May 24th
May 24th
Practical Nursing Second Year
| Lesson/Activity Title:
Administering Medications |
Objective/Expectations: The
student will be able to demonstrate the correct technique to interpret
an order, identify a medication, calculate the
correct dosage, pour/ draw up the appropriate dose, administer to patient
and document. |
Bloom’s Taxonomy
Level:
 Knowledge
Comprehension
Application |
 Analysis
Synthesis
Evaluation |
CTE Competencies Addressed : HMS8359.094 -
Calculate doses of
medications. (essential) |
Integrated Course Competencies/SOLs Addressed:
AII.3 The student will
a. add, subtract , multiply , divide, and simplify radical expressions
containing positive rational numbers and variables and expressions
containing rational exponents ; and
b. write radical expressions as expressions containing rational
exponents
and vice versa. |
NETS-S Techno logy Standard
Addressed: (check all that
apply)
1. Creativity
and Innovation - demonstrate creative thinking,
construct knowledge, and develop innovative products and
processes using technology
2.
Communication and Collaboration - use digital media and
environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.
3. Research
and Information Fluency - apply digital tools to
gather, evaluate, and use information.
4. Critical Thinking, Problem-Solving
& Decision-Making -
use critical thinking skills to plan and conduct research, manage
projects, solve problems and make informed decisions using
appropriate digital tools and resources.
5. Digital
Citizenship - understand human, cultural, and
societal issues related to technology and practice legal and ethical
behavior.
6. Technology
Operations and Concepts - demonstrate a sound
understanding of technology concepts, systems and operations |
Marzano Strategy(ies) Addressed
(check all that apply)
Similarities
and Differences
Summarizing
and Note-taking
Reinforcing Effort and Providing
Recognition
Homework and Practice
Nonlinguistic
Representation
Cooperative Learning
Setting Objectives and Providing
Feedback
Generating and
Testing Hypothesis
Cues, Questions and Advance
Organizers |
Materials Needed: Video,
powerpoint lecture , paper/pencil,
calculator, medication order,
medicine cups, syringes,
medication vials, tablets, liquid
medication, alcohol swabs, MAR
(medication administration record) |
Varied Instructional
Strategies: Powerpoint lecture,
video, teacher demonstration,
independent individual work,
physical movement around room,
cooperative learning |
Activities: Instructor demonstration
of correct technique to read an
order, identify the medication,
calculate the dosage, pour/draw up
the medication, administer to
patient and document.
Student must identify needed
equipment/supplies and gather
appropriate supplies at the work
station.
Students will work in pairs to
critique each other's technique.
Student will independently
demonstrate entire procedure to
instructor for grade. Will receive
immediate
reinforcement/feedback.
a. Correct reading of physician
order (date/time written,
medication name, dose, route, time
to be given, signature ).
b. Identification of medication
(appropriate drug, check for
allergies, check for interactions).
c. Correct calculation of dosage
(appropriate measure [metric vs.
apothecary], correct conversions or
equivilents, correct use of formula
[ratio/ proportion ]).
d. Correct pour/draw of
medication ( right equipment
[correct syringe, correct needle
gauge/length, correct dispenser]).
e. State steps of administering to
patient (checking ID, how/where to
give, when to give, other
considerations when giving this
med)
f. Correct documentation of
administration. |
Guided/Independent
Practice: Guided practice will be
needed during cooperative
learning/pairing time to reinforce
technique and calculations. |
Warm-up/Opener: Review of
formulas for calculating dosages of
tablet, liquid, and injectable
medications. State expectations of
student successful completion of
procedure (each step must be
successfully completed before
advancing to next step).
|
Marzano Strategies
Implementation:
*Reinforcing Effort & Providing
Recognition - Instructor moving
through small groups for
individual help/recognition for
good understanding.
*Homework and Practice - Student
will practice dosage calculations
independently and in small groups.
*Cooperative Learning - Students
are paired to help each other
master medication technique. Can
work/confirm calculations
together. Also provides immediate
feedback on areas of concern/need
to improve.
*Setting Objectives and Providing
Feedback - Student receives
immediate feedback and
constructive input during
independent demonstration with
instructor. Immediate feedback
also given during pairs work time.
*Cues, Questions and Advance
Organizers - upon completion of
project, student must consider how
this project will be used. They
must know how to identify patient,
correctly chart , how to administer
this medication (oral, IM, SQ,
before or after meals, before or
after lab draws, etc.) |
Closure: Review 6 medication
"rights" (right med, dose, time,
route, patient, documentation).
De termine where errors are most
likely to occur , why and how to
prevent them. |
Assessment: Did the student
successfully complete the
procedure? Did the student
demonstrate confidence? Did the
student correctly use the formulas? |
Review: List the 6 medication
"rights" (right med, dose, time,
route, patient, documentation).
Reinforce necessity of accuracy in
calculating dosages/the
implecations/ethical issues related
to incorrect medication
administration (patient safety,
malpractice, Nurse Practice Act) |
Homework: Continue to work on
sample problems at home. |
Co-Curricular Integration (or
possibilities) HOSA Competitive Events that involve using math and
algebra: 1)Administering Medications,
2)Maintaining Fluid and Electrolyte Balance, 3)Applying the Nursing
Process to the Geriatric Client, 4)Applying the Nursing Process to the
Adult |
Client, 5)Applying the Nursing
Process to Maternal and Newborn Clients, 6)Applying the Nursing Process
to the Pediatric Client, 7)Applying the
Nursing Process to the Psychiatric Client. |
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