after using
two patient identifiers.
• The patient will state pain is a level 1 on a pain scale of 0 to 10 within 30 minutes after receiving
pain medication.

4. Criteria for evaluation of effectiveness:

• The patient states that the pain has been relieved.
• Vital signs are within normal range.
• The patient is resting comfortably without pain as evidenced by peaceful sleep.

Pharmacology: A Patient-Centered Nursing Process Approach, 9th Edition

Copyright © 2018, Elsevier Inc. All rights reserved. McCuistion