drug therapy
Objectives and responsibilities of nursing care related to drug therapy
• Prevent the need for drug therapy, if possible, by
promoting health and preventing conditions requiring drug therapy.
• Use appropriate and effective nonpharmacologic
interventions instead of or with drug therapy when indicated. When used with
drug therapy, such interventions may result in lower doses, fewer frequent
administrations, and fewer adverse effects.
• Enhance therapeutic outcomes by accurately administering
medications and considering individual client characteristics that affect
response to medication therapy.
• Prevent or reduce adverse drug reactions by identifying
the main adverse reactions associated with specific drugs, identifying clients
with characteristics that may increase their risk of adverse reactions, and
actively monitoring the occurrence of adverse reactions. When adverse effects
occur, early detection allows interventions to reduce their severity. Because
all medications can cause adverse effects, nurses must maintain a high index of
suspicion that symptoms, especially new symptoms, may be drug-induced.
• Educate clients and caregivers about correct medication
administration, non-drug therapies to use with or instead of pharmacologic
treatments, and when to contact a health care provider.
Important recurring features
• Legibility.
Since the publication of the first edition of Clinical Drug
Therapy in 1983, many students and faculty have commented on the book's clear
style of presentation.
• Organizational structure.
The organizational structure allows it to be used
effectively as a textbook and as a reference. As a textbook, students can read
entire chapters to learn about the characteristics of the main pharmaceutical
classes, their prototype drugs or agents in common use, their uses and effects
in the prevention or treatment of disease processes, and their impact on
practice. of nursing. As a reference book, students can easily review selected
topics for classroom use or clinical application. Facilitating such use is the
consistent format and repeated themes that allow the reader to identify themes
at a glance.
• Four color design. The striking design of the vividness of
the text promotes the interest and participation of the students.
• Interactive screens. Presented in consistent shapes and
colors throughout the text, these displays enhance student attention and
emphasize critical thinking and clinical decision-making skills.
Pharmaceutical-related chapters contain two or more of the following
demonstrations: Initial Critical Thinking Scenario, State of Knowledge
Application, Medication Error Prevention Exercise, and Ethical/Legal Dilemma.
Solutions to knowledge application situations and medication error prevention
exercises are found in the final chapters.
• Update goals. Learning objectives at the beginning of each
chapter focus the student's attention on the important content of the chapter.
• Customer education guide. This feature is designed to
accomplish several goals. One is to emphasize the importance of teaching
clients and caregivers how to administer drug therapy in the home where most
medications are taken. This is done by separating education from other nursing
interventions. Another goal is to promote active and informed client
participation in drug therapy regimens to maximize therapeutic effects and
minimize adverse effects. Additionally, written instructions allow clients and
caregivers to have a source of reference when questions arise at home. A third
goal is to make educating customers easier and less time consuming. Using the
guide as a base, the nurse can simply add or remove information based on the
client's individual needs. To further assist both the nurse and the client, the
instructions contain minimal medical jargon.
• Principles of therapy. This special section describes
important drug- and client-related features to consider in drug therapy
regimens. Such factors can greatly increase safety and therapeutic effects, and
all health care providers involved in drug therapy should be aware of this.
Most of the chapters under the headings Use in Children, Use in the Elderly,
Use in Renal Impairment, Use in Hepatic Impairment, and Home Care contain
principles that indicate differences related to age, developmental stage,
pathophysiology, and care setting. home care. Some chapters include principles
related to genetic and ethnic attitudes, use in serious illness, and management
of drug toxicity or withdrawal.
• Nursing practice demonstrations. These demonstrations
highlight nursing interventions during drug therapy within the following
categories: precise delivery, observation of therapeutic effects, observation
of adverse effects, and observation of drug interactions. The inclusion of
rational interventions provides a strong knowledge base and scientific
foundation for clinical practice and critical thinking.
• Evaluation and implementation exercises. These questions
at the end of each chapter encourage students to practice clinical application
of strategies in a stress-free, distraction-free, non-clinical setting. They
also promote self-examination in the content phase and can be used to promote
classroom discussion.
• Supplements. These include recently approved and
miscellaneous drugs, the International System of Units, therapeutic drug serum
concentrations for selected drugs, Canadian drug norms and standards, and drug
names.
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