for Children’s Nursing and Healthcare Students has been written for you, for those nursing and other healthcare students who need to have a fundamental understanding of pharmacology as applied to care. This text has been written by clinicians and academics who are experienced in the care of CYP and their families, and they bring with them a wealth of experience that they share, helping you to come to terms with the fascinating subject of applied pharmacology.
The chapters begin by providing an overall aim along with a number of learning outcomes. At the end of the chapters, so as to promote supplementary learning, a further reading list has been provided. The Fundamentals of Pharmacology for Children’s Nursing and Healthcare Students uses a number of strategies to help you learn about pharmacology and how to apply the knowledge acquired. Episodes of care are included in most chapters – this brings, as near as possible, the clinical environment to the theory being discussed. The clinical consideration features boxes and the skills in practice features are there to encourage you to link the theory with practice. Test your knowledge questions are provided at the beginning and end of the chapters and a suite of additional learning in the form of multiple choice questions and other types of quiz are provided.
The Nursing and Midwifery Council (NMC) (2018a; 2018b and 2018c) require all of those seeking entry to the professional register to be able to demonstrate the knowledge and skills required in order to offer safe and effective care to people of all ages and across all care settings. Upon entry to the register the nurse must be able to demonstrate knowledge of pharmacology and the ability to recognise the effects of medicines, allergies, drug sensitivities, side effects, contraindications, incompatibilities, adverse reactions, prescribing errors and the impact of polypharmacy, including over the counter medication usage. There is also a requirement to understand how prescriptions can be generated and the role of generic, unlicensed and off‐label prescribing. As well as this, the nurse has to demonstrate how they relate their understanding (knowledge) of pharmacology to those people and their families whom they have the privilege to care for. Within the NMC proficiencies (NMC, 2018a; 2018b) it is noted that at the point of registration the registered nurse must apply knowledge of pharmacology to the care of people, demonstrating the ability to progress to a prescribing qualification following registration.
True, meaningful learning is not just about remembering endless facts and recalling them – whilst this is important, the application of that learning then completes the circle. Adapting your learning to respond to the people you offer care and support to as well adding to it as you progress in your career: this is the crux of lifelong learning. Pharmacological interventions are always developing and new drugs being introduced to the market, and therefore as new discoveries are made and as new information emerges the nurse is required to ensure that they are on top of this.
The 19 chapters within this introductory text will go some way to helping prepare future nurses and other healthcare workers as they work towards registration with statutory professional bodies such as the NMC and the Health and Care Professions Council.
Terminology
In this text we are using the term ‘children’ to refer collectively to ‘children and young people’ and ‘family’ relates to the significant adults who are involved in the child’s life, such as parents, carers or guardians.
The term ‘registered nurse’ includes those on the NMC register who are Nursing Associates. Nursing Associate is a role introduced within the England nursing team, working with healthcare support workers and registered nurses to deliver care for patients and the public working across the four fields of nursing.
When we refer to ‘students’, these include students of nursing from all fields of nursing. We also include other students who are learning to become members of a regulated health and social care profession who may be engaged with medications and medicines management.
We sincerely hope you enjoy using this text as you strive to improve care for children, young people and their families across a variety of care settings. The responsibilities of becoming a registered practitioner bring with them many obligations, but they also brings with them your opportunity to make a difference and to contribute to the health and well‐being of individuals, communities and nations.
References
1 Nursing and Midwifery Council (2018a). Future Nurse: Standards of Proficiency for Registered Nurses. www.nmc.org.uk/globalassets/sitedocuments/education‐standards/future‐nurse‐proficiencies.pdf (accessed August 2020).
2 Nursing and Midwifery Council (2018b). Standards of Proficiency for Nursing Associates. www.nmc.org.uk/globalassets/sitedocuments/education‐standards/nursing‐associates‐proficiency‐standards.pdf (accessed August 2020).
3 Nursing and Midwifery Council (2018c). The Code. Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. www.nmc.org.uk/globalassets/sitedocuments/nmc‐publications/nmc‐code.pdf (accessed August 2020).
Acknowledgements
We would like to thank the contributors who, during a COVID‐19 pandemic, remained steadfast in their commitment to providing chapters for this text.
Ian would like to thank his partner Jussi Lahtinen for his support, and his friend Mrs Frances Cohen who, for many, many years, has encouraged and supported him.
Peter would like to thank Louise, Emme and Elliot, his Mam and Dad and colleagues past and present for their priceless support.
Prefixes and Suffixes
Prefix: A prefix is positioned at the beginning of a word to modify or change its meaning. ‘Pre’ means ‘before’. Prefixes may also indicate a location, number or time.
Suffix: The ending part of a word that changes the meaning of the word.
| PREFIX OR SUFFIX | MEANING | EXAMPLE(S) |
|---|---|---|
| a‐, an‐ | not, without | analgesic, apathy |
| ab‐ | from; away from | abduction |
| abdomin(o)‐ | of or relating to the abdomen | abdomen |
| a.c. | ante cibum | before food |
| acous(io)‐ | of or relating to hearing | acoumeter, acoustician |
| acr(o)‐ | extremity, topmost |
acrocrany,
|
