Curriculum mc pharm-unza - finalcopy

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UNIVERSITY OF ZAMBIA
SCHOOL OF MEDICINE
DEPARTMENT OF PHARMACY
Master in Clinical Pharmacy (MClinPharm)
Clinical Pharmacists
Curriculum for Master in Clinical Pharmacy Degree
(Approved Final Copy)
Curriculum
January 2010

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Table of Contents
General Introduction 2
Pharmaceutical Care 5
Clinical Care 6
Title of the Pharmaceutical Degree Program 7
Vision 7
Rationale 7
Aims 9
Objectives 10
Entry Requirements 11
Duration 11
Program Structure 11
Training Program Support 11
Pharmacotherapeutic & Clinical Pharmacy PMY 5011 12
Pharmaceutical Knowledge & Skills PMY 5021 15
Pharmacy Law & Ethics PMY 5031 18
Research Methodology and Biostatistics 5041 21
General Pharmacotherapy PMY 5012 24
Nuclear Pharmacy PMY 5022 34
Emergency Care Pharmacy PMY 5032 35
Nutrition Support Pharmacy PMY 5042 40
Oncology Pharmacy PMY 5052 46
Psychiatric Pharmacy PMY 5062 53
Paediatric and Children Pharmacy PMY 5072 57
Critical Care Pharmacy PMY 5082 61
Appendix 1 – Daily teaching Activities for PGY 1 69
Appendix 2 – MCPharm Program summary 69
Appendix 3 - Human Resource (University Staff) 70
Appendix 4 – PAP Form 72
Appendix 5 – Clinical Attachment Sites 77
Appendix 6 – Plan of Program Teaching Material Deliveries 78

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1.0 General Introduction
No one would dispute the statement that drugs play a significant role in the treatment of most disease
states. Also, no one would disagree that drugs are potent and that the drugs of tomorrow will be more
potent than those of today. Yet the extensive prescribing of drugs results in patient care problems.
Drugs are distributed by a hospital medication system which, in some ways, means well for many
health seeking or hospital patrons, of course not without some difficulties ranging from economical,
social, political and others to health professional in nature.
The problem of medication errors was first reported in the literature in 1962 by Barker and
McConnell. The study reported one error in every six doses administered. Even though such statistics
have been disputed, there is a general agreement that medication errors do exist in modern drug
therapy at a significant high rate. In 1970, an article by Hynniman and co-workers reported medication
error rates of traditional medication systems in four hospitals ranging from 8% to 20%. Medication
errors of that magnitude call for professional assessment and input in order to redress or minimize
such errors.
Appearing in the medical literature in the mid-1960 were epidemiological studies of adverse drug
reactions (ADRs) of patients treated in hospitals. In general, the statistics from these studies showed:
1. 10% to 15% of hospital patients experience an adverse drug reaction during hospitalization,
2. Hospital stay for patients with a reaction is prolonged on average of nine days when compared to
patients with no reaction,
3. A direct proportional increase in ADR exists with the increase in number of drugs prescribed
4. The majority of reactions (81%) is due to pharmacological action of the drugs administered and is
therefore, predictable and preventable.
The traditional drug distribution systems for hospitals in Zambia have in most tended to revolve
around the nursing and medical personnel and the other health supportive personnel. In their nursing
roles, the nurses in particular have tended to spend more time in dealing with medication procedures
and related requirements, following medical instruction, than their field of training. While this,
routinely and traditionally has been possible and acceptable, the patients have practically been denied
of their key and essential right to appropriate and effective complimentary health care through the
provision of appropriate pharmaceutical care. In addition to nursing duties, these health personnel have
been charged with the responsibility to maintain an adequate drug inventory on the floor, prepare and
administer the medications, prepare drug admixtures for intravenous solutions, return the unused drugs
to the pharmacy for credit, maintain narcotic and hypnotic records, and so on. This has been possible
through what may be referred to as delegation of duties by the pharmaceutical personnel into the
wards. This set up has not been without compromising a large part of professional responsibilities for
pharmaceutical personnel and in modern health setting, such an arrangement is no longer attainable
due to many observed professional errors being committed during the course of pharmaceutical care
provision. In Zambia, each of the key components of health care strategy has been established in terms
of professional orientation during training. Most of the health professional fields are generating
localized health professionals and pharmacy is included.

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In a recent study in the USA, 22% of total nursing time was devoted to medication activities. The
traditional system of drug distribution results in a tremendous duplication of effort by the nursing and
pharmaceutical personnel, and the nurses have tended to practices more pharmacy in this traditional
arrangements than does the pharmaceutical personnel in a clinical setting. The nurse has been expected
to interview every other patient on admission for drug allergies, has accepted the major responsibility
for initial detection of a potentially undesirable drug reaction and he/she is supposed "to know about"
all of the drugs as intended for administration. Oftentimes, the physician would request drug
information from the nurse of which the answers could have been inadequate depended on the scope
of drug knowledge as possessed by the nurses. This has been made to operate in this manner as part of
traditional arrangement. Unfortunately, this scenario could also be said for Zambia.
In reality, he/she does not have the time, pharmacological background or current drug knowledge to
perform adequately these responsibilities reluctantly or willingly being assumed. In many instances,
such roles have been played by nurses and other health workers at the detrimental effect of their
respective professional fields of training.
In Zambia, the compelling reasons for the medical and nursing personnel to take up pharmaceutical
roles at clinical sites have been different from that of USA in that:
1. It was due to critical understaffing of pharmaceutical personnel in public health facilities. In a way,
it has been regarded very usual and traditional to have very scarce presence of pharmacists for the
country before localizing the training.
2. It has been due to lack of knowledge as to what constitutes pharmaceutical care among the policy
makers, leading to inappropriately constructed policy direction in terms of health professions
development and utilization. It is very common in Zambia to regard pharmaceutical service lines
as mere storing and dispensing of medicines to the patients.
3. Professional integration as compared to professional harmonization in terms of healthcare services
provision to benefit the intended end-users (health seeking persons). This did not only compromise
individual professional standards but also led to over emphasis of few professional roles at the
expense of others. This policy decision has had very severe adverse effects on patients’ rights to
proper health care.
4. The inadequate availability of specialized knowledge in pharmaceutical care delivery strategies led
to limited professional accessibility by pharmaceutical personnel.

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During the 1960's, pharmacists in hospitals of developed countries responded aggressively to the
problems associated with drug distribution and drug therapy. New services in pharmacy practice were
designed, developed and implemented that have included:
1. Disease-state management skills
2. Clinical interventions (refusal to dispense a drug, recommendation to change and/or add a drug
to a patient's pharmacotherapy, dosage adjustments, etc.)
3. Professional development.
4. Pharmaceutical care
5. Extemporaneous pharmaceutical compounding.
6. Communication skills
7. Health psychology.
8. Patient care
9. Drug abuse prevention
10. Prevention of drug interactions, including drug-drug interactions or drug-food interactions
11. Prevention (or minimization) of adverse events
12. Drug incompatibility
13. Drug discovery and evaluation
14. Community Pharmacy
15. Polypharmacy
16. Pharmacovigilance
17. Detect pharmacotherapy-related problems
18. Monitoring and control of drug adverse effects
19. Unit dose drug distribution systems
20. Intravenous drug admixture programs
21. Patient medication profiles
22. Drug information centers
23. Pharmacist participation in patient care rounds
24. Practice in patient care areas in pharmacy sub-stations
25. Clinical clerkship teaching programs
26. Drug therapy conferences for physicians and nurses.
27. Patient drug monitoring services
The services listed are justified from and based upon the reference point "what is best for the patient.
The composite of these services has been called by their advocates “clinical pharmacy services.”
In addition to the problems inherent in modern drug therapy, the need for clinical drug information and
the inadequacies of traditional hospital medication systems, pharmacists have actively, made changes
occur for many personal reasons. Pharmacists have the potential to utilize their knowledge to the
benefits of the end-users of medicines that may include physicians, nurses, patients, hospital
administrators and other hospital personnel.

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2.0 Pharmaceutical care
Pharmaceutical care is the responsible provision of drug therapy for the purpose of achieving
definite outcomes that improve a patient's quality of life. These outcomes are
1. Cure of a disease;
2. Elimination or reduction of a patient's symptomatology;
3. Arresting or slowing of a disease process; or
4. Preventing a disease or symptomatology.[1]
This process requires a clinical pharmacist to review a patient's medication with reference to the
doctor's diagnoses, laboratory tests and patient's information. The clinical pharmacist must therefore
work very closely with the doctor and patient in order to gain a correct understanding of the relevance
and impact of the various medications on the patient's pathology.
The pharmaceutical care process was originally conceived to be undertaken in a community pharmacy
by community pharmacists. In 1996 the Pharmaceutical Society of NZ began a program to implement
the process throughout New Zealand. While some 500 pharmacists undertook an expensive training, it
was found that the basic skill level of most pharmacists was not sufficient to enable them to undertake
an in-depth review of the patients' medication. Pharmacists are now required to complete a
postgraduate diploma in clinical pharmacy to enable them to practice as a Clinical Pharmacist before
being considered competent to work at this level.
In countries where Pharmaceutical care has been initiated as a way of pharmaceutical service
delivery strategy within the concept of the national health care system like the system in New Zealand
and the USA, the observed outcome has given a positive outlook in which health seeking persons have
received well balanced patient care provision. Pharmacists, by training worldwide, are a professional
with expert knowledge on drugs. The level of knowledge may differ from country of training and
practice to another. But the basic of knowledge of the profession gained through training could be
compared. Despite such professional background training variations, the most important aspect is that,
these professionals have the capacity to recognize the drug problems and can greatly contribute to
effective modern patient care and undoubtedly, they can help solve those problems and provide better
total patient healthcare system per local requirement. These reasons coupled with experiences of the
past many years are why clinical pharmacy has captured the interest and imagination of many
pharmacists and other health professionals. The authors believe clinical pharmacy services should be
provided to all patients, (inpatient and outpatient). The challenge to modern pharmaceutical personnel
of the 21st
century is to provide clinical services to all patients.

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3.0 Clinical pharmacy
Clinical pharmacy is the branch of Pharmacy where pharmacists promote health life through the
provision of pharmaceutical to all that are health-seeking organisms. Through this process,
pharmacists optimize the use of medication and promotes health, wellness, and disease prevention.
The practice of clinical pharmacy embraces the concepts of both pharmaceutical care, first
introduced by Hepler and Strand (as outlined above), and medicines management, which
encompasses the entire way in which medicines are selected, procured, delivered, prescribed,
administered and reviewed to optimise the contribution that medicines make to producing informed
and desired outcomes of patient care. Clinical pharmacy becomes a comprehensive health subject tha
embraces pharmaceutical care as integral part of patient care as desired.
Clinical pharmacists have provided care for patients in all health care settings but the clinical
pharmacy movement initially began inside Hospitals and clinics. Clinical pharmacists often
collaborate with Physicians and other healthcare professionals. Clinical pharmacists have extensive
vertical education in the biomedical, pharmaceutical, socio-behavioral, and clinical sciences.
Internationally, most clinical pharmacists have an advanced degree in pharmacy (e.g. Masters or
Doctor of Pharmacy degree in the USA) and many will have completed post-graduate training (e.g. a
pharmacy residency in the USA). All the clinical pharmacists for example in the USA will have to be
Council Certified for Pharmacotherapy Pharmacist (CCPP), a Council Certified for Oncology
Pharmacist (CCOP), or Council Certified for Psychiatric Pharmacist (CCPP) etc, through the Council
of Pharmaceutical Specialties (CPS). For Zambian setting, this arrangement can be compared to the
Health Council of Professions for Zambia.
Within the system of health care, clinical pharmacists will be experts in the therapeutic use of
medications. They will routinely provide medication therapy evaluations and recommendations to
patients and other health care professionals. Clinical pharmacists will be primary source of
scientifically valid information and advice regarding the integrity of dosage forms, safe, appropriate,
and cost-effective use of medications.
Given the outlined reasons above, the Department of Pharmacy through its mother School of Medicine
has found it appropriate to commence a postgraduate program that will be undertaken for minimum of
two (2) years.

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4.0 Title of the Postgraduate Degree Program
- Master in Clinical Pharmacy (MClinPharm)
5.0 Vision
The Department of Pharmacy, with the help of collaborating partners, is committed to develop and
initiate the postgraduate training program in pharmacy. This is in line with Zambian government’s
vision to provide and actively support the development of pharmacy for the country in order to provide
the pharmaceutical services with appropriately trained personnel. Also, this vision is in line with that
of the university to develop a pool of staff that can be utilized in different fields of university activities
through its staff development fellowship (SDF)
6.0 Rationale
While the country at large needs specialized personnel to provide specialized pharmaceutical care
services to the public from various points of health care points provisions in general and
pharmaceutical care provisions in particular, the university in general and the department of pharmacy
in particular critically needs such specialties as a source of pharmaceutical knowledge required by the
upcoming pharmaceutical personnel for the country. In both cases, below is a list of pharmaceutical
specialty fields being referred to:-
Academic Pharmacists - These specialists work in colleges of pharmacy as teachers, researchers and
consultants for industry organizations.
Ambulatory Pharmacists - An ambulatory pharmacist's responsibility is to manage patients at risk
for drug-related problems, such as adverse reactions. They also supervise patients with chronic
diseases, including diabetes and asthma, and those unlikely to take their medication or to take it as
prescribed. Ambulatory pharmacists work in outpatient clinics, psychiatric wards and in specialties
such as HIV or renal transplantation.
Compounding Pharmacists - Compounding pharmacists prepare customized prescription
medications to meet individual patient needs. They also prepare, mix, assemble, package and label
drugs and devices. They can also specialise on pharmaceutical compounding procedures undertaken at
various points of administering pharmacotherapeutical agents or substances.
Consultant Pharmacists - Also known as long-term-care pharmacists, these professionals make sure
residents of extended-care facilities get the correct dose of medication at the right frequency.
Consultant pharmacists also work in sub-acute care, psychiatric hospitals, hospice programs, and in
home- and community-based care. They also get consulted on various aspects of pharmaceutical
procedures such as academic knowledge on trainee pharmacists etc

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Critical-Care Pharmacists - These pharmacists play a major role in hospital intensive-care units,
working with lifesaving drugs. They optimize each patient's drug therapy and go on rounds with
doctors to ensure patients don't experience adverse reactions. They also help doctors choose the most
beneficial, cost-effective medication.
Drug Information Pharmacists - These pharmacists help hospitals answer queries about the best use
of drug therapies. They also write and compile articles for scientific journals and continuing-education
materials.
Home-Care Pharmacists - Home-care pharmacists are similar to their hospital counterparts in that
they prepare medications and educate patients on medication use and storage at home.
Hospice Pharmacists - This specialty works with medications that include controlled substances
prescribed for terminally ill patients. Hospice pharmacists work at hospice agencies or at pharmacies
serving hospice patients.
Industrial Pharmacists - Pharmacists in this specialty oversee all aspects of drug production for
pharmaceutical companies. They can specialize in the production of a certain type of drug, such as
aerosol or topical medications, tablets or capsules.
Infectious Disease Pharmacists - These professionals work in hospitals to implement decisions
regarding use of therapeutic antibiotics, monitor patients and enforce formulary restrictions on
antibiotics. A formulary is a list of insurance-approved drugs and their proper dosages.
Managed-Care Pharmacists - Within managed-care environments, such as HMOs or pharmacy-
benefit management companies, these pharmacists review drug use and are involved in outcomes
research, disease management, cost-analysis programs and pharmacy benefit design.
Nuclear Pharmacists - This specialization involves the procurement, compounding, quality
assurance, dispensing, distribution and development of radiopharmaceuticals. These pharmacists also
monitor patient outcomes and provide information and consultation regarding health and safety issues.
Nutrition Support Pharmacists - These pharmacists design and modify use of nutritional
supplements to treat cancer patients, diabetics, pregnant women and others needing special nutrition
support.
Oncology Pharmacists - Oncology pharmacists analyze pharmaceutical aspects of cancer-care
programs to ensure optimal results. They also help improve the quality and safety of chemotherapy
mixtures by monitoring dosing and administration.
Pediatric Pharmacists - This pharmacy subset specializes in medications used to treat or prevent
conditions in children. Pediatric pharmacists often compound medications for specific ages and
weights.
Pharmaceutical Retailers - These professionals inform physicians about new drugs and promote
ethical drug use for pharmaceutical manufacturers.

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Pharmacist Attorneys -These pharmacists possess law degrees and deal with issues pertaining to
pharmacists' rights and duties. They work in various settings, including hospitals, pharmaceutical
companies and corporations.
Pharmacy Benefit Managers - These pharmacists administer prescription drug programs for
insurance companies, develop and maintain formularies, contract with pharmacies and negotiate
discounts and rebates with drug manufacturers.
Poison-Control Pharmacists - Found at poison-control centers, pathology departments of hospitals,
universities and consulting firms, these pharmacists answer emergency questions and suggest action
plans regarding poisonous chemicals, hazardous toxins or harmful drug interactions.
Psychiatric Pharmacists - These pharmacists help optimize drug treatment and care for patients with
psychiatric disorders by dispensing medication, conducting patient assessments, recommending
treatment plans, monitoring patient response and recognizing adverse drug reactions.
Regulatory Pharmacists - These specialists work at state boards of pharmacy, state education
departments and state departments of health.
Veterinary Pharmacists – are specially trained pharmacists that compound and
dispense veterinary drugs and supplies or products and advice to owners of companion animals and
livestock. In addition, they advise the regulatory bodies and are involved in the formulation and
commercial production of veterinary pharmaceutical products.
7.0 Aims
The graduates from this program must possess specialized knowledge of pharmacy in specific fields of
clinical settings and able to demonstrate the following:
a. High quality clinical and technological services within the scope of pharmaceutical care services to
the people requiring it.
b. Ability to solve clinical and related social problems and make expert decisions in their professional
career.
c. Effective expert communication with other health colleagues on issues of pharmaceutical care
services.
d. Effective contribution of expert healthcare service in general and pharmaceutical services in
particular for a multidisciplinary vocation.
e. Be a pharmaceutical care provider whose ability is to manage the specialized necessary requisites
of pharmacotherapy and other related clinical attributes within the scope of pharmaceutical care
services.
f. Have a general focus for students at developing clinical skills necessary to promote or enable the
provision of expert service during the pharmaceutical care services.
g. Train and gain knowledge, skills and behavioural characteristics for the exhibition of expertise in
any clinical setting.
h. As a requirement for Life long learning with a propensity for continuing education.

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Overall the profession of pharmacy practice is a dynamic science requiring lifelong continuous
learning, so as to invest time in the maintenance and further development of one’s own knowledge and
skills, over and above the pursuit of higher professional qualification.
8.0 Objectives
The objectives of the degree are to produce graduates who will have specialty attributes and skills on
entry as specialized pharmacists or program graduates and at that point, the graduates will have
changed their respective title status from mere pharmacists to Doctorate degree holders in Clinical
Pharmacy with the following:
A. Expert input to organization and control of the manufacturing, compounding and packaging of
pharmaceutical products for clinical usage.
 this is a derivative of the outcomes from the primary degree qualification
B. Provide Expert Information and Education of health care in general and pharmaceutical care in particular
and expert use of medicines and other pharmaceutical products in any given clinical setting.
 Initiate and/or participate in the provision of expert health care education and information to the public and
the training health care professions
 Interpret scientific and clinical information to provide basis for expert, prudent and rational drug use
 Assist or actively participate in the training of undergraduate pharmacy and other health care provider
trainees.
C. Provide and Promote expert advice to other health professionals and end-users of health care service in
general and pharmaceutical care service in particular.
 Disseminate expert drug information to other health care professionals and the public
D. Have a board of knowledge, confidence, attitudes and skills, listen to function as an expert in any clinical
field of pharmacy practice
 Have the ability to deal with any given clinical scenario with expertise
E. Participate in research to ensure the optimal use of medicine
 Always a learner, have skills to learn from problem solving experiences
 Able to use the health related professional and disciplinary literature as a means of acquiring a continuing
flow of new or expert knowledge
 To have a desire for scholarly concern for improvement in pharmacy and other health disciplines and must
recognize the need to increase their knowledge to advance the profession through systematic, cumulative
research on problems of theory and practice
 Able to have the spirit of inquiry, critical analysis and logical and expert thinking
 Able to have the spirit of intellectual inquiry and curiosity and motivation for learning and equip
postgraduate students to learn throughout their professional lives

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 Able to demonstrate expert leadership in problem solving of both clinical and pharmaceutical in nature
9.0 Entry Requirements
The program is open to those with primary qualifications in pharmacy or any comparable primary
degree qualifications in pharmaceutical science, pharmacology, pharmaceutical technology will have
satisfied the general University of Zambia (UNZA) requirements for training.
10.0 Duration
The program is either a full time of three years (3) years duration or part-time of four (4) years,
including the period of field data collection, compilation and oral defense for either of the two modes
of study. An appropriate period of residency will be attached to the training depending on the expert
field being undertaken.
11.0 Initial Program Structure open to adjustment in the dew course
 The programme will follow yearly course work system of 12 courses in all. The first 4 courses
(PMY 5011, PMY 5021, PMY 5031 and PMY 5041) will be done in the first year of full-time
period.
 The other 8 courses (PMY 5012, PMY 5022, PMY 5032, PMY 5042, PMY 5052, PMY 5062,
PMY 5072 and PMY 5082) will be optional for specialization and will be conducted independent
of each other at identified specialized training sites. In the main, the last 8 courses will be practice-
based in the clinical area of specialty training for each case in the second year running of the
Masters Degree training program.
 There will be mandatory accompanying final research component as part of the optional or elective
course in the Third year of the program. Each specialty field of study will be coded as appropriate
for that field of study in the third year (PMY 5013, PMY 5023, PMY 5033, PMY 5043, PMY
5053, PMY 5063, PMY 5073 and PMY 5083)
12.0 Training Program Support
It is hoped that, this program will be conducted on the same basis as the already existing postgraduate
programs at the School of Medicine. The structural, human and financial resources support will be
from the following:
 The enrolled students
 External partners such as both local and overseas pharmaceutical companies that will be interested
in the Research and Developmental fields of this program
 Identified government departments that will be interested in the Research and Developmental
fields of this program
 Overseas collaborative partners, principally from Samford University as independent or through
the AUB and UNZA – School of Medicine collaboration relationship
 Funded research fields of the Department of Pharmacy

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The Main Entrance to the
Great East Road Campus of the University of Zambia
FIRST YEAR and general
COURSEs OF MClinPHARM

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1. PROGRAMME : MCPharm
2. CORE COURSE CODE : PMY 5011
3. COURSE TITLE : CLINICAL PHARMACY & PHARMACOTHERAPEUTICS
4. YEAR : 1
5. PRESENTED TO : University of Zambia
6. PRESENTED BY : Department of Pharmacy
7. NUMBER OF LECTURES : 30 x 2 Hrs per lecture session
8. NUMBER OF PRACTICALS : 60 x 2 Hrs Visits to Demonstration Sites
9. NUMBER OF TUTORIALS : 20
10. TOTAL NUMBER OF HOURS : 180 hrs
11. CREDIT POINTS : 6
12. AIM OF THE STUDY TOPIC:
 To provide the students with an understanding of the skills knowledge within the concept of
clinical pharmacy practice
13. COURSE OBJECTIVES:
At the end of the course, the students should be able to:
 Have a general view of the principles of clinical pharmacy as professional practicing field
 Describe the various types and forms of clinical disorders forming the basis of pharmaceutical
care provision
 Explore and describe various disease types and states for pharmaceutical management of the
respective signs and symptoms
14. COURSE CONTENTS:
I. General Introduction to Clinical Pharmacy Concept:
a. Description of Clinical Pharmacy
b. History of clinical pharmacy
c. Patient identification and management skills
d. Prescription monitoring
e. Prescribing advice to medical and nursing staff
f. Patient medication management and monitoring
g. Patient education and counseling for medication to achieve adherence
h. Self-administered medication monitoring
i. Pharmacokinetics and therapeutic drug level monitoring
j. Individualized medication plan
k. Outpatient clinical pharmacy services
l. Community-based clinical pharmacy
m. Principles of Nutraceutical care
n. Principles of Veterinary care

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II. Concepts of Health and Diseases / Disorders in clinical pharmacy:
a. Concepts of Health and Diseases
b. Concepts of Altered Health in children
c. Concepts of Altered Health in older adults
d. Cellular injury
e. Neoplasia
f. Disorders of Hemostasis and Coagulation
g. Alterations in hematologic function and oxygen transport
h. Cell and tissue characteristics
i. Cell adaptation, Injury and Death
j. Genetic and congenital disorders
k. Immune response and inflammation
l. Acquired immune deficiency syndrome (AIDS)
m. Diseases of the vascular system
n. Alterations in blood pressure
o. Diseases of the heart
p. Myocardial ischemia
q. Myocardial infarction
r. Heart failure and shock
s. Abnormalities of cardiac conduction
t. Disorders of the respiratory system
u. Abnormalities of the kidney and urinary tract
v. Gastrointestinal disorders
w. Disease of the liver and exocrine pancreas
x. Endocrine disorders
y. Diabetes mellitus
z. Various veterinary disease conditions
aa. etc
III.Management of Signs and Symptoms of disease conditions:
a. Cardiovascular conditions
b. Central nervous system conditions
c. Eye and ear conditions
d. Foot conditions
e. Gastrointestinal system conditions
f. Infestations
g. Musculoskeletal system conditions
h. Skin conditions
i. Women’s conditions
j. Men’s conditions
k. Domesticated animals conditions
l. etc

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15. METHOD OF ASSESSMENT:
Continuous Assessment: 40%
Submission of two – three written assignments with corresponding presentations of long clinical
cases using some of the skills learned, followed by oral examination
Final Examination: 60%
Paper I - Multiple choices
Paper II - Essay questions
16. REFERENCE MATERIALS:
1. Hospital Pharmacy, 2nd
Ed. Martin Stephens, 2011, ISBN 978 0 85369 900 2
2. Pathophysiology: Concepts of Altered Health States, Carol Mattson Porth, Lippincott
Williams & Wilkins, 2004,
3. Essentials of Pathophysiology for Pharmacy, Martin M. Zdanowicz, 2003, ISBN 1-58716-
036-6
4. Managing Symptoms in Pharmacy, Alan Nathan, 2008, ISBN 978 0 85369 727 5
5. Principles and Methods of Pharmacy Management; Harry A. Smith, 3rd
edition, 1986
6. Pharmaceutical Practice; A. J. Winfield & R. M. E. Richards, 2nd
edition, 1998
7. Success in Communication; Stuart Sillars, 2002
8. Sociology; Stuart Sillars, 2002
9. Communication Skills for Pharmacists; Bruce A. Berger, 2002
10. The Researching Therapist – A practical guide to planning, performing, and
communicating research; S. Jenkins, C. J. Price and L. Straker, 1st
edition and reprinted, 2003

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3. COURSE TITLE : PHARMACEUTICAL KNOWLEDGE & SKILLS
4. YEAR : 1
12. AIMS OF THE STUDY TOPIC:
 To provide the students with an understanding the application of pharmaceutical knowledge
and skills in clinical pharmacy practice
 Describe the application of pharmaceutical science knowledge in clinical settings.
 Describe the scope of pharmacy practice and the application of expert knowledge during
clinical pharmacy
 Describe the range of pharmaceutical skills in the delivery of clinical pharmacy
 Describe the main components of oral and written language modes of communication
 Describe the nature and different kinds of communication in clinical pharmacy
 Define the principles and practice of communication
 Describe the communication skills in clinical pharmacy
I. Pharmaceutical science in clinical pharmacy:
a. Pre-formulation characteristics of pharmaceutical preparations
b. Formulation systems of pharmaceutical preparations
c. Drug Delivery Systems
d. Pharmaceutical calculations
e. Dispensing as a professional procedure
f. Manufacturing / Compounding Specialties e.g. Radiopharmaceuticals
g. Facilities e.g. Preparation rooms
h. Normal Dosage Forms e.g. tablets
i. New Dosage Forms e.g. Controlled-release
j. Role of Nanotechnology e.g. Oil-in-Water Nanosized emulsions
k. Aseptic processing e.g. sterile room procedures

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II. Regulation and Quality Assurance:
a. Good Manufacturing Practices and other guidelines
b. Internal Regulations on Good Manufacturing Practices
c. Quality establishment and control
d. Personnel
e. Contamination and Contamination control
f. Drug/product stability
g. Validation process
III.Pharmacy Practice Concepts
a. Forensic Pharmacy and Application
b. Types of medicines available on the market (Conventional, herbal, traditional etc)
c. Medicines and the health workers (prescribers, dispensers, nurses, paramedics etc.)
d. Medicines and the patients/clients
e. Counseling for pharmaceutical care
f. Health promotion & health education
g. Rational drug/medicine use (RDU/RDM)
h. Pharmacoeconomics
i. Pharmacovigilance
j. Prescriber / Pharmacists operational links
k. Nursing / Pharmaceutical care links
l. Pharmacist / patient links
m. Hospital Pharmacy
n. Community Pharmacy
o. Industrial Pharmacy
p. etc
IV.Pharmaceutical skills:
a. Patient caring
b. Dispensing
c. Counseling
d. Management
e. Supervising
f. Pharmaceutical manufacturing
g. Communication
h. etc

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1. Pharmaceutical Manufacturing Handbook Production and Processes, Shayne Cox Gad,
2008
2. Pharmaceutical Practice; A. J. Winfield & R. M. E. Richards, 3rd
edition, 2002
3. Pharmaceutical Process Scale-Up, 2002, Michael Levin, ISBN: 0-8247-0625-0
4. Dispensing for Pharmacy Students; Cooper & Gunn, 1979
5. Pharmaceutical Analysis: A textbook for Pharmacy Students and Pharmaceutical
Chemists; David G. Watson, 2nd
edition, 2005
6. Practical Pharmaceutical Calculations; M. C. Bonner, D. J. Wright & B. George, 1999
7. Nursing Calculations; J. D. Gatford & R. E. Anderson, 1998
8. Biopharmaceutics & Clinical Pharmacokinetics; Milo Gibaldi, 1984
9. Pathology and Therapeutics for Pharmacists; Russell J. Greene & Norman D. Harris, 1998
10. Basic & Clinical Pharmacology; B. G. Katzung, 2nd
edition, 1982
11. Quality Assurance of Pharmaceuticals – A compendium of guidelines and related
materials; Vol. 2, 2nd
edition, GMP and Inspection, WHO-2007
12. Essentials of Pharmaceutical Chemistry; Donald Cairns, 2nd
edition, 2007
13. Drug Safety – A Shared Responsibility; Michael D. Rawlings, 1st
edition, 1991

19
3. COURSE TITLE : PHARMACY LAW & ETHICS
4. YEAR : 1
 To provide the students with an understanding the application of pharmaceutical knowledge
and skills in clinical pharmacy practice in accordance with ethical and legal framework of the
profession and country respectively.
 Operate comparatively with global standards in pharmaceutical care provision
 Describe the adherence of expert knowledge in pharmacy practice to both the legal and ethical
framework of the country and the profession respectively.
 Describe both legal and ethical application of therapeutically generated science knowledge in
clinical settings.
 Describe the scope of pharmacy practice and the application of expert knowledge as part of
health service delivery
 Describe the ethical requirements during the delivery of clinical pharmacy.
General description of the National Health Policy provisions in the Administration &
Provision of national healthcare services to the citizenry:
I. Pharmacy Practice:
a. Origins and evolutionary development of pharmacy practice
b. Critical understanding of Good Pharmacy Practice (GPP) Standards
c. Descriptive account of the National Health care systems as it relates to pharmacy practice:
- Global models
- Organizational
- Micro Systems arrangements for integrated health system
- Principles of pharmacy practice

20
- Pharmaceutical Business in Zambia
II. Pharmacy Law:
a. Sources of Zambian Health Laws
b. Scope and Administration of the Zambian health laws
c. The Licensing System for Pharmaceuticals and Practice in Zambia
d. Sales promotions of pharmaceuticals for their pharmacotherapeutical values
e. Retail Pharmacy Business in Zambia
f. Legal categories of pharmaceuticals in Zambia
g. Regulation of Alternative/Homeopathic medicines in Zambia
h. Rational Use of medicines in the Country
i. Chemical poisons legal management
j. Dangerous Drugs legal management
k. Miscellaneous legislation affecting pharmacy practice in Zambia
l. Professional conduct and fitness to practice pharmacy
m. Organization of other health related professions
n. Administrative roles as they are played by the following in the provision of healthcare to the
people of Zambia in terms of: Purpose for establishment, The scope, The main roles of the
Act, Administration, Arrangement of Parts/Sections of the Act
- Day Nurseries Act (Vol 17 ch 313)
- Extermination of Mosquitoes Act (Vol 17 ch 312)
- Flying Doctor Service Act (Vol 17 ch 297)
- Food and Drugs Act (Vol 17 ch 303)
- Health Professions Act 2009
- Human Tissue Act (Vol 17 ch 306)
- Ionising Radiation Act (Vol 17 ch 311)
- Medical Aid Societies and Nursing Homes (Dissolution and Prohibition) Act (Vol 17 ch 317)
- Medical and Allied Professions Act (Vol 17 ch 296)
- Mental Disorders Act (Vol 17 ch 305)
- National Food and Nutrition Commission Act (Vol 17 ch 308)
- National Health Services Act (Vol 17 ch 315)
- Nurses and Midwives Act (Vol 17 ch 299)
- Persons with Disabilities Act (Vol 5 ch 65)
X Pharmacy and Poisons Act (Vol 17 ch 298) – Revised to Zambian Regulatory Authority 2013
- Protection of Names, Uniforms and Badges Act (Vol 17 ch 314)
- Public Health Act (Vol 17 ch 295)
- Termination of Pregnancy Act (Vol 17 ch 304)
- The National Hiv/Aids/Sti/Tb Council Act 2002
- Therapeutic Substances Act (Vol 17 ch 310)
- Tropical Diseases Research Centre Act (Vol 17 ch 300)
- Zambia Red Cross Society Act (Vol 17 ch 307)
- Narcotic Drugs And Psychotropic Substances Act, 1993
- Narcotic Drugs and Psychotropic Substances Act (Vol 7 ch 96)
- The Dangerous Drugs (Forfeiture of Property) Act, 1989
- The Dangerous Drugs Act 1967

21
III.Pharmacy Ethics:
a. Definitions
b. Personal
c. Professional
d. Personal & Professional Behaviour
e. Bioethics
f. Ethics Rules and the Code of Ethics
g. Professional Aoths
Presentation of a long clinical case using some of the skills learned, followed by oral examination
1. Dale and Appelbe’s Pharmacy Law and Ethics, Gordon E Appelbe and Joy Wingfield, Ninth
edition 2009, ISBN 978 0 85369 827 2
2. Relevant Acts of Zambian Parliament on medicines and Pharmacy practice
Constitutions of relevant professional organizations
3. Pharmaceutical Practice; Diana M. Collett & Michael E. Aulton, 1996
4. Pharmaceutical Practice; A. J. Winfield & R. M. E. Richards, 3rd
edition, 2002
5. Cooper and Gunn’s Dispensing Pharmaceutical Students; S.J. Carter, 12th
edition, 1979
6. Drug Benefits and Risks – International Textbook of Clinical Pharmacology; C.J. van
Boxtel, Budiono Santoso and I. R. Edwards, John Wiley & Sons Ltd edition, 2001

22
3. COURSE TITLE : RESEARCH METHODOLOGY & WRITING
4. YEAR : 1
 To provide the students with an understanding the research methodology and proposal
development and writing in the field of pharmacy science and practice
 Describe and develop the research plan
 Describe and identify problem area for research plan
 Give a critical and scientific analysis of the research data collected or compounded
 Write the research report
 Describe the code of ethics in clinical research studies
 Describe and apply the statistical principles in clinical research studies
I. Introduction to Research methodology:
a. Origins and Characteristics of Research
b. Research and development
c. Characteristics of Research
d. Research Purposes
e. Research Process
II. Problem identification for the research:
a. Objectives
b. Definition of a research problem
c. Conditions to identify Research Problem

23
III.Formulation of problem statement for proposed research:
a. Information required for the Statement of the Problem
b. Problem analysis
c. Literature review on the identified problem
IV.Systematic arrangement of research proposal and the write up:
a. Title
b. Aims
c. Objectives
d. Methodology
e. Results
V. Sample type and size:
a. Sampling and its involvement
b. Types of sampling methods
c. Sampling sizes
VI. Data collecting techniques:
a. Interviews
b. Written Questionnaire
c. Observation
VII. Research report writing:
a. Styles of writing
VIII. Ethics of clinical research study:
a. Research ethics
b. Suitability and acceptability of the research idea
c. Suitability and acceptability of the researcher
d. Contents of informed consent
e. Privacy of research results
f. Professional code of conduct

24
IX.Biostatistics of clinical research studies:
a. Sources of Statistics
b. Descriptive Statistics
c. Population
d. Frequency Distributions
e. Cumulative Frequency Distributions
f. Results Presentation
g. Measure of Central Tendency
h. Measure Of Central Tendency For Grouped Data
i. Measure of Dispersion
j. The Mean Deviation
k. The Standard Deviation
1. Pharmaceutical Sciences, Practical and Clinical Applications 4th
Ed. 2004, ISBN: 0-8247-4695-3
2. Essentials of Research Design and Methodology, Geoffrey Marczyk, David DeMatteo,
David Festinger, 2005, ISBN 0-471-47053-8
1. Pharmaceutical Analysis: A textbook for Pharmacy Students and Pharmaceutical
Chemists; David G. Watson, 2nd
edition, 2005
2. Quality Assurance of Pharmaceuticals – A compendium of guidelines and related
materials; Vol. 2, 2nd
edition, GMP and Inspection, WHO-2007
3. Practical Pharmaceutical Calculations; M. C. Bonner, D. J. Wright & B. George, 1999
4. Nursing Calculations; J. D. Gatford & R. E. Anderson, 1998
5. Robson Colin.1999. Real World Research Blackwell Oxford
6. Varkevisser M. Corlien et al. 1990 - Designing and Conducting Health Systems Research
projects, (2), IDRC
7. Dispensing for Pharmacy Students; Cooper & Gunn, 1979

25
The Main Entrance to the
Ridgeway Campus of the University of Zambia
SECOND YEAR and specialty
COURSES OF MClinPHARM

26
2. OPTIONAL COURSE CODE : PMY 5012
3. OPTIONAL COURSE TITLE : GENERAL PHARMACOTHERAPY
4. YEAR : 2
7. NUMBER OF HOURS : 1,500
8. NUMBER OF PRACTICALS : 48 Visits to Demonstration Sites
 To provide the students with an expert understanding the available data in the application of
general pharmacotherapy for both medical and non-medical conditions
 Adherence to the ethical requirements during the application of expert pharmaceutical
knowledge and skills in clinical pharmacy practice.
At the end of the course, the students should be able:
 To have a general view of the scope and legal guidance in clinical pharmacy practice in
relation to application of pharmacotherapeutical agents in general.
 To describe the medicinal values and other relevant characteristics of pharmacotherapeutic
agents
 To explain the scope and range of usage for pharmacotherapeuticals
 Describe the range and diagnostic process of both the minor and major medical states that can
be managed with pharmacotherapeutic agents
 Describe the beneficial outcomes, drug interactions, and side effects, from the treatment of the
diseases using the pharmacotherapeuticals.
 To formulate expert knowledge on the pharmacotherapeutical use of these agents both in
medical and other clinical conditions
 To relate the registration process of pharmacotherapy to the field of clinical pharmacy practice
 To relate the existing legal framework to the practice of clinical pharmacy in the country
 Define the professional functional roles within the concept of pharmacotherapy in Zambia.

27
 This course will be an optional and practice-based in the clinical areas of specialty training at
UTH block E, G, C and D with an exposure to the outside clinical arrangements
 It will follow the course contents as shown below:
Introduction to Specialty study area:
a. General introduction to the training site
b. Clinical assessments
c. Specific and Non-specific disease states
d. Major and minor symptoms for disease states
e. Diagnostic techniques
f. Range or scope of therapies applicable
g. Establishment of both short and long term therapies
h. Rights of patients to medications
Specialized Competence-based training (disease types, disease pattern, disease categories,
patient or health seeking person identification, level of patient care, health care provision, and type
and range of medication systems required) done through the following fields of study:
A.Internal Medicine
I. Internal Medicine:
a. Preventive Medicine
b. Endocrinology
c. Rheumatology
d. Gastroenterology
e. Cardiology
f. Hematology
g. Infectious Diseases
h. Nephrology
i. Pulmonology
II. Emergency Medicine:
a. Cardiac Resuscitation
b. Toxicology
c. Neurological Emergencies
d. Thermal, Radiation, Electrical injuries, Drowning
e. Anaphylaxis, Bites and Stings

28
III.Neurology:
a. Diseases of the spinal cord
b. Cerebrovascular accident (CVA)
c. Seizures and Epilepsy
d. Vertigo, Dizziness and Headaches
e. Guillian Barré Syndrome (Acute Idiopathic Polyneuropathy)
f. Myasthenia Gravis
g. Amyotrophic Lateral Sclerosis
h. Multiple Sclerosis
i. Dementia
j. Parkinson’s disease and other Movement Disorders
IV.Other Specialties:
a. Dermatology
b. Radiology/Imaging
c. Ophthalmology
B.Obstetrics and Gynecology
A. Obstetrics
I. Basic Principles:
a. Reproductive basics
b. Failed pregnancy
c. Obstetrics procedures
II. Antepartum Obstetrics:
a. Prenatal management of the normal pregnancy
b. Prenatal laboratory testing
c. Late pregnancy bleeding
d. Prenatal infections
e. Obstetric complications
f. Hypertensive complications
g. Medical complications in pregnancy
h. Disproportionate fetal growth
i. Overview of Antepartum fetal testing
j. Fetal orientation in uterus
k. Normal and abnormal labour
l. Obstetric anesthesia
m. Intrapartum fetal monitoring
n. Operative obstetrics

29
III.Postpartum Obstetrics:
a. Postpartum Issues
B. Gynecology:
a. Basic principles of gynecology
b. Pelvic Relaxation
c. Disorders of vagina and Vulva
d. Disorders of Cervix and Uterus
e. Disorders of Ovaries and oviduct
f. Gestational Trophoblastic Neoplasia
g. Pelvic Pain
h. Sexually transmitted diseases (STDs)
i. Fertility Control
j. Human Sexuality
k. Menstrual abnormalities
l. Hormone Disorders
m. The Female Breast
C.Surgery
I. Surgery:
a. Trauma
b. Orthopedics
c. Pre-operation and post-operation care
d. General surgery
e. Pediatric surgery
f. Cardiothoracic surgery
g. Vascular surgery
h. Skin surgery
i. Ophthalmology
j. Otolaryngology (ENT)
k. Neurosurgery
l. Urology
m. Organ transplant

30
II. Surgical Vignettes:
a. Trauma
b. Orthopedics
c. Pre-operation and post-operation care
d. General surgery
e. Pediatric surgery
f. Cardiothoracic surgery
g. Vascular surgery
h. Skin surgery
i. Ophthalmology
j. Otolaryngology (ENT)
k. Neurosurgery
l. Urology
m. Organ transplant
III.Associated or accompaniment Course Areas:
a. Patient care strategies
b. Patient drug treatment compliance and non-compliance
c. Individualized patient treatment
d. Drugs treatment profiles for the patient
e. Pharmacodynamics and Pharmacokinetics of drug administration
f. Unwanted drug effects or Adverse Drug reactions (ADRs)
g. Drug legislation
Final Project Outline:
PMY 5013 (Pharmacotherapy General)
a. Introduction
b. Literature search and review
c. Aims
d. Objectivity
e. Methodology
f. Results
g. Discussion
h. Conclusion
i. Reference Section
j. NUMBER OF HOURS : 480
k. NUMBER OF PRACTICALS : 48 Visits to Demonstration Sites

31
Presentation of five long clinical cases using some of the expert skills learned, followed by oral
examination and feedback sessions.
Clinical - OSCE
Rang and Dale’s Pharmacology; 6th
edition, 2008
Basic & Clinical Pharmacology; Bertram G. Katzung, 6th
edition, 1995
Pharmacotherapy - A Pathophysiologic Approach; Appleton & Lange 3rd
edition, 1997
ASHP’s PharmPrep – Case-Based Board Review; Diane G. Ginsburg, 3rd
edition, 1997
Applied Therapeutics: The Clinical Use of Drugs; L.Y. Young and M. A. Koda-Kimble, 6th
edition, 1999
Concepts in Immunology and Immunotherapeutics; American Society of Health-System
Pharmacists, 3rd
edition,
Clinical Pharmacology; P.N. Bennett & M.J. Brown, 10th
edition, 2008
Chamberlain’s Symptoms and Signs in Clinical Medicine; C. Ogilvie & C.C. Evans, 12th
edition, 1997
Clinical Pharmacokinetics Concepts and Applications; M. Rowland and T.N. Tozer, 3rd
edition,
2007
Pathology and Therapeutics for Pharmacists – A basis for clinical pharmacy practice; R.J.
Green and N. D. Harris, 2nd
edition, 2006
Clinical Psychiatry for the Primary Physician; Hugh James Lurie, 1976
Interpretation of Diagnostic Tests - A synopsis of Laboratory Medicine; Jacques Wallach, 5th
edition, 1992

32
3. OPTIONAL COURSE TITLE : NUCLEAR PHARMACY
4. YEAR : 2
 To provide the students with expert knowledge of nuclear pharmacy and its relevance to the
practice of clinical pharmacy,
knowledge and skills in clinical pharmacy practice
relation to Nuclear Pharmacy.
 To define the medicinal values and other relevant characteristics of nuclear substances
 To explain the scope and range of usage for the nuclear pharmaceuticals
 Describe the range and diagnostic process of the major medical states that can be managed
using nuclear pharmaceuticals
diseases using the nuclear pharmaceuticals.
 To formulate expert knowledge on the pharmacotherapeutical use of nuclear pharmaceuticals
 To relate the registration process of nuclear substances to the field of clinical pharmacy
practice
 Define the professional functional roles within the concept of nuclear pharmacy in Zambia.
 This course will be an optional and practice-based in the clinical areas of specialty training
fields at UTH and CDH (Cancer Disease Hospital) block E, C and D with an exposure to the
outside clinical arrangements

33
I. Radiation Physics and Instrumentation:
a. Structure and Properties of Atoms
b. Radiation and Radioactive Decay
c. Decay schemes of Radionuclides Load in Nuclear Medicine
d. Production of Radionuclides
e. Interactions of Radiation with Matter
f. Instruments for Radiation Detection and Measurement
II. Mathematics of Radioactivity use and Measurement
a. Radioactivity
b. Nuclear Counting Statistics and Measurement
c. Health Physics Equations and Use
d. Radiopharmaceutical Preparation and Dispensing Calculations
e. Generator operation and Use
f. Calculations Involved with Radioactivity Measurement and Counting Statistics
g. Quality Assurance Calculations
h. Calculations Associated with the Quantitative Assessment of Radiopharmaceutical Absorption,
Distribution, Metabolism and Excretion
i. In-vivo Function Studies, In-vitro Studies, Kinetic Studies
j. Calculations Involved with Medical Decisions
k. Radiation Dosimetry Calculations

34
III.Radiation Protection & Regulations
a. Interactions of Radiation with Matter
b. Units of Radiation Measurement
c. Occupational and Non-Occupational Exposure Radiation Protection Guides
d. Principles of Radiation Protection
e. Personnel Monitoring and Precautions
f. Area Monitoring (Personnel and Work Environment)
g. Radioactive Packages and Sources
h. Radioactive & Biohazardous Waste Disposal Methods
i. Radiation Safety
j. Radiation Accidents
IV.Radiation Biology
a. Interaction of Ionizing Radiation with Matter
b. Radiation Chemistry
c. Cellular Response
d. Effects on Nucleic Acids
e. Effects of Ionizing Radiation on the Embryo and Foetus
f. Acute Effects of Ionizing Radiation
g. Delayed Effects of Ionizing Radiation
h. Low Level (Low Dose Exposure to Ionizing Radiation)
i. Radiotherapy
V. Radiopharmaceutical Chemistry
a. Production of Radionuclides
b. General Physicochemical Properties of Radioactive Compounds
c. Properties of Radiopharmaceuticals
d. Quality Control of Radiopharmaceuticals
e. Technetium Radiopharmaceuticals
f. Iodine Radiopharmaceuticals
g. Radiolabeled Blood Calls
h. Prepared Radiopharmaceuticals (i.e. quality control, physicochemical and kinetic properties,
and dosage forms, etc.)
i. Positron Emitting Nuclides (i.e. preparation, quality control, physicochemical and kinetic
properties, and dosage forms, etc.)
j. Receptor Specific Radiopharmaceuticals (i.e. preparation, quality control, physicochemical and
kinetic properties, and do3age forms, etc.)

35
VI. The Clinical use of Radiopharmaceuticals
a. In vivo kinetics of radiopharmaceuticals
b. Specific procedures that employ radiopharmaceuticals
c. Preparation and monitoring of patients who receive radiopharmaceuticals
VII. Associated Course Areas:
g. Drug legislation
PMY 5023 (Nuclear Pharmacy)
a. Introduction
c. Aims
d. Objectivity
e. Methodology
f. Results
g. Discussion
h. Conclusion
Clinical - OSCE

36
V Rang and Dale’s Pharmacology; 6th
edition, 2008
edition, 1995
edition, 1997
edition, 1997
edition, 1999
Pharmacists, 3rd
edition,
edition, 2008
edition, 1997
edition,
2007
edition, 2006
edition, 1992

37
3. OPTIONAL COURSE TITLE : EMERGENCY CARE PHARMACY
4. YEAR : 2
 To provide the students with expert knowledge of Ambulatory Care Pharmacy and its
relevance to the practice of clinical pharmacy,
relation to Emergency Care Pharmacy.
 To describe the scope of pharmaceutical during the emergency care delivery
 To explain the scope and range of usage of pharmacotherapeutical agents during emergency
care pharmacy
 Describe the range and diagnostic process of the major medical states that require emergency
pharmaceutical care
 Describe the beneficial outcomes, drug interactions and side effects of used
pharmacotherapeutical during emergency care pharmacy
 To formulate expert knowledge on the pharmacotherapy in Emergency Care Pharmacy
practice
 Define the professional functional roles within the concept of Emergency Care Pharmacy in
Zambia.

38
UTH Filter clinic, Emergency, Admission wards, Mobile clinics etc with other ambulatory
health initiatives with an exposure to the outside clinical arrangements
I. Initial Patient Assessment and Management:
a. Triage,
b. Rapid primary survey,
c. Detailed secondary survey
d. Ethical Consideration
II. Traumatology and Appropriate treatment:
a. Epidemiology
b. Traumatic Injury considerations
c. Head Trauma
d. Spine and Spine cord trauma
e. Chest Trauma
f. Abdominal Trauma
g. Genitourinary tract injuries
h. Orthopedic Injuries
i. Soft tissue injuries
j. Pediatric Trauma
k. Trauma in Pregnacy

39
III.Approach to Common Emergency Room Presentations and Appropriate treatment:
a. Abdominal pain
b. Acute Pelvic pain
c. Alcohol related Emergencies
d. Altered Level of Consciousness (LOC)
e. Anaphylaxis and Allergic Reactions
f. Asthma
g. Chest Pain
h. Chronic Obstruction Pulmonary Disease (COPD)
i. Congestive Heart Failure (CHF)
j. Diabetic Emergency (DE)
k. Headache
l. Hypertensive Emergency
m. Ophthalmologic Foreign Body and Corneal Abrasion
n. Sexual Assault
o. Seizures
p. Syncope
q. Stroke
r. Vaginal Bleeding
IV.Environmental Injuries and Appropriate treatment:
a. Heat Exhaustion and Heat Stroke (Hyperthermia)
b. Hypothermia
c. Frostbite
d. Inhalation Injuries
e. Near Drowning
V. Common Pediatric Emergency Room Presentations and Appropriate treatment:
a. Modified Coma Score for Infants
b. The Febrile Infant
c. Febrile Seizures
d. Common Childhood Infections
e. Concerning Rashes
f. Respiratory Distress
g. Abdominal Pain
h. Child Abuse and Neglect
VI. Common Psychiatric Emergency Room Presentations and Appropriate treatment:
a. Approach to common Psychiatric Presentations
b. Acute Psychosis
c. Suicidal Patient
d. Violent Patient

40
VII. Toxicology and Appropriate treatment:
a. Approach to overdose
b. ABCs of Toxicology
c. Disposition from the Emergency Unit
VIII. Associated Course Areas:
g. Drug legislation
PMY 5033 (Emergency Care Pharmacy)
a. Introduction
c. Aims
d. Objectivity
e. Methodology
f. Results
g. Discussion
h. Conclusion
Clinical - OSCE

41
PRESCRIBED REFERENCE MATERIALS:
1. Emergency Medicine, Toronto Notes, 2008
2. Feline Emergency and Critical Care Medicine, Kenneth J. Drobatz and Merilee F. Costello,
John Wiley & Sons, Inc., Publication, 2010, ISBN 978-0-8138-2311-9
3. Pharmacotherapy - A Pathophysiologic Approach; Appleton & Lange 3rd
edition, 1997
4. Rang and Dale’s Pharmacology; 6th
edition, 2008
RECOMMENDED REFERENCE MATERIALS:
1. Basic & Clinical Pharmacology; Bertram G. Katzung, 6th
edition, 1995
2. ASHP’s PharmPrep – Case-Based Board Review; Diane G. Ginsburg, 3rd
edition, 1997
3. Applied Therapeutics: The Clinical Use of Drugs; L.Y. Young and M. A. Koda-Kimble, 6th
edition, 1999
4. Concepts in Immunology and Immunotherapeutics; American Society of Health-System
Pharmacists, 3rd
edition,
5. Clinical Pharmacology; P.N. Bennett & M.J. Brown, 10th
edition, 2008
6. Chamberlain’s Symptoms and Signs in Clinical Medicine; C. Ogilvie & C.C. Evans, 12th
edition, 1997
7. Clinical Pharmacokinetics Concepts and Applications; M. Rowland and T.N. Tozer, 3rd
edition, 2007
8. Pathology and Therapeutics for Pharmacists – A basis for clinical pharmacy practice;
R.J. Green and N. D. Harris, 2nd
edition, 2006
9. Clinical Psychiatry for the Primary Physician; Hugh James Lurie, 1976
10. Interpretation of Diagnostic Tests - A synopsis of Laboratory Medicine; Jacques Wallach,
5th
edition, 1992

42
3. OPTIONAL COURSE TITLE : NUTRITION SUPPORT PHARMACY
4. YEAR : 2
 To provide the students with expert knowledge of Nutrition Support Care Pharmacy and its
relation to Nutrition Support Care Pharmacy.
 To describe the scope of both pharmaceuticals and nutriceuticals during the nutrition support
care pharmacy
 To explain the scope and range of usage of nutriceutical agents during Nutrition Support Care
Pharmacy
 Describe the range and diagnostic process of the major pathological states that require
nutriceutical care
 Describe the beneficial outcomes, drug interactions and side effects of used nutriceuticals
during Nutrition Support Care Pharmacy
 To formulate expert knowledge on the association of pharmacotherapy and nutrotherapy in
Nutrition Support Care Pharmacy
practice

43
UTH unit and any other that has the component of nutrition with an exposure to the outside
clinical arrangements
I. Principles of Healthy Nutrition:
a. Energy Balance
b. Carbohydrates and fibre
c. Fats and Lipids
d. Proteins and Amino acids
e. Vitamins
f. Minerals and trace elements
g. Food Models
II. Overview of Nutrition:
a. Nutrients
b. Recommended Nutrient in-take
c. Nutrition Assessment
d. Body mass Index (BMI) calculations
e. Anthropometric Measurements
f. Biochemical makers for nutritional evaluations
g. Nutrition and disease prevention

44
III.Food Choices and Diet Planning
a. Food selection: Practices and Principles
b. Diet-planning Guides
c. Application of Guidelines
IV.Food Processing in the Body
a. Digestion
b. Absorption
c. Transportation
d. Systemic Regulatory process
V. Nutritional food components:
a. Chemistry of Carbohydrates, Sugars, starch, fibres, lipids, proteins
b. Digestion, absorption and metabolism of Carbohydrates, Sugars, starch, fibres, lipids, proteins
c. Health effects and recommended intakes of Carbohydrates, Sugars, starch, fibres, lipids,
proteins
d. Energy Balance
e. Body weight and composition
f. Causes of Obesity and underweight
g. Treatment of Obesity and underweight
VI. Water-soluble Vitamins:
a. The vitamins in general
b. The B Vitamins Interactions, Deficiencies, Toxicities, Food sources,
c. The C Vitamins Interactions, Deficiencies, Toxicities, Food sources,
VII. Fat-soluble Vitamins:
a. The vitamins in general
b. The A Vitamins Interactions, Deficiencies, Toxicities, Food sources,
c. The D Vitamins Interactions, Deficiencies, Toxicities, Food sources,
d. The E Vitamins Interactions, Deficiencies, Toxicities, Food sources,
e. The K Vitamins Interactions, Deficiencies, Toxicities, Food sources,
VIII. The Body Fluids and the Major minerals
a. The minerals in general (Sodium, chloride, potassium, calcium, phosphorus, Magnesium and
sulfur
b. The body fluids and water, electrolyte and acid-base balances

45
IX.The Body Fluids and the Trace elements
a. The Trace elements in general
b. The Iron absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food sources,
c. The Zinc absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food sources,
d. The Copper absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food sources,
e. The Manganese absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food
sources,
f. The Fluoride absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food sources,
g. The Chromium absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food
sources,
h. The Selenium absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food sources,
i. The Molybdenum absorption, Metabolism, Interactions, Deficiencies, Toxicities and Food
sources,
j. The other trace minerals absorption, Metabolism, Interactions, Deficiencies, Toxicities and
Food sources,
X. The Body Fitness
a. Fitness and its benefits
b. Fuels and activity nutrients
c. Special nutrition-related problems with athletes
XI. Nutrition Care strategies:
a. Nutrition care process
b. Nutrition care plan
c. Diet therapy
d. Communication and nutrition care
XII. Life Cycle Nutrition Care strategies:
a. Nutrition prior, during and after pregnancy
b. Nutrition in High-risk and low-risk pregnancies
c. Nutrition during lactation
d. Nutrition during Infancy, childhood, adolescence and the late years
XIII. Nutrition and Various body Disorders:
a. Nutrition and illness
b. Nutrition and severe stress
c. Enteral Nutrition
d. Parenteral Nutrition
e. Nutrition and the disorders of the Upper GIT tract
f. Nutrition and the disorders of the Lower GIT tract
g. Nutrition and the disorders of the Liver

46
h. Nutrition, Diabetes and Hypoglycemia
i. Nutrition and the disorders of the blood Vessels, Heart and Lungs
j. Nutrition and the disorders of the Kidneys
k. Nutrition and the disorders: Cancer and AIDS
XIV. Associated Course Areas:
b. Patient drug/food treatment compliance and non-compliance
d. Drugs/food treatment profiles for the patient
e. Pharmacodynamics and Pharmacokinetics of drug/food administration
f. Unwanted drug/food effects or Adverse Drug/food reactions (ADRs)
g. Drug and Food legislation
PMY 5043 (Nutrition Support Pharmacy)
a. Introduction
c. Aims
d. Objectivity
e. Methodology
f. Results
g. Discussion
h. Conclusion
Clinical - OSCE

47
1. Understanding Normal and Clinical Nutrition; Eleanor Noss Whitney, Corrine Balog
Cataldo, Sharon Rady Rolfes, West Publishing Company, 1994
2. Integrating Therapeutic and Complementary Nutrition, Mary J. Marian, Pamela Williams-
Mullen, Jennifer Muir Bowers, Taylor and Francis Group, 2007, ISBN-13: 978-0-8493-1612-8
3. Clinical Nutrition in Practice, Nikolaos Katsilambros, Charilaos Dimosthenopoulos, Meropi
Kontogianni, Evangelia Manglara, Kalliopi-Anna Poulia, Wiley Blackwell, 2010, ISBN 978-1-
4051-8084-9
edition, 1997
edition, 2007
edition, 2006
7. Clinical Psychiatry for the Primary Physician; Hugh James Lurie, 1976
5th
edition, 1992

48
3. OPTIONAL COURSE TITLE : ONCOLOGY PHARMACY
4. YEAR : 2
 To provide the students with expert knowledge of Oncology Pharmacy and its relevance to the
relation to Radiation Pharmacy.
 To define the medicinal values and other relevant characteristics of radio-active substances
 To explain the scope and range of usage for the radio-active pharmaceuticals
 Describe the range and diagnostic process of the major medical states that can be treated with
radio-active pharmaceuticals
diseases using the radio-active pharmaceuticals.
 To formulate expert knowledge on the radiation therapy use processes
 To relate the registration process of radio-active substances to the field of clinical pharmacy
practice
 Define the professional functional roles within the concept of nuclear pharmacy in Zambia.

49
UTH-based Cancer Hospital with an exposure to the outside clinical arrangements
A. Background:
I. Epidemiology of Cancer:
a. Genetic factors
b. Environmental factors
c. Smoking
d. Alcohol
e. Diet
f. Infections
g. Solar exposure
h. Other exposures
II. Biology of Cancer:
a. The role of genetics
b. Molecular biology techniques
c. Cell cycle and its regulation
d. Growth of cancer
e. Ontogenesis and tumor suppressor genes
f. Cytogenetic and cancer

50
III. Pathology of Cancer
a. Tumour types
b. Histological identification
c. Tumour classification
d. Grading
e. Frozen section examination
f. Transmission election microscopy (TEM)
g. Immunocytochemistry (ICC)
h. Flow cytometry
IV.Aetiology of Cancer
a. Viral oncogenesis
b. Chemical carcinogenesis
c. Radiation carcinogenesis and radiosensitivity syndromes
d. Hormones in the aetiology of cancer
V. Staging of Cancer
a. Imaging in the oncology patient
b. Biochemical markers
c. Germ cell tumours
d. Gastrointestinal tumours
e. Ovarian cancer
f. Prostate cancer
g. Breast cancer
h. Other cancers
i. TNM staging of cancer
j. Performance status
B. Principles of treatment
I. Surgical oncology
a. General considerations
b. Diagnosis and staging
c. Curative surgery
d. Palliative surgery
e. Surgery for metastatic disease
II. Principles of Radiationoncology
a. Radiobiology of normal tissues
b. Radiotherapy fractionation
c. External beam radiotherapy

51
d. Electron beam therapy
e. Treatment planning
f. Total body irradiation (TBI)
g. Brachytherapy
h. Intra-operative radiotherapy
i. The role of unsealed radionuclides
III.Principles of Chemotherapy
a. Rationale for combination therapy
b. Alkylating agents
c. Anti-tumour antibiotics
d. Anti-metabolites
e. Cisplatin and derivatives
f. Topoisomerase inhibitors
g. Anti-microtubule agents
h. Dose intensification
i. Chemo-irradiation
j. Pharmacokinetics/pharmacodynamics of anti-cancer drugs
IV.Hormone therapy
a. Introduction
b. Types of endocrine therapy
c. Predictive indices of response
d. Resistance to hormone therapy
e. Controversies
V. Immunotherapy of cancer
a. Introduction
b. Active immunotherapy
c. Adoptive immunotherapy
d. Tumour vaccines
e. Gene therapy
C. Principles of Prevention and Care
I. Cancer prevention and screening
a. Prevention strategies
b. Cancer chemoprevention
c. Screening for cancer

52
II. Clinical trials
a. Methodology in cancer
b. Quality of life
III.Principles of palliative care
a. Pain control
b. Control of other symptoms
c. Supporting cancer patients
d. The ‘holistic’ approach to cancer
IV.Psychosocial aspects of cancer
a. Distress
b. Decision making
c. Dealing with uncertainty
d. Discomfort, disfigurement, and disability
e. Disruption to lifestyle
f. Dependence on others
g. Deleterious impact on quality of life
V. Specific types of cancer
a. Thoracic cancer
b. Breast cancer
c. Colorectal cancer
d. Anal cancer
e. Upper gastrointestinal cancer
f. Endocrine cancer
g. Genitourinary cancer
h. Gynaecological cancer
i. Head and neck cancer
j. Tumours of the central nervous system
k. Skin cancer
l. Haematological emergencies
m. Bone and soft tissue malignancies
n. Cancer of unknown primary site
o. Paraneoplastic syndromes
p. AIDS-related malignancies

53
VI. Emergencies in oncology
a. Spinal cord compression
b. Bone marrow suppression
c. Superior vena cava obstruction
d. Raised intra-cranial pressure
e. Stridor
f. Acute blood loss
g. Gastrointestinal obstruction
h. Biochemical crises
VII. The way forward
a. Novel therapeutic strategies
b. Gene therapy for cancer
VIII. Associated Course Areas:
g. Drug legislation
PMY 5053 (Oncology Pharmacy)
a. Introduction
c. Aims
d. Objectivity
e. Methodology
f. Results
g. Discussion
h. Conclusion

54
Clinical - OSCE
PRESCRIBED READING MATERIALS:
1. Oxford Handbook of Oncology, Jim Cassidy, Donald Bissett, Roy AJ Spence OBE,
Oxford University Press, 2002, ISBN 0 19 263035 0
2. Rang and Dale’s Pharmacology; 6th
edition, 2008
3. Basic & Clinical Pharmacology; Bertram G. Katzung, 6th
edition, 1995
4. Pharmacotherapy - A Pathophysiologic Approach; Appleton & Lange 3rd
edition, 1997
RECOMMENDED READING MATERIALS:
1. ASHP’s PharmPrep – Case-Based Board Review; Diane G. Ginsburg, 3rd
edition, 1997
2. Applied Therapeutics: The Clinical Use of Drugs; L.Y. Young and M. A. Koda-Kimble, 6th
edition, 1999
3. Concepts in Immunology and Immunotherapeutics; American Society of Health-System
Pharmacists, 3rd
edition,
4. Clinical Pharmacology; P.N. Bennett & M.J. Brown, 10th
edition, 2008
edition, 1997
edition, 2007
edition, 2006
5th
edition, 1992

55
3. OPTIONAL COURSE TITLE : PSYCHIATRIC PHARMACY
4. YEAR : 2
7. UMBER OF HOURS : 1,500
 To provide the students with expert knowledge of Psychiatric Pharmacy and its relevance to
the practice of clinical pharmacy,
relation to Psychiatric Pharmacy.
 To define the medicinal values and other relevant characteristics of pharmaceutical substances
used in psychiatry pharmacy
 To explain the scope and range of usage for all the psychiatric medicines
 Describe the range and diagnostic process of the major medical states of psychiatric in nature
 Describe the beneficial outcomes, drug interactions, and side effects, of all psychiatry
medicines.
 To formulate expert knowledge on the pharmacotherapeutical use of psychiatry medicines
practice
 Define the professional functional roles within the concept of psychiatric pharmacy in Zambia.
 This course will be an optional and practice-based in the clinical areas of specialty training at UTH
(Clinic 6) and Chainama Hospital with an exposure to the outside clinical arrangements

56
I. Psychiatry
a. Mental status Examination
b. Psychic structures
c. Childhood Development
d. Childhood Disorders
e. Mood Disorders
f. Schizophrenia and other Psychotic Disorders
g. Anxiety Disorders
h. Somatoform Disorders
i. Cognitive Disorders
j. Dissociative Disorders
k. Adjustment Disorders
l. Substance-related disorders
m. Impulse Control Disorders
n. Eating Disorders
o. Personality Disorders
p. Normal Sleep and Sleep disorders
q. Human Sexuality Disorders
r. Psychopharmacology
s. Psychiatry Intervention
t. Psychotherapy
II. Epidemiology and Ethics
a. Epidemiology
b. Biostatistics
c. Ethics
d. Public Health

57
III.Associated Course Areas:
g. Drug legislation
PMY 5063 (Psychiatry Pharmacy)
a. Introduction
c. Aims
d. Objectivity
e. Methodology
f. Results
g. Discussion
h. Conclusion
Clinical - OSCE
edition, 2008
edition, 1995
edition, 1997
edition, 1997
edition, 1999
Pharmacists, 3rd
edition,

58
edition, 2008
edition, 1997
edition,
2007
edition, 2006
edition, 1992

59
3. OPTIONAL COURSE TITLE : PEDIATRIC & CHILDREN PHARMACY
4. YEAR : 2
 To provide the students with expert knowledge of Pediatric & Children Pharmacy and its
relation to application of pharmacotherapeutical agents in Pediatric & Children Pharmacy.
 To define the medicinal values and other relevant characteristics of pharmacotherapeuticals
 To explain the scope and range of usage for pharmacotherapeuticals for Pediatric & Children
Pharmacy
 Describe the range and diagnostic process of the major Medical states that affect Pediatric &
Children and can be managed with pharmacotherapeuticals
diseases using the pharmacotherapeuticals in Pediatric & Children Pharmacy.
 To formulate expert knowledge on the pharmacotherapeutical use of these agents both in
medical and other clinical conditions
 To relate the registration process of pharmacotherapeuticals to the field of clinical pharmacy
practice
 Define the professional functional roles within the concept of pharmacotherapy for Pediatric &
Children Pharmacy in Zambia.

60
 This course will be an optional and practice-based in the clinical areas of specialty training in at
UTH Children Hospital with an exposure to the outside clinical arrangements
I. Childhood Health Conditions:
a. Newborn and Resuscitation
b. Genetics/Dysmorphology
c. Growth and Nutrition
d. Development
e. Behavioral/Psychological Disorders
f. Immunizations
g. Child abuse and neglect
h. Respiratory Diseases
i. Allergic and Asthma
j. Immune-mediated Diseases
k. Disorders of the eye
l. Disorders of Ear, Nose and Throat
m. Cardiology
n. Gastrointestinal Diseases
o. Renal and Urologic Disorders
p. Endocrine Disorders
q. Orthopedic Disorders
r. Rheumatic and Vasculitic Disorders
s. Hematology
t. Oncology
u. Neurology
v. Infectious Diseases
w. Introduction to Poisons, Ingestions and Accidents

61
x. Adolescence
y. Dermatologic conditions
II. Associated Course Areas:
g. Drug legislation
PMY 5073 (Paediatric & Children Pharmacy)
a. Introduction
c. Aims
d. Objectivity
e. Methodology
f. Results
g. Discussion
h. Conclusion
Clinical - OSCE
edition, 2008
edition, 1995
edition, 1997
edition, 1997

62
edition, 1999
Pharmacists, 3rd
edition,
edition, 2008
edition, 1997
edition,
2007
edition, 2006
edition, 1992

63
3. OPTIONAL COURSE TITLE : CRITICAL CARE PHARMACY
4. YEAR : 2
7. NUMBER OF HOURS – RANGE : 1,500
8. NUMBER OF PRACTICALS – RANGE : 48 Visits to Demonstration Sites
Presentation of five long clinical cases using some of the expert skills learned, followed by oral examination
and feedback sessions.
Clinical - OSCE
 To provide the students with expert knowledge of Critical Care Pharmacy and its relevance to the
 Adherence to the ethical requirements during the application of expert pharmaceutical knowledge and
skills in clinical pharmacy practice
 To have a general view of the scope and legal guidance in clinical pharmacy practice in relation to
Critical Care Pharmacy.
 To describe the scope of pharmaceutical care during the critical care delivery
 To explain the scope and range of usage of pharmacotherapeutical agents during critical care pharmacy
 Describe the range and diagnostic process of the major medical and non-pathological states that require
critical pharmaceutical care
 Describe the beneficial outcomes, drug interactions and side effects of used pharmacotherapeuticals
during critical care pharmacy
 To formulate expert knowledge on the pharmacotherapy in Critical Care Pharmacy
 To relate the registration process of nuclear substances to the field of clinical pharmacy practice

64
 This course will be an optional and practice-based in the clinical areas of specialty training in at UTH
Intensive Care Unit (ICU) with an exposure to the outside clinical arrangements
Specialized Competence-based training (disease types, disease pattern, disease categories, patient or
health seeking person identification, level of patient care, health care provision, and type and range of
medication systems required) done through the following fields of study:
I. Epidemiology of Critical Care
a. Critical illness and a critical care unit
b. ‘Comprehensive critical care’ in Zambian intensive care practice.
c. APACHE stand for and what are the uses of the APACHE scoring systems?
d. Modern intensive care practice
II. Patient Assessment
a. A – Airway assessment and treatment if needed
b. B – Breathing assessment and treatment if needed
c. C – Circulation assessment and treatment if needed
d. D – Dysfunction of the central nervous system
e. E – Exposure sufficient to allow complete examination
III. Respiratory support
 Ventilatory
a. Hypoventilation
b. Depressed respiratory drive
c. Neuromuscular weakness
d. Ventilation–perfusion mismatch (V/Q mismatch)
e. Increased alveolar dead space
f. Shunt
g. Increased impedance to ventilation

65
 Hypoxic
a. V/Q mismatch
b. Hypoventilation
c. Diffusion impairment
d. Inadequate FiO2 (only important at altitude)
IV. The Acute Respiratory Distress Syndrome
a. Pneumonia Sepsis – most common
b. Aspiration of gastric contents Severe trauma
c. Near-drowning Shock
d. Pulmonary contusion Acute pancreatitis
e. Inhalational injury – Massive transfusion of blood
f. smoke, corrosive gases products (Transfusionrelated acute lung injury)
g. Fat embolism Disseminated intravascular coagulation
h. Amniotic fluid embolism Eclampsia
i. Post lung transplantation Cardiopulmonary bypass or pulmonary embolectomy
j. High altitude Drug overdose – heroin, barbiturates
V. Critical and Cardiac Care Patient Management
a. Critical Care History and Physical Examination
b. Critical Care Physical Examination
c. Admission Check List
d. Critical Care Progress Note
e. Procedure Note
f. Discharge Note
g. Fluids and Electrolytes
h. Blood Component Therapy
i. Central Parenteral Nutrition
j. Enteral Nutrition
k. Radiographic Evaluation of Common Interventions
l. Arterial Line Placement
m. Central Venous Catheterization
n. Normal Pulmonary Artery Catheter Values
VI. Cardiovascular Disorders
a. Acute Coronary Syndromes
b. Heart Failure Caused by Systolic Left Ventricular Dysfunction
c. Atrial Fibrillation
d. Hypertensive Crisis
e. Ventricular Arrhythmias
f. Acute Pericarditis
g. Pacemakers

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