Relevant bibliographies by topics / Pharmacology (nursing)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pharmacology (nursing)'

Author: Grafiati
Published: 9 July 2021
Last updated: 20 April 2024

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Journal articles on the topic "Pharmacology (nursing)"

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Jordan, Sue. "Nursing Pharmacology Made Incredibly Easy!Nursing Pharmacology Made Incredibly Easy!" Nursing Standard 23, no. 24 (February 20, 2009): 30. http://dx.doi.org/10.7748/ns2009.02.23.24.30.b870.

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McGurk, Simon. "Introducing Pharmacology for Nursing and HealthcareIntroducing Pharmacology for Nursing and Healthcare." Nursing Standard 25, no. 25 (February 23, 2011): 30. http://dx.doi.org/10.7748/ns2011.02.25.25.30.b1170.

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Stallbaum, Brenda. "Clinical Pharmacology and Nursing." Journal of Psychosocial Nursing and Mental Health Services 28, no. 3 (March 1990): 45. http://dx.doi.org/10.3928/0279-3695-19900301-15.

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White, Ann. "Pharmacology for nursing practice." British Journal of Nursing 3, no. 10 (May 26, 1994): 506–9. http://dx.doi.org/10.12968/bjon.1994.3.10.506.

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Baer, Charold L., and Bradley R. Williams. "Clinical Pharmacology and Nursing." Dimensions of Critical Care Nursing 8, no. 1 (January 1989): 62. http://dx.doi.org/10.1097/00003465-198901000-00013.

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David, Jill A. "Nursing pharmacology and therapeutics." International Journal of Nursing Studies 25, no. 4 (January 1988): 310. http://dx.doi.org/10.1016/0020-7489(88)90072-7.

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Purssell, Edward. "Pharmacology for Nursing Care." Journal of Advanced Nursing 21, no. 1 (January 1995): 191. http://dx.doi.org/10.1046/j.1365-2648.1995.21010191.x.

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Unoki, Takeshi. "Nursing pharmacology and clinical practice." Proceedings for Annual Meeting of The Japanese Pharmacological Society 94 (2021): 1—S06–3. http://dx.doi.org/10.1254/jpssuppl.94.0_1-s06-3.

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LaFrancesca, Joanne Perri, G. E. Johnson, and Kathryn J. Hannah. "Pharmacology and the Nursing Process." American Journal of Nursing 88, no. 10 (October 1988): 1433. http://dx.doi.org/10.2307/3470937.

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David, Jill. "Pharmacology and the nursing process." International Journal of Nursing Studies 23, no. 1 (1986): 93. http://dx.doi.org/10.1016/0020-7489(86)90049-0.

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Dissertations / Theses on the topic "Pharmacology (nursing)"

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Sutton, Katie Ann. "Integrated Pharmacology in an Undergraduate Nursing Curriculum: The Nursing Students’ Perceptions of Their Readiness for Clinical Placement." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/75612.

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Evaluation of integrated pharmacology in nursing curricula from a student perspective is limited. Existing pharmacology curriculum was verified and student survey were undertaken. Pharmacology was scaffolded throughout curriculum and learning on clinical placement progressed as students advanced in the program. Clinical placement and self-tuition learning opportunities were highly valued. Medication side effects and contraindications remained challenging. A conceptual framework for pharmacology within UG nursing curricula was developed incorporating knowledge acquisition, application and decision making.
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Stauffer, Diane M. "The Relationship of Selected Academic, Nonacademic, and Clinical Variables as Factors Influencing Pharmacy Knowledge Acquisition in Associate Degree Pre-Licensure Nursing Students." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1469202317.

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Beam, Emma Kate. "Impact of nursing intervention on fatigue in patients undergoing chemotherapy." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271725.

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Mousa, Ahmad. "Nurse staffing, patient falls and medication errors in Western Australian hospitals: Is there a relationship?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1998.

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Background: According to the Australian Bureau of Statistics (2013) falls and medication errors in hospitals are among the first twenty leading causes of death. Research on the relationship between nurse staffing, patient falls, and medication errors are limited. Even scarcer are studies that examine this relationship on a nursing shift by shift and ward by ward basis, and no research exists on shift overlap periods and adverse patient outcomes. Objective: This study examined whether there was a relationship between hospital inpatient falls and medication errors and nurse staffing on a shift by shift and ward by ward basis, including an analysis of patient characteristics and the severity of incidents. Research Design: Multinomial logistic regression models were used. Data were collected using a secondary analysis of two existing databases: Advanced Incident Management System (AIMS) database and the nursing staff roster database (RoSTAR) over two years (January 2011 to December 2012). The Kane framework of nurse staffing was used to guide the current study. Setting: The study was conducted in three adult tertiary teaching hospitals in Perth, Western Australia. Participants: Reports of 7,558 incidents that occurred during the study period from 76 nursing wards and wards (4,677 medical, 2,209 surgical, and 672 critical care wards incidents), and 320,009 nursing shift records in three hospitals, were examined. Measures: The occurrence and severity of shift-level inpatient falls and medication errors were measured as dependent variables. Independent variables included nursing staff skill-mix, staff experience, and actual nursing hours. Control variables were shift, ward type, and hospital. Results: This study supports the importance of RN staffing levels in improving patient outcomes. However, it also shows that the relationship between nurse staffing and patient outcomes can be affected by different factors such as patient characteristics, nurse characteristics, and ward type. The number of total clinical incident reports decreased by 7.4% from 2011 to 2012. Falls declined by 4.6% and medication errors declined by 10.8%. The average age of patients who fell or had medication errors was 56.3 years (range of 15 to 100 years) but was more common in patients over 65 years old (57.3%). The number of incidents was highest during the morning shift, less during the evening and lowest during the night shift (28.4%, 27.2%, and 21.8% respectively). Notably, 22.6% of total incidents were reported during the overlap period (13:00 pm to 15:29 pm) which is only two and a half hours. Medical wards had the highest incident records followed by surgical wards; fewer incidents occurred in critical care wards (61.9%, 29.2%, and 8.9% respectively). More registered nurses and more experienced staff on the shift were both associated with fewer falls and medication error incidents, as well as less severe injuries. An increase in the actual nursing hours was associated with fewer medication errors but not fewer fall incidents. However, an increase in in the actual nursing hours was associated with less severe falls but not less severe medication errors. Conclusion: Overall, the fall and medication error incidents in three Perth hospitals decreased over the study period. However, the large variation in the incidents at both the shift and the ward level indicated room for improvement related to fall and medication error prevention. A relationship was identified between both more RNs and more experienced nurses in attendance and fewer incidents and less severe injuries. Further studies are necessary to identify prevention strategies for hospital falls and medication errors in the overlap period. Immediate consideration of the number of incidents that occurred during the overlap period is required. It is necessary to improve communication and teamwork among staff. Actions should be taken to review, implement and evaluate policies and procedures.
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Stead, Joanne Helen. "Becoming an Occupational Therapist : an Interpretative Phenomenological Analysis." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/33793/.

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This research explores professional identity formation amongst occupational therapy students. Professional identity is examined within an occupational science framework. Much has been written, in recent years, about the professional identity development of occupational therapists during the first stages of their career focusing on preceptorship (Morley, 2006, Tryssenaar, 1999) but the concept of initial professional identity formation remains under examined. This thesis addresses that gap by following one student’s journey of becoming an occupational therapist from enrolment to graduating on an undergraduate occupational therapy course. Five in-depth interviews were carried out over three years. This was situated against a series of focus groups drawn from the same cohort. The Kawa model (Iwama, 2006) was used as a data collection and analytical tool. Three overarching themes which highlight the processes involved in professional identity formation, were identified • Establishing occupational coherence; the participants needed to make sense of their occupational history. It was important for participants to explain and present themselves as having developed occupational coherence over time. • Managing occupational adaptation; the participants dealt with many challenges as they coped with transitions and a changing sense of self. It was important that they developed agency and feelings of competence on their professional journey. •Developing a new identity; the participants explored how they adapted to new possibilities as they experienced the doing of occupational therapy. Their new occupational identity was congruent their own personal values. This interpretative phenomenological analysis makes a significant contribution to the small body of knowledge around professional identity formation in occupational therapy. The longitudinal approach created a nuanced narrative which expounds the complex ongoing process. It highlighted the importance of paying attention to the processes of doing, being, belonging and becoming. The fundamental importance of enabling students to develop an occupational perspective to understand their developing professional identity is identified.
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Dougherty, Lisa. "What decision making processes do novice and experienced intravenous nurses use during intravenous drug administration and how does this influence risk taking and errors?" Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/71886/.

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At least one patient will experience a potentially serious intravenous (IV) drug error every day in an ’average’ hospital. IV drug errors have been estimated to be a third of all drug errors. Previous drug error research has focused on observation of nurses and errors they make but has not attempted to understand the decision-making processes used during the preparation and administration of IV drugs. The aim of this study was to explore the decision-making processes that novice and experienced IV nurses use during IV drug administration and how this influences risk taking and errors. A three-phased ethnographic study was carried out in a specialist cancer hospital, using focus groups, observation and interviews. Three focus groups with 14 registered nurses were used to develop culturally relevant definitions related to error and experience. Observation of the two wards took place over a week each. Twenty nurses were observed preparing and administering IV drugs, and then interviewed about their procedure. Data analysis was carried out using a five stage approach. Definitions of drug error, IV drug error, novice and experienced IV givers were developed from the focus groups. Four major themes were identified and represent findings from the direct observation and interview of the nurses: interruptions; lack of identification/knowing the patient; routinised behaviour; prevention of errors. One of the key findings was the lack of checking of patient identity prior to IV drug administration, which appeared to be based on the nurses feeling they knew the patient well enough although this was in contrast to the checking of drugs even if they were familiar with them. Implications for practice included: exploring new and effective methods of education based on behavioural theories; involving staff in updating and writing policies and procedures; and formal assessment of staff during IV preparation and administration.
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Kotsch, Janeen S. "EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161787487052164.

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Santana, Adrianne Rita Cardoso Mancuso Brotto Ferreira de. ""Conhecimento de enfermeiros de clínica médica e unidade de terapia intensiva de hospitais escola da Região Centro-Oeste sobre medicamentos específicos"." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-07082006-165403/.

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O enfermeiro tem papel fundamental no processo da administração de medicamentos, pois a ele cabe promover segurança e manter a qualidade da assistência Para tanto é indispensável o domínio do conhecimento da farmacologia e de conteúdos relacionados aos métodos de administração, ação dos medicamentos, vias de administração, doses, efeitos tóxicos e colaterais. Este estudo teve como objetivo analisar o conhecimento de enfermeiros da Clínica Médica e Unidade de Terapia Intensiva de Hospitais Escola do Centro-Oeste sobre medicamentos específicos e relacionar os níveis de conhecimento entre os enfermeiros quanto ao tempo de atuação na enfermagem, capacitação profissional, formação obtida na graduação e conhecimento sobre medicamentos específicos. Realizou-se um estudo do tipo “survey” em quatro hospitais escola da região Centrooeste denominados de hospitais A, B, C e D. A amostra constituiu-se de 53 enfermeiros, sendo 12(22,6%) do hospital A, 17 (32,1%) do hospital B, 15 (28,3%) do hospital C e 9 (17,0%) do hospital D. Obtiveram-se os seguintes resultados. Dos 53 enfermeiros, 21 (39,6%) são graduados e 32 (60,3%) são especialistas; 33 (62,2%) foram formados depois de 2000, 32 (60,3%) atuam na área desde 2000 11 (20,7%) fizeram curso de atualização em farmacologia 37 (69,8%) cursaram ou estão cursando pós-graduação (nível especialização). Com relação à formação em farmacologia, 42 (79,2%) dos enfermeiros informaram que a disciplina de farmacologia cursada não foi suficiente para a prática profissional, 43 (81,1%) informaram que o conteúdo e a carga horária desta não foram suficientes e 51 (96,2) informaram que relação da teoria com prática, foi insatisfatória. Quanto ao conhecimento específico sobre medicamentos, 31 (58,5%) enfermeiros acertaram mais que 50% das questões e 22 (41,5%) acertaram 50% ou menos. Não foram encontradas diferenças, no nível de acerto dessas variáveis, entre os enfermeiros dos hospitais pesquisados, entre os que trabalham nas unidades de UTI e Clínica Médica e quanto ao tempo de atuação na enfermagem. Os enfermeiros com especialização e que fizeram curso de atualização em farmacologia possuíam um índice de acertos maior.Concluiu-se nesse estudo a necessidade dos profissionais de enfermagem buscarem conhecimentos após concluírem o curso de graduação.É importante que o profissional esteja constantemente se atualizando, ou seja, buscando novos conhecimentos que sustentem a qualidade da sua prática e a segurança dos pacientes na utilização de medicamentos.
The nurse has a fundamental role in the medication administration process, since it is up to him/her to promote safety and maintain the quality of assistance. For such, it is indispensable to have knowledge in pharmacology with contents related to administration methods, medication actions, administration approaches, doses, and toxic and collateral effects. This study aimed at analyzing the knowledge of nurses from medical clinics and intensive care units from School Hospitals in the Mid-West region as to specific medications and relate the knowledge levels among the nurses to the time working in nursing, professional training, background obtained in graduation and knowledge about specific medications. A survey-type study was carried out in school hospitals from the mid-west region, hereinafter referred to as hospitals A, B, C and D. The sample is composed of 53 nurses, being 12 (22.6%) from hospital A, 17 (32.1%) from hospital B, 15 (28.3%) from hospital C and 9 (17,0%) from hospital D. The following results were obtained: from the 53 nurses, 21 (39.6%) are graduates and 32 (60.3%) are specialists; 33 (62.2%) graduated after 2000, 32 (60.3%) have worked in the field since 2000, 11 (20.7%) took an updating course in pharmacology and 37 (69.8%) took or are taking post-graduation courses (specialization level). Regarding the background in pharmacology, 42 (79.2%) nurses informed that the pharmacology discipline studied as undergraduates was insufficient for professional practice, 43 (81,1%) informed that the content and hour load of this discipline were not sufficient either for quality work in the professional practice, and 51 (96,2%) informed that the relation between the theory and the practice, specifically in this discipline, was unsatisfactory. As to the specific knowledge of determined medicationsit was detected that 31 (58.5%) nurses got more than 50% of the questions right and 22 (41.5%) got 50% or less right. No differences were found in the number of correct answers of these items, among the nurses from the researched hospitals, between those that work in the ICU units, Medical Clinics, and the time working in nursing. The nurses with specialization and that took updating courses in pharmacology had a greater number of correct answers. This study pointed out the importance and necessity of the nursing professionals seeking knowledge after the conclusion of the graduation course and that teaching pharmacology in nursing courses offers the basis for professional performance. Nevertheless, it is important for the professional to update him/herself constantly, in other words, seek new knowledge that supports the quality of his/her practice and the safety of the patients in the use of medications.
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Himes, Alisha N. "An Historical Analysis of the Perception of Pain & Pain Management Methods from 1800-1945." Walsh University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=walsh1587571133744558.

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Watson, Jo. "Educational experiences of occupational therapy students from non-traditional academic backgrounds." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/174985/.

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Occupational therapy (OT) pre-registration education in the United Kingdom (UK) stands at the intersection of the fields of higher education (HE) and professional practice. It is subject to various government agendas including an ongoing commitment to widening participation in HE and to diversifying the health and social care workforce to reflect modern cultural diversity. Both have contributed to a changing profile in the OT student population and in 2005, 67 percent of the intake was mature (College of Occupational Therapists, 2007b), and increasing numbers are entering with ‘non-traditional’ academic backgrounds, an umbrella term which subsumes a variety of entry qualifications. The early weeks of study in HE can prove challenging to students as they settle into the new learning environment and begin to comprehend the expectations held of them (Yorke, 2005). It has been suggested that those from non-traditional academic backgrounds may find this transition, particularly the need to take a high level of responsibility for their own learning, difficult as a result of the skills, experiences and expectations accumulated throughout their pre-entry education (Sambell and Hubbard, 2004). While small-scale studies suggest that OT students from such backgrounds are as academically successful as traditional school-leavers at graduation (Howard and Jerosch-Herold, 2000), there is little evidence offering insight into how they actually experience and negotiate the demands of their programme. Recognising that learning and teaching are embedded within the milieu in which they occur, this longitudinal research adopted a case study methodology to capture complexity and understand the issue within its natural context (Yin, 2003). In an instrumental single-case design (Stake, 1995), a neither unique nor extreme undergraduate OT programme became a vehicle for exploring the educational experiences of students with non-traditional academic backgrounds. Thirteen volunteer participants were drawn from a single cohort in one of the UK’s research intensive universities. Data were collected via initial focus groups exploring pre-entry educational experiences and expectations of studying in HE, reflective diaries recording educational experiences that participants considered significant or meaningful, and one-to-one semi-structured interviews conducted towards the end of participants’ first and third years of study which focused on exploring their learning experiences. Supplementary and contextual data were provided by analysis of institutional, school and departmental documents to provide insight into the culture and practices of the learning context and a progression routes study which considered the entry qualifications, progression and exit awards of four cohorts of OT students from a range of educational backgrounds. The nature of students’ entry qualifications or academic background were found to have no statistically significant impact on whether they passed at Level 4, 5 or 6, or achieved a ‘good’ (upper second or first class) honours degree, although male students and those from amongst the lower socio-economic groups had significantly poorer academic outcomes at all levels of analysis. Theoretical thematic analysis (Braun and Clarke, 2006) of qualitative data underpinned by Bourdieu’s (1990b) theory of practice highlighted that students’ educational experiences were much less influenced by the nature of their academic backgrounds than by the congruence of individual dispositions or habitus, born out of social provenance, with the dominant culture of the particular field of HE they had entered. Emerging codes converged to represent themes suggesting clusters of shared experience amongst some participants, while examination of each individual dataset revealed varying positional tendencies and trajectories within the field. This research highlights the important roles played by academic, linguistic, social and practice-oriented capital in the way that students developed a feel for and learned to play ‘the game’ and present knowledge and understanding in the form ‘legitimated’ by the field. Juxtaposing the nature and expectations of the new field in relation to those previously occupied by individual participants and the established habitus each brought with them helped to illuminate the situation and adds a new dimension to understanding individual experiences of learning in HE.
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Books on the topic "Pharmacology (nursing)"

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Vallerand, April Hazard. Nursing pharmacology. 2nd ed. Springhouse, Pa: Springhouse Corp., 1993.

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RN, Hill Karen, ed. Nursing pharmacology. St. Louis, MO: Mosby-Year Book, 1996.

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E, Blicharz Marcia, Talbot Elizabeth A, Willens Joyce S, and National Student Nurses' Association (U.S.)., eds. Nursing pharmacology. Albany, N.Y: Delmar Publishers, 1994.

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Jo, Gerlach Mary, ed. Nursing pharmacology. Springhouse, Pa: Springhouse Corp., 1994.

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Vallerand, April Hazard. Nursing pharmacology. Springhouse, Pa: Springhouse Pub. Co., 1988.

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Nolan, Pinnell Norma, ed. Nursing pharmacology. Philadelphia: Saunders, 1996.

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Vallerand, April Hazard. Nursing pharmacology. 3rd ed. Springhouse, Pa: Springhouse Corp., 1997.

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Krug, Elsie E. (Elsie Evelyn), 1904-, ed. Pharmacology in nursing. 8th ed. St. Louis: Mosby, 1990.

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Institute, Assessment Technologies, ed. Pharmacology for nursing. 4th ed. Overland Park, KS]: [Assessment Technologies Institute], 2008.

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Bergersen, Betty S. Pharmacology in nursing. 2nd ed. St. Louis: Mosby, 1998.

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Book chapters on the topic "Pharmacology (nursing)"

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Costello, Ian. "Neonatal pharmacology." In Neonatal Nursing, 295–308. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3101-6_16.

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Turner, Sheila. "Pharmacology of Pain." In Understanding Pharmacology in Nursing Practice, 117–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_5.

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Prayle, Andrew, and Janice Mighten. "Pharmacology and the Respiratory System." In Children's Respiratory Nursing, 107–12. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702680.ch9.

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Ogston-Tuck, Sherri. "Legal and Ethical Issues Associated with Medication." In Understanding Pharmacology in Nursing Practice, 3–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_1.

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Peacock, Shelley. "Medications Used for the Respiratory System." In Understanding Pharmacology in Nursing Practice, 283–317. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_10.

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Khan, Ehsan. "Medications Used for the Gastrointestinal System." In Understanding Pharmacology in Nursing Practice, 319–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_11.

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Khan, Ehsan. "Medications Used for the Central Nervous System." In Understanding Pharmacology in Nursing Practice, 345–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_12.

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Khan, Ehsan. "Medications Used for Mental Health Illness." In Understanding Pharmacology in Nursing Practice, 367–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_13.

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Tanay, Mary Anne Lagmay. "Medications Used for Cancer." In Understanding Pharmacology in Nursing Practice, 393–411. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_14.

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Khan, Ehsan. "Pharmacokinetics and Pharmacodynamics." In Understanding Pharmacology in Nursing Practice, 27–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32004-1_2.

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Conference papers on the topic "Pharmacology (nursing)"

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"Exploration to the effect of psychological nursing on the negative emotion of patients with skin disease." In 2020 International Clinical & Experimental Pharmacology and Oncology Forum. Association for Computer, Electronics and Education, 2020. http://dx.doi.org/10.48062/978-1-7773850-1-9.001.

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Reports on the topic "Pharmacology (nursing)"

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Johnson, Corey, Colton James, Sarah Traughber, and Charles Walker. Postoperative Nausea and Vomiting Implications in Neostigmine versus Sugammadex. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0005.

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Purpose/Background: Postoperative nausea and vomiting (PONV) is a frequent complaint in the postoperative period, which can delay discharge, result in readmission, and increase cost for patients and facilities. Inducing paralysis is common in anesthesia, as is utilizing the drugs neostigmine and sugammadex as reversal agents for non-depolarizing neuromuscular blockers. Many studies are available that compare these two drugs to determine if neostigmine increases the risk of PONV over sugammadex. Sugammadex has a more favorable pharmacologic profile and may improve patient outcomes by reducing PONV. Methods: This review included screening a total of 39 studies and peer-reviewed articles that looked at patients undergoing general anesthesia who received non-depolarizing neuromuscular blockers requiring either neostigmine or sugammadex for reversal, along with their respective PONV rates. 8 articles were included, while 31 articles were removed based on our exclusion criteria. These were published between 2014 and 2020 exclusively. The key words used were “neostigmine”, “sugammadex”, “PONV”, along with combinations “paralytic reversal agents and PONV”. This search was performed on the scholarly database MEDLINE. The data items were PONV rates in neostigmine group, PONV rates in sugammadex group, incidence of postoperative analgesic consumption in neostigmine group, and incidence of postoperative analgesic consumption in sugammadex group. Results: Despite numerical differences being noted in the incidence of PONV with sugammadex over reversal with neostigmine, there did not appear to be any statistically significant data in the multiple peer-reviewed trials included in our review, for not one of the 8 studies concluded that there was a higher incidence of PONV in one drug or the other of an y clinical relevance. Although the side-effect profile tended to be better in the sugammadex group than neostigmine in areas other than PONV, there was not sufficient evidence to conclude that one drug was superior to the other in causing a direct reduction of PONV. Implications for Nursing Practice: There were variable but slight differences noted between both drug groups in PONV rates, but it remained that none of the studies determined it was statically significant or clinically conclusive. This review did, however, note other advantages to sugammadex over neostigmine, including its pharmacologic profile of more efficiently reversing non-depolarizing neuromuscular blocking drugs and its more favorable pharmacokinetics. This lack of statistically significant evidence found within these studies consequentially does not support pharmacologic decision-making of one drug in favor of the other for reducing PONV; therefore, PONV alone is not a sufficient rationale for a provider to justify using one reversal over another at the current time until further research proves otherwise.
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