The Pharmacology Case Study Workbook was developed after years of teaching nursing students of different levels. In it you will find numerous real-life situations and patients to discuss; however, this workbook is much more than a collection of diseases and their accompanying medications. We, as healthcare providers, are aware that no patient comes with a single medical diagnosis. Oftentimes, one health problem can lead to another, and it usually does. It takes time for students to see the big picture, and at first, most students try to compartmentalize illnesses and medications. You can download the pdf free Pharmacology Case Study Workbook later in this article.
Written by a distinguished nurse practitioner with over 25 years of experience, the Pharmacology Case Study Workbook provides nursing students with the opportunity to apply pharmacology concepts to real-world situations. The text presents 50 case studies based on real-life clinical situations that challenge students to think critically and develop effective problem-solving skills. The case studies present the medication history of patients, allowing students to learn about the disease process from the point of use of the medication, an approach used in actual clinical practice.
Other features include a review of key terms, home and intensive care scenarios, and a list of variables that should be considered to perform an appropriate case analysis. Also present are a series of questions that will help guide students in developing effective ways to handle the scenario. Perfect for individual or group use, pharmacology case studies are a valuable tool to help prepare nursing students for clinical practice.
Overview
| Book Name | Pharmacology Case Study Workbook |
| Author of Book | Kathy Latch Putman |
| Edition | |
| Language | English |
| Format | |
| Category | Pharmacology |
Author’s words: Not only have I taught nursing students of different levels, but I have also facilitated learning in different states and settings, both inside and outside the hospital. Students have spanned the continuum from level one in fundamentals to seniors in a Level I trauma centre. Whatever their level, students have learned that medications are a big part of patient care and that medication errors are always possible. I wanted students to understand medication reconciliations, the consequences of medication errors, and safety regarding medication administration. I also wanted the students to be aware that medications sometimes interact with each other, producing unwanted or harmful consequences for the patient.
I researched different resources, but couldn’t find what worked best for my students and me. I needed a different approach so I created my own. Upon observation, I noticed that the students were reviewing a patient’s complete medical history (compiling laboratory and diagnostic tests) and saving the patient’s medications for last, thinking that they were not that important. They then either proceeded to skip the PRN drugs or thought the “as needed” drugs weren’t really important because they weren’t given regularly. Additionally, students compartmentalized medications and did not see the big picture. As a result, I began to have the students work essentially backwards. Instead of the usual procedure where the students would go through the chart and write the lab tests and diagnostic tests along with a primary and secondary medical diagnosis, I had the students review the medications and write a synopsis of them. Essentially, the students only had the patient’s medication record and medication reconciliation form at the beginning of care.
This made some students anxious, mainly because they had to develop questions. Many students found that patients often took 10 or more medications, leading to discussions of polypharmacy and pharmacokinetics. They noted whether the patients had been prescribed a hematopoietic or immune system drug, leading to discussions about which lab values should be checked or drawn. The students realized that many patients had been prescribed pain relievers or were taking over-the-counter pain relievers, leading to discussions about the different types and classifications of pain. As instructors, we want students to develop a diagnosis independent of the medical model diagnosis. By having students develop mindfulness as I have described, they can arrive at interventions and outcomes that are independent of the medical diagnosis. This forces students to look at the information without a medical diagnosis to use it as a crutch; only after developing a patient’s diagnosis are students allowed to review the medical history. I have found that this method works for any level of student and for students studying patients and medications. With no penalty for wrong answers, students were free to think and collaborate. It also allowed me to see where and how their thoughts might throw them off course. This works well for those who are used to using a Socratic teaching method and for teachers who function as classroom reading.
Topics of this Edition:
Preface
Abbreviations
1 Case Study Inquiry
2 Case Study Inquiry
3 Case Study Inquiry
4 Case Study Inquiry
5 Case Study Inquiry
6 Case Study Inquiry
7 Case Study Inquiry
8 Case Study Inquiry
9 Case Study Inquiry
10 Case Study Inquiry
11 Case Study Inquiry
12 Case Study Inquiry
13 Case Study Inquiry
14 Case Study Inquiry
15 Case Study Inquiry
16 Case Study Inquiry
17 Case Study Inquiry
18 Case Study Inquiry
19 Case Study Inquiry
20 Case Study Inquiry
21 Case Study Inquiry
22 Case Study Inquiry
23 Case Study Inquiry
24 Case Study Inquiry
25 Case Study Inquiry
26 Case Study Inquiry
27 Case Study Inquiry
28 Case Study Inquiry
29 Case Study Inquiry
30 Case Study Inquiry
31 Case Study Inquiry
32 Case Study Inquiry
33 Case Study Inquiry
34 Case Study Inquiry
35 Case Study Inquiry
36 Case Study Inquiry
37 Case Study Inquiry
38 Case Study Inquiry
39 Case Study Inquiry
40 Case Study Inquiry
41 Case Study Inquiry
42 Case Study Inquiry
43 Case Study Inquiry
44 Case Study Inquiry
45 Case Study Inquiry
46 Case Study Inquiry
47 Case Study Inquiry
48 Case Study Inquiry
49 Case Study Inquiry
50 Case Study Inquiry
Index
About Author:
Kathy A. Putman, RN, MSN Nursing Faculty Saginaw Valley State University Crystal M. Lange College of Health and Human Services University Center, Michigan