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Ethical And Legal Implications Of Prescribing Drugs Assignment

Ethical and Legal Implications of Prescribing Drugs

Health care delivery is sometimes associated with medical errors, which often pose danger to the recovery of the patient and sometimes it leads fatalities. Therefore, nurses should be cautious when prescribing drugs. The right use of medicine is crucial in realizing positive patient outcomes.

NURS 6521 Week 1 Ethical And Legal Implications Of Prescribing Drugs Assignment

However, unsafe usage of drugs can harm the patient, lead to poor patient satisfaction, and prompt unwarranted legal consequences (Rehan & Bhargava, 2015). Whenever nurses prescribe drugs, they should do it in accordance with the legal and ethical standards. As such, it is imperative for nurses to understand the legal and ethical implications for drug prescription for the given patients and specific conditions. Therefore, this paper will explore the issue of wrong medical prescription by using a scenario where a nurse mistakenly prescribed an adult dose for a child aged five years. Specifically, the paper will use this scenario to discuss the legal and ethical implications of errors in writing prescriptions. Moreover, the paper will address the suitable legal and ethical strategies to address such errors.

Ethical and Legal Implications

In this scenario, the medical error poses remarkable ethical implications for the nurse, pharmacist, patient, and patient’s family. To begin with, the nurse had an obligation to disclose the mistake to both the facility and the patient’s family. Ethical requirement is that the nurse to ensure beneficence in care provision, which was violated by occurrence of the error. Moreover, the nurse should uphold justice in practice. However, declining to follow the due procedure to address the error negated this obligation of seeking justice for the patient. Moreover, nurses should apply the principle of fidelity by being faithful to the patient. As such, refusal to confess the medication error is a violation of principle of fidelity. From the legal perspective on the other hand, the error should be reported through appropriate channels, which is an expression of professional conduct. However, the reaction of the nurse in this scenario amounts to legal basis to handle the matter. On the other side, the pharmacist had both legal and ethical obligation to educate patient’s family on the best suitable use of the drug and possible side effects prior to giving them the drug. As such, patient’s family can institute legal actions against pharmacist for failing to educate them. The patient’s family had a responsibility of report adverse reaction to medication and discontinuation of medication. Moreover, they could institute legal action against the nurse and the health facility for negligence.

Strategies to Address Disclosure and Nondisclosure

In this case scenario, it is advisable for the nurse to report the issue to the physician and find the best solution. In the state of Illinois, a nurse practitioner is expected to collaborate with physician through collaboration agreement to foster consultation and referrals. However, most of the nurses are reluctant to take this initiative for fear of probable job loss. The other strategy is to use the nursing code of ethics, which may entail relying on the state apology law. According to Westrick & Jacob (2016), this law provides an opportunity for the nurse to seek pardon for the wrong doings and be guaranteed that the confession cannot be used against him or her in the court of law. As a result, the nurse can easily indicate remorse for the actions and seek pardon without fear of legal action. However, failure of disclosure hinders the involvement of patients in their care, injure the patient, and lead to mistrust between the nurses and the patient.

Strategies to Guide Decision Making

If I were the nurse in this scenario, the first strategy is to get in touch with the family of the patient soon after realizing the medical error committed. This action is appropriate in ensuring that the family of the patient stops using the drug. Consequently, I would advise the family to bring the patient back to the clinic for examination and correction of the dose (Lavan, Gallagher & O’Mahony, 2016). The second strategy involves resorting to utilize the Illinois laws and regulations regarding medicine prescription to guide decision making. It is possible to work collaboratively with physician to find the best solution for the patient.

The Process of Writing Prescriptions Including Strategies to Minimize Medication Errors

According to World Health Organization (2016), prior to initiating the process of writing prescription, the nurse should conduct patient examination and diagnosis to recognize the real medical condition that a patient suffers from and consequently, prescribe the correct medication for the condition. To help in reducing the errors, the nurse should include crucial information such as patient name, date, address, and date of birth while providing written prescription. Similarly, the prescribing nurse should also indicate personal details such as name, address, and contacts. Moreover, nurses may also resort to electronic prescription to help in eradicating medication errors (Puaar & Franklin, 2018). In addition, the name of the drug and related details such as dosage and means of administration should be clearly indicated.

Conclusion

Mistake is to human beings and nurses can sometimes make errors in medical prescriptions. However, these errors are often costly and result in dangerous outcomes and even fatalities. As such, nurses should understand the ethical and legal environment and exercise due diligence while prescribing medications. Moreover, they need to perform thorough medical reviews before starting prescription process.

References

Lavan, A. H., Gallagher, P. F., & O’Mahony, D. (2016). Methods to reduce prescribing errors in elderly patients with multimorbidity. Clinical interventions in aging, 11, 857.

Puaar, S. J., & Franklin, B. D. (2018). Impact of an inpatient electronic prescribing system on prescribing error causation: a qualitative evaluation in an English hospital. BMJ quality & safety, 27(7), 529-538.

Rehan, H. S., & Bhargava, S. (2015). Medication Errors Are Preventable. J Pharmacovigilance S, 2, 2.

Westrick, S. J., & Jacob, N. (2016). Disclosure of errors and apology: Law and ethics. The Journal for Nurse Practitioners, 12(2), 120-126.

World Health Organization. (2016). Medication errors. World Health Organization.

Ethical And Legal Implications Of Prescribing Drugs

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient.

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare

· Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.

· Review the scenario assigned by your Instructor for this Assignment.

· Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.

By Day 7 of Week 1

Write a 2- to 3-page paper that addresses the following:

Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
Explain the process of writing prescriptions, including strategies to minimize medication errors.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:
Week 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 1 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:
Week 1 Assignment

Learning Resources

Required Readings (click to expand/reduce)

Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2^nd ed.) St. Louis, MO: Elsevier.

Chapter 1, “Prescriptive Authority” (pp. 1–3)
Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 4–7)
Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 8–12)
Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 13–33)
Chapter 5, “Adverse Drug Reactions and Medication Errors” (pp. 34–42)
Chapter 6, “Individual Variation in Drug Response” (pp. 43–45)

American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. doi:10.1111/jgs.15767

American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.

Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm

This website outlines the code of federal regulations for prescription drugs.

Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.legalsideofpain.com/uploads/pract_manual090506.pdf
This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.

Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html

This website details key aspects of drug registration.

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Ethical And Legal Implications Of Prescribing Drugs

Fowler, M. D. M., & American Nurses Association. (2015). Guide to the Code of Ethics for Nurses with Interpretive Statements: Development, Interpretation, and Application (2nd ed.). Silver Spring, Maryland: American Nurses Association.

This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.

Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list

This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.

Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17

This article provides NPs with information regarding state-based laws for NP prescribing.

Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association ofNursePractitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446

The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.Required Media (click to expand/reduce)

Introduction to Advanced Pharmacology

Meet Dr. Terry Buttaro, associate professor of practice at Simmons College of Nursing and Health Sciences as she discusses the importance of pharmacology for the advanced practice nurse. (8m)

What’s Coming Up in Module 2?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine the impact of changes in pharmacokinetic and pharmacodynamic processes on patient drug therapy for cardiovascular disorders and the types of drugs prescribed to patients with respiratory disorders.

Looking Ahead: Week 2 Assignment

In Week 2, your Instructor will assign you a case study related to Assignment 1 by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and Learning Resources in order to complete your Assignment on time.

Photo Credit: Getty Images/iStockphoto

Next Week

To go to the next week:
Module 2

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6521_Week1_Assignment_Rubric

Grid View
List View

Excellent Good Fair Poor
Explain the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family.
Points Range: 23 (23%) – 25 (25%)
The response accurately and thoroughly explains in detail the ethical and legal implications of the scenario selected on all stakeholders involved.

The response includes accurate, clear, and detailed explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

Points Range: 20 (20%) – 22 (22%)
The response explains the ethical and legal implications of the scenario selected on all stakeholders involved.

The response includes accurate explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

Points Range: 18 (18%) – 19 (19%)
The response inaccurately or vaguely explains the ethical and legal implications of the scenario selected for all stakeholders involved.

The response includes vague explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

Points Range: 0 (0%) – 17 (17%)
The response vaguely and inaccurately explains the ethical and legal implications of the scenario selected for all stakeholders involved, or the response is missing.

The response vaguely and inaccurately explains how these implications affect the prescriber, pharmacist, patient, and the patient’s family, or is missing.
Describe strategies to address disclosure and nondisclosure as identified in the scenario selected. Be sure to reference laws specific to your state.
Points Range: 18 (18%) – 20 (20%)
An accurate, detailed, and clear description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes specific, detailed, and accurate reference to state laws related to the scenario.

Points Range: 16 (16%) – 17 (17%)
An accurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes accurate reference to state laws related to the scenario.

Points Range: 14 (14%) – 15 (15%)
A vague or inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes inaccurate or vague reference to state laws related to the scenario.

Points Range: 0 (0%) – 13 (13%)
A vague and inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided, or is missing.

The response includes vague and inaccurate reference to state laws related to the scenario, or is missing.
Explain two strategies that you, as an advanced practice nurse would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
Points Range: 18 (18%) – 20 (20%)
The response accurately and thoroughly explains in detail at least two strategies that an advanced practice nurse would use to guide decision making in the scenario.

The response accurately and completely explains whether they would disclose the error, including an accurate, detailed, and clear justification for the explanation provided.

Points Range: 16 (16%) – 17 (17%)
The response accurately explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario.

The response accurately explains whether they would disclose the error, including an accurate justification for the explanation provided.

Points Range: 14 (14%) – 15 (15%)
The response inaccurately or vaguely explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario, or only explains one strategy.

The response inaccurately or vaguely explains whether they would disclose the error, including a justification that is vague, inaccurate, or misaligned to the explanation provided.

Points Range: 0 (0%) – 13 (13%)
The response inaccurately and vaguely explains only one strategy that an advanced practice nurse would use to guide decision making in the scenario, or is missing.

The response inaccurately and vaguely explains whether they would disclose the error, with no justification provided, or is missing.
Explain the process of writing prescriptions including strategies to minimize medication errors.
Points Range: 18 (18%) – 20 (20%)
The response provides an accurate, detailed, and thorough explanation of the process of writing prescriptions, including detailed strategies to minimize medication errors.

Points Range: 16 (16%) – 17 (17%)
The response provides an accurate explanation of the process of writing prescriptions, including some strategies to minimize medication errors.

Points Range: 14 (14%) – 15 (15%)
The response provides an inaccurate or vague explanation of the process of writing prescriptions, including inaccurate or vague strategies to minimize medication errors.

Points Range: 0 (0%) – 13 (13%)
The response provides an inaccurate and vague explanation of the process of writing prescriptions, including inaccurate and vague strategies to minimize medication errors, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors

Points Range: 4 (4%) – 4 (4%)
Contains a few (1–2) grammar, spelling, and punctuation errors

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors

Points Range: 4 (4%) – 4 (4%)
Contains a few (1–2) APA format errors

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors
Total Points: 100
Name: NURS_6521_Week1_Assignment_Rubric

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NURS-6521 BREAKDOWN – SPRING 2022

Hello!

Welcome to Advanced Pharmacology. I am glad that I get to go along with you through this course. I know that I will learn from you, and hopefully, I will be able to pass on some of my experiences to you. I realize that some of you may be overwhelmed at the thought of the amount of material that we will be covering. You might be saying “It is so much information in a short period of time!” “How will I ever get all of the work done?” The amount of material can be daunting, but remember, I am here to help you and make sure that everyone gets the most out of this class that they can.

You may have looked at the rubric regarding grading for both the Discussion posts as well as the Assignments that will be done during this course. I do follow both of these grading schematics. What I am looking for in both is as follows:

1. Content is very important to me, so I want you to make sure that your posts and writings for assignments are substantial and are from credible sources (i.e., textbook, publications, etc.). Sources such as drugs.com, Medscape.com, etc., can be used, but they CANNOT be the only sources you have. The latter are set up as information sites only and will not always be accurate.

2. In your discussions, as well as assignments, you should be focusing on the medication parts of the assignment. This is a pharmacology class, so I want you to be researching how the disease is treated, why those treatments the best for the specific disease state, what complications come from treatment, how to avert possible problems with treatment, how to deal with comorbidities during treatments, etc. This is not all inclusive, but some of the things I want you to be thinking about. This will help ensure that you will get the most out of this class and sharpen your reasoning skills as to why certain treatments are used once you are in practice.

3. Just because a Discussion post is longer, does not mean it is better in my estimation. I want you to be able to find the correct information and efficiently write your thoughts and opinions. Your assignments will be assessed in the same manner. The syllabus states that the assignments should be 2-3 pages, and you MUST adhere to this. I have multiple sections that I am teaching, and a 10-page paper is not necessary, and slows the efficiency of being able to get your works graded and back to you. There should be no reason that your thoughts, if written well, can’t be done in the 2-3-page limit!

4. If a discussion or assignment calls for a scenario that is assigned by me, I will post it in the announcement for that week. All of my announcements for the upcoming week come on the Sunday before the week starts.

Exams – You will have a midterm exam and a final exam. I will let you know when a review document has been posted in the resources so that you have access to this. The exams open on the Monday of the Week 7 for the midterm and Monday of Week 11 for the final. I cannot release them early, so please do not ask me to.

Grading – Grading is not a straight point total that you will see in your Blackboard. Each part of the class is weighted differently. The two exams are weighted differently, and in turn, have a bigger effect on your grade. Please refer to the grading part of the syllabus for a full explanation on this.

I do want you to know that I require professionalism for ALL interactions in the class, and this includes being on time with Discussions, as well as being present in the class 3 DIFFERENT DAYS OF THE WEEK and responding to 2 DIFFERENT CLASSMATES. You will find that I ask a lot of questions. This is not intended to give you more busy work, but instead, to pose critical thinking topics for you to research and learn more about so that you are better versed when you get into practice. I appreciate you answering the questions that I pose, as I think they do help in your learning. I really want everyone to interact with one another, so you MUST respond to at least 2 different classmates during the week. We learn best by not knowing everything, but using our knowledge, as well as our colleagues to treat our patients effectively and safely.

I do not think it is fair to post discussions or turn in assignments late, or not participate to the amount required in the syllabus. I urge you to be on time so that unnecessary points are not deducted. The goal of this class is to master the information, and if you are not participating, that will not happen.

Lastly, please use the discussion posts for their intended purpose. For example, the Contact the Instructor Discussion Board is for asking questions that pertain to the class and alerting me of things that may be beneficial to the class in general. THIS IS NOT A FORUM FOR PERSONAL ISSUES. I have had past students use this to describe why they did not get an assignment in on time, and this is not acceptable. If you need to contact me regarding a personal problem, the best way, and most efficient is through my email.

Assignments:

These MUST be turned in on time!

Note: If there is an emergency/life event that comes up, I will work with you, but I need to be made aware of these occurrences as soon as you know about them.

You will get out of this class what you put into it, and I am here to help guide you and make sure that you have a firm and definite understanding of Pharmacology.

As stated above, the best way to get a hold of me is by email. I have multiple sections that I am teaching, so when writing to me YOU MUST include the section number of the class you are in or your email may not be answered in a timely manner. This allows me to go to your specific section more efficiently.

EXAMPLE Email: From: [email protected]

To: Professor Wende

Subject: NURS-6521-43: Question regarding last discussion post (Please include your section number!!)

Dear Professor:

On my last discussion….

I am excited to have you in class and am looking forward to learning from you and your experiences.

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Ethical And Legal Implications Of Prescribing Drugs Assignment – Solution