Medication Administration 10/15-Hour Training Course for Adult Care Homes

Transcription

1 Medication Administration 10/15-Hour Training Course for Adult Care Homes Instructor Manual North Carolina Department of Health and Human Services Division of Health Service Regulation Center for Aide Regulation and Education Adult Care Licensure Section

2 The Medication Administration: 10-Hour/15-Hour Training Course for Adult Care Homes was developed as a joint effort by the Center for Nurse Aide Education and Regulation and the Adult Care Licensure Section of the Division of Health Service Regulation, N.C. Department of Health and Human Services. The curriculums for the 10-hour and 15-hour training courses were adapted from the Medication Administration: A Medication Aide Training Course developed by the North Carolina Department of Health and Human Services and the North Carolina Board of Nursing. CURRICULUM DEVELOPMENT Center of Aide Education and Regulation, Division of Health Service Regulation Adult Care Licensure Section, Division of Health Service Regulation North Carolina Department of Health and Human Services September /15-Hour Training Course for Adult Care Homes i

3 Instructor Manual Table of Contents TABLE OF CONTENTS Section Title Page Title Page i Table of Contents ii Medication Aide in Adult Care Homes v Introduction vi Prerequisite for Students vi Medication Aide Course Training Requirements and Directions for Use vii Student Manual ix Course Objectives x Course Schedule xiii Definitions xv Section A Prerequisite Skills Review and Validation A-1 Teaching Guide A-2 Course Content A-3 Section B Medication Aide in Adult Care Homes B-1 Teaching Guide B-2 Course Content B-3 Section C Legal and Ethical Responsibilities C-1 Teaching Guide C-2 Course Content C-3 Section D Overview of Medication Administration D-1 Teaching Guide D-2 Course Content D-3 Activity: Medication Orders D-6 Activity: Medication Label D-8 Activity: Decimal and Zeros D-12 Section E Medication Orders and Medication Administration Record (MAR) E-1 Teaching Guide E-2 Course Content E-3 Activity: Medication Order and Transcription E-6 Section F Using the Medication Administration Record (MAR) F-1 Teaching Guide F-2 Course Content F-3 Activity: Medication Administration Record (MAR) F-7 10/15-Hour Training Course for Adult Care Homes ii

4 Instructor Manual Table of Contents Section G Infection Control G-1 Teaching Guide G-2 Course Content G-3 Activity: WHO s How to Hand Rub? How to Hand Wash G-4 Activity: Instructions for Glove Sizing G-7 Activity: Instructions for Gloves, Gloves, Gloves G-7 Section H Medication Administration Supplies H-1 Teaching Guide H-1 Course Content H-3 Section I Administering Medications I-1 Teaching Guide I-1 Course Content I-3 Section J Medication Administration Checklist J-1 Student Medication Administration Checklist J-2 Instructor Medication Administration Checklist J-3 Instructor Medication Administration Skill Slips J-4 Skill #1: Handwashing J-8 Skill #2: Alcohol-based Hand Rub J-9 Skill #3: Putting On (Donning) and Removing Gloves Check-off J-10 Skill #4A: General Medication Administration Preparation Steps J-11 Skill #4B: General Medication Administration Subsequent Steps J-12 Skill #5: Oral Medication Administration J-13 Skill #6: Sublingual Medication Administration J-14 Skill #7: Oral Inhalant Medication Administration J-15 Skill #8: Eye Medication Administration J-16 Skill #9: Ear Medication Administration J-18 Skill #10: Nasal Medication Administration J-19 Skill #11: Transdermal Medication Administration J-20 Skill #12: Topical Medication Administration J-21 Skill #13: Drawing and Injecting One Insulin J-22 Skill #14: Instructions for Preparing and Injecting with Insulin Pen J-24 Preparing and Injecting with a Insulin Pen J-25 Section K Ordering, Storage and Disposal of Medications K-1 Teaching Guide K-2 Course Content K-3 10/15-Hour Training Course for Adult Care Homes iii

5 Instructor Manual Table of Contents Section L Handouts C-1 Medication Errors L-1 C-2 Good Medication Administration Practice Habits L-2 C-3 Resident s Refusal to Take Medications L-3 D-1 Medication Orders L-5 D-2 Medication Label L-7 D-3 Abbreviations L-8 D-4 Six Rights of Medication Administration L-9 D-5 Decimal Point and Zeros L-10 D-6 Common Routes of Medication Administration L-11 D-7 Common Dosage Forms of Medication L-12 E-1 Blank Sample FL-2 L-13 E-2 Blank MAR Sample L-14 E-3 Sample FL-2 for Transcription Activity (Garrett Clayton) L-16 F-1 MAR for Jo Burns L-17 F-2 MAR Worksheet for each student L-19 G-1 WHO s How to Hand Rub? How to Hand Wash L-21 G-2 Instructions for Glove Sizing L-22 G-3 Gloves, Gloves, Gloves L-23 G-4 Injection Safety Diabetes and Viral Hepatitis L-24 I-1 Review of Measuring Devices L-25 I-2 Always and Never Measuring Tips L-26 I-3 Measuring Tips L-27 I-4 Technique and Use of Meter Dose Inhalers L-28 Answers to Activities/Worksheets D-1A Medication Orders Answers L-29 D-5A Decimal Point and Zeros Answers L-30 E-4 Medication Orders and Transcription Answers L-31 F-3 Medication Administration Record Answers L-33 Appendix Additional Resources 10 Tips to Administer Medications to a Cognitively Impaired Resident L-35 General Guidelines for Transcription L-37 10/15 Test (Optional) 1 10/15 Test Answers 4 Certificate 7 References 8 10/15-Hour Training Course for Adult Care Homes iv

6 Medication Aide in Adult Care Homes 1. A Medication Aide in adult care homes is an individual who has successfully completed the required Medication Aide course(s) approved by the N.C. Department of Health and Human Services, passed the state written medication exam for unlicensed staff in adult care homes and has competency skills validation at the employing facility. Any individual employed as a Medication Aide prior to 10/01/2013 must be able to verify employment as a medication aide within the previous 24 months and completed competency skills validation and passed the state written exam for Medication Aides in adult care homes. All Medication Aides in adult care homes must have competency validation at the employing facility and maintain the 6 hours of continuing education requirements annually. 2. The laws and regulations governing Medication Aides in adult care homes in N.C. include: GS 131D-4.5, GS 131D-4.5A, GS 131D-4.5B, 10A NCAC 13F/G.0403; 10A NCAC 13F/G.0503; 10A NCAC 13F/G.0505; 10A NCAC 13F/G.0506, 10A NCAC 13F/G.0903 and 10A NCAC 13F/G The routes of medication administration in this course include the following: oral, eye, ear, nasal, inhalant, transdermal and topical. General information and skills check off for subcutaneous injections, is included in the curriculum but is only required if the task will be performed by Medication Aide. 4. Allegations of fraud against a facility or resident, resident abuse or neglect, misappropriation of property belonging to a resident or facility, or diversion of medication belonging to a resident or facility by the Medication Aide must be reported to the N.C. Health Care Personnel Registry. Substantiated findings by the Heath Care Personnel Registry are posted on the Health Care Personnel Registry. 5. It is the responsibility of the Medication Aide to notify the Adult Care Licensure Section of name and address changes. 6. Information on registration for the state written exam for unlicensed staff in adult care homes may be obtained at or via to AdultCare.ctu@dhhs.nc.gov. Results or verification may be obtained via website at N.C. Adult Care Medication Testing. 10/15-Hour Training Course for Adult Care Homes v

7 Introduction In 2011, the North Carolina Legislature mandated training in addition to competency evaluation requirements for adult care home medication aides. As a response to the legislation, the North Carolina Department of Health and Human Services, Division of Health Service Regulation, has developed the required 5-hour and 10- hour training courses that include instruction in the key principles of medication administration and infection prevention. The department developed a 5-hour, 10-hour and 15-hour standardized training course to assist qualified instructors to train unlicensed staff who will administer medications to residents in Adult Care Homes. Each training course includes an instructor manual, materials for a student manual and a certificate template required for participants who successfully complete the course(s). Course Description The 5-hour training course is built around the current skills checklist required for medication staff in adult care homes. The majority of the 5-hour course schedule centers around time spent for instruction and validation of skills required for medication administration. Individuals are expected to pass the clinical skills tasks with 100% competency demonstrated. The design of the course is for a small class of employees or 1:1 training for a specific facility. The 10-hour training course builds upon content in the initial 5-hour training course and developed as a refresher for the employee. The 10-hour training course includes random competency validation of skills required for medication administration. A prerequisite for the 10-hour training course is successful completion of the 5-hour training course. The design of the course is for a larger class than the 5-hour training course but still limited in size to allow for interactive activities and practice of safe medication administration skills. The 15-hour training course was developed as another option to meet the requirements of the 5-hour and 10-hour training mandated by legislation. The course provides 10 hours of classroom instruction and 5- hours of clinical skills validation. Successful completion of this course meets the requirements for the 5- hour and 10-hour training courses. Individuals are expected to pass the clinical skills tasks with 100% competency demonstrated. The design of the course is for a larger class than the 5-hour training course but limited in size to allow for lots of practice and integration of safe medication administration skills. The 5-hour, 10-hour and 15-hour training courses were adapted from the Medication Administration: A Medication Aide Training Course curriculum developed in 2006 by the North Carolina Department of Health and Human Services and the North Carolina Board of Nursing. The 5-hour, 10-hour, and 15-hour competency-based curriculums provide unlicensed staff with basic knowledge and skills needed to ensure that medication administration is performed in a safe and effective manner. Successful completion of the 5-hour plus 10-hour training courses or the 15-hour training courses will prepare individuals to take the state written medication exam for adult care home staff. Pre-requisite for Students Must be able to understand, follow and communicate written English instructions. Successfully complete the Pre-requisite Skills Review and Validation of the course. 10/15-Hour Training Course for Adult Care Homes vi

8 Minimum Requirements Medication Aide Course Training Requirements and Directions for Instructor Manual This course has been prepared for instructors qualified to teach state-mandated content in medication administration to unlicensed staff employed in adult care homes. Course Content Each course has been divided into sections. Each of the sections includes core content considered to be foundations of medication administration knowledge that medication aides must know to safely and correctly administer medications in adult care homes. Curriculum pages are provided in a portrait layout with instructional content. Medication Administration: 10/15-hour course for adult care homes: Section A: Prerequisite: Prerequisite Skills Review and Validation Section B: Medication Aide in Adult Care Homes Section C: Legal and Ethical Responsibilities Section D: Overview of Medication Administration Section E: Medication Orders and the Medication Administration Record(MAR) Section F: Using the Medication Administration Record Section G: Infection Control Section H: Medication Administration Supplies Section I: Administering Medications Section J: Medication Administration Skills Checklists Section K: Ordering, Storage and Disposal of Medications Classroom Instruction Teaching Guide is at the beginning of each section and serves as a resource to prepare the instructor to teach the section. It lists the objectives to cover, handouts and activity sheets to duplicate, and supplies needed. Blocks of content are included within the confines of borders or boxes and specify what is to be taught to the students during classroom instruction. Teaching tips are included that complement the content and provide the instructor with ideas and suggestions to clarify information, involve students in discussion, and engage students with varied learning strategies. It is an expectation that the instructor will consistently incorporate teaching tips during the teaching of the content. Each teaching tip is preceded by a symbol, followed by a brief title of the teaching tip. Each instructor will incorporate the material with her/his presentation style but the content is to be covered throughout the course presentation. Suggested activities promote student-centered learning and actively engage the students in the learning process. Activities provide the students with opportunities to practice what they have learned in class. The use of activities energizes the classroom, breaks-up the monotony of passive receipt of information through lecture and provides a deeper understanding of content by the students. Some activities involve the duplication of activity sheets. 10/15-Hour Training Course for Adult Care Homes vii

9 Skills Requirements The skills portion of the training courses consists of skills critical to correct medication administration practice. First, demonstration of skills must be performed by a qualified instructor. As the instructor demonstrates each skill, the students should have an unobstructed view of the process and have skill check sheets available to refer to and follow along as the instructor proceeds through the steps of the skill. Guided student practice is a vital component of skill acquisition. Guided student practice is best done right after skills demonstration. During this type of student practice, the instructor observes the practice sessions and provides descriptive feedback. The instructor must be astute and correct errors during guided practice to prevent the repetition of errors. If a student continually practices a skill incorrectly, there is a great risk that the student will continue to perform the skill incorrectly during the skill check-off and while providing care to residents. Skill check-offs are performed after demonstration and student practice have taken place. Skills check-offs for infection prevention and administration of oral, sublingual, ophthalmic, optic, nasal, inhalant, and topical medications are considered basic medication administration skills to which the unlicensed person must demonstrate competency validation. Optional Skills check-off for subcutaneous injections is included. Any unlicensed staff who will perform the optional task must be competency validated by a Registered Nurse. Documentation The adult care home must maintain documentation of successful completion of the medication administration training courses for each unlicensed staff who performs medication aide duties and successfully completes training. Documentation maintained in the employee s file includes the certificate of successful completion of required training courses. For 5-hour and 15-hour training courses performed specifically for staff of an adult care home, the skills check-offs completed during the training course may be used to meet the documentation of competency validation for the medication administration skills. The Medication Clinical Skills Checklist for the employing facility must also be maintained on file for each Medication Aide. Requirements for Instructors Instructors of the Medication Administration: 5-hour and 10/15-hour Aide Training Courses for Adult Care Homes should be a Registered Nurse or licensed pharmacist in good standing with their North Carolina occupational boards and knowledgeable in teaching current standards of practice of medication administration and infection prevention and regulations related to adult care homes. Skills check-off for the basic medication administration skills listed above must completed or validated by the Registered Nurse or licensed pharmacist. Any other skills for routes of administration, including the optional administration routes listed above must be validated by a Registered Nurse. 10/15-Hour Training Course for Adult Care Homes viii

10 Student Manual A student manual may be created using the handout and activities. The student may benefit from review of the materials prior to the training. The student should receive a copy of the skills checklist. The information will help the student understand and perform the basic competencies required to safely administer medications by the following routes: oral, sublingual (under the tongue), otic (ear), ophthalmic (eye), nasal (nose), topical (on the skin), and inhalant (breathed into the lungs). 10/15-Hour Training Course for Adult Care Homes ix

11 Course Objectives Course Objectives Section A - Prerequisite Skills Review and Validation At the completion of this section, the student should: 1. Demonstrate correct technique in obtaining and recording a blood pressure. 2. Demonstrate correct technique in obtaining and recording a radial and apical pulse. 3. Demonstrate correct technique in obtaining and recording a respiratory rate. 4. Demonstrate correct technique in obtaining a temperature. 5. Demonstrate correct technique with assisted glucose monitoring. Section B - Medication Aide in Adult Care Homes At the completion of this section, the student should: 1. Identify the general role of a Medication Aide. 2. Explain the expectations of the role of a Medication Aide. Section C - Legal and Ethical Responsibilities At the completion of this section, the student should: 1. Recognize legal implications of negligence, fraud and diversion. 2. Recognize issues around medication administration errors. 3. Explain the resident s rights to privacy, confidentiality and refusal. Section D - Overview of Medication Administration At the completion of this section, the student should: 1. Demonstrate proficiency and safety in preparation of medications. 2. Recognize commonly used abbreviations and terminology related to medication administration. 3. Demonstrate proficiency in reading a medication label. 4. Identify the Six Rights to administer medications. 10/15-Hour Training Course for Adult Care Homes x

12 Course Objectives Section E - Medication Orders & Medication Administration Record (MAR) At the completion of this section, the student should: 1. Transcribe orders onto the Medication Administration Record (MAR) correctly use proper abbreviations, calculate stop dates correctly, transcribe PRN orders appropriately, copy orders completely and legibly and/or check computer sheets against orders and apply to the MAR, and discontinue orders. 2. Describe the responsibility of the Medication Aide in relation to FL-2, physician s orders and medication administration record (MAR). Section F - Using the Medication Administration Record (MAR) At the completion of this section, the student should: 1. Compare and contrast the documentation of routine medication administration and PRN medication administration. 2. Demonstrate the use of the Medication Administration Record (MAR). 3. Identity the three checks between medication label and MAR when administering medications. 4. Describe the action to take when a medication is not administered due to refusal or omission. Section G - Infection Control At the completion of this section, the student should be able to: 1. Understand the importance of hand hygiene, demonstrate hand washing techniques, demonstrate alcohol-based hand rub technique, and demonstrate the proper way of putting on and taking off clean gloves. 2. If applicable, the student should be able to understand the importance of standard precautions for assisted glucose monitoring and administering injections. Section H - Medication Administration Supplies At the completion of this section, the student should be able to: Demonstrate understanding in preparing a clean, well lit and well supplied work area from which to safely administer medications. 10/15-Hour Training Course for Adult Care Homes xi

13 Course Objectives Section I Administering Medications At the completion of this section, the student should: 1. Use the Six Rights to administer oral, topical, eye, ear, inhalant, and nasal medications right resident, right medication, right dose, right route, right time, and right documentation. 2. Identify proper action to take when crushing or cutting medications in relation to medication administration. Section J - Skills Checklists At the completion of this section, the student should: 1. Complete the Skills Checklists without comments or instructions from your instructor/evaluator. 2. Achieve the goal of Pass by demonstrating the skills as outline on the checklist and completing them in the time allowed. Section K Ordering, Storage and Disposal of Medications At the completion of this section, the student should: 1. Describe procedures for reordering medications and ensuring medications ordered are available for administration. 2. Describe correct storage and securing of medications. 3. Maintain an accurate inventory of controlled substances. 4. Identify the procedures for disposal of medications. Section L Handouts 10/15-Hour Training Course for Adult Care Homes xii

14 Course Schedule Course Schedule Section Section A Prerequisite Skills Review and Validation Section B Medication Aide in Adult Care Homes 10-Hour* Estimated Allotted Time in Minutes 15-Hour Estimated Allotted Time in Minutes 0 minutes 30 minutes 30 minutes 30 minutes Section C Legal/Ethical Responsibilities 60 minutes 60 minutes Section D Overview of Medication Administration Section E Medication Orders and Medication Administration Record (MAR) Section F Using the Medication Administration Record (MAR) 60 minutes 75 minutes 45 minutes 60 minutes 45 minutes 60 minutes Section G Infection Control 30 minutes 45 minutes 10/15-Hour Training Course for Adult Care Homes xiii

15 Course Schedule Section Section H Medication Administration Supplies 10 Hour* Estimated Allotted Time in Minutes 15 Hour Estimated Allotted Time in Minutes 20 minutes 30 minutes Section I Administering Medications 60 minutes 120 minutes Section J Medication Administration Skills Checklist Section K Ordering, Storage and Disposal of Medications 175 minutes 285 minutes 30 minutes 30 minutes Additional time for breaks and additional questions or training 45 minutes** 75 minutes** time for sections Total 600 minutes 900 minutes * 10-hour training course For a student to complete the 10-hour training course, successful completion of the 5-hour training course is required. Estimated time for the completion of sections in the 10-hour training program varies from the 15-hour, due to the information or validation in the 10-hour training course was included in the 5-hour training course. The time needed for discussion of handouts and activities should be less than the 15-hour training course, since these were included as a part of the 5-hour training course and will be a review. ** Additional time allows for instructor to add time necessary for sections that students need additional instruction. Additional time allows for review of the definitions, course objectives, course schedule and breaks. The written exam is optional and not included in the allotted time. 10/15-Hour Training Course for Adult Care Homes xiv

16 Definitions Definitions administer to give or direct application of a medication to the resident s body whether by injection, inhalation, ingestion or any other means administration route how the medication is administered or given, i.e., orally, topically, subcutaneous injection, inhalation, nasal, rectally, vaginally, etc. adult care home an assisted living residence in which scheduled and unscheduled personal care services are provided to two or more residents; licensed under 131D; includes family care homes aseptic free of disease-causing organism cognitive impairment altered ability to think, to reason and/or remember which interferes with the ability to function normally controlled substances potentially dangerous or habit-forming medications whose sale and use are strictly regulated by law; retrievable records for the receipt, administration and disposition are required disinfect to render free from disease-causing organism expiration date date after which a medication should not be used external medications medications administered on the outside of the body such as creams, ointments or transdermal patches facility an adult care home, includes family care homes frequency how often a medication is administered, e.g., once daily, twice daily before meals, every four hours as needed for cough, etc. generic medication an often lesser expensive medication that may be deemed therapeutically equivalent by U.S. Food and Drug Administration to a trade name drug, because it has the same active ingredient(s) and identical in strength, dosage form and route of administration medication administration record (MAR) a legal record of the medications administered to a resident; provides instructions on what, how, and when to administer medications to a resident based on orders written by the health professional responsible for prescribing medications; a document that provides a location to document the act of administering or not administering a medication or medications to a resident Medication Administration 10/15-Hour Training Course for Adult Care Homes xv

17 Definitions medication error - when a medication is administered in any way other than how it was prescribed medication order - written or oral directions that a physician or other prescribing practitioner provides about a resident s medication or medications; required to administer, change or discontinue any medication to a resident ophthalmic related to the eye, usually refers to eye drops or eye ointment with medication administration otic related to the ear, usually refers to the administration of eardrops OSHA abbreviations for Occupational Safety and Health Administration over-the-counter medication medication available without a prescription; common abbreviation is OTC; require an order for administration in an adult care home prescribing practitioner licensed health professional with the authority by law to diagnose and treat illnesses and prescribe medications prescription medication any medication required by federal law or regulation to be dispensed only pursuant to a prescription PRN order a medication order for a medication to be administered as needed within a particular time parameter prescribed by the physician or prescribing practitioner Standard Precautions established by OSHA to prevent contamination by blood borne pathogens; wearing gloves when handling body fluids, wearing protective equipment and disposing of biohazardous waste routine order medication order for a medication to be administered over a period of time until discontinued trade name licensed name under which a medication prepared by a specific manufacturer is sold; also known as proprietary or brand name Medication Administration 10/15-Hour Training Course for Adult Care Homes xvi

18 Section A Section A Prerequisite Skills Review and Validation 10/15-Hour Training Course for Adult Care Homes A-1

19 Section A Section A Prerequisite Skills Review and Validation Objectives: At the completion of this section of study, the student should: 1. Demonstrate correct technique in obtaining and recording a blood pressure. 2. Demonstrate correct technique in obtaining and recording a radial and apical pulse. 3. Demonstrate correct technique in obtaining and recording a respiratory rate. 4. Demonstrate correct technique in obtaining a temperature. 5. Demonstrate correct technique with assisted glucose monitoring. Supplies: Equipment or devices for obtaining or demonstrating: o Blood Pressure o Temperature o Finger sticks (if applicable) Alcohol and other disinfecting and cleaning agents as recommended by manufacturer of the equipment and devices Note: Medication Administration will require the Medication Aide to measure the vital signs of residents who are taking particular medications. The instructions should be a review since measuring vital signs is included in both the nurse aide training and the personal care aide training curricula. This section is not required in the 10-hour training course since it is in the 5-hour training course. 10/15-Hour Training Course for Adult Care Homes A-2

20 Section A Section A: Prerequisite Skills Review and Validation Content TEACHING TIP: Prerequisite Skills Review and Validation Tell students: Before taking the 5-hour or 15-hour Medication Aide Course, you must be able to demonstrate how to obtain and record the following: temperature, pulse, respirations, and blood pressure. If the student already has competency validation for obtaining vital signs at the facility, the student is not required to demonstrate competency in measuring and recording vital signs. Documentation will be needed to reflect competency has already been demonstrated. Discuss devices for measuring vital signs that will vary. It is important students understand what measurements are within range and when to report the measurements. Blood Pressure (B/P) For electronic machines, check device for accuracy according to manufacturer s recommendations Choose correct size of cuff; blood pressure cuffs that are too small or large for the resident s arm might result in an inaccurate reading Report high and low blood pressures based on facility s policy or physician s order Pulse Count number of heartbeats in one full minute For radial pulse, heart rate measured at the thumb side of the inner wrist For apical pulse, heart rate measured directly over the heart using a stethoscope May be obtained by using an electronic device Normal range is 60 beats/minute to 100 beats/minute Respirations Number of breaths a person takes per minute One full breath is counted after resident has inhaled and exhaled 10/15-Hour Training Course for Adult Care Homes A-3

21 Section A Section A: Prerequisite Skills Review and Validation Most accurate rate is taken when resident is not aware that respirations are being monitored Normal range is 10 to 24 breaths per minute Temperature Activity, food, beverages and smoking all affect body temperature Temperature is measured using either the Fahrenheit or Celsius scale Normal oral temperature is degrees Celsius or degrees Fahrenheit TEACHING TIP: Glucose Monitoring [ONLY REQUIRED IF MEDICATION AIDE WILL BE PERFORMING TASK] Prerequisite Skills Review and Validation Tell students: Before taking the 10/15-hour Medication Aide Course, you must be knowledgeable about standard precautions with glucose monitoring. If the student has NOT already completed the Infection Control Course for Adult Care Homes, the student should complete at least Section 3: Bloodborne Pathogens of the Infection Control Course. Review procedures for the following activities related to glucose monitoring at adult care homes and teach/demonstrate: calibrating and cleaning the machine; range of glucose levels for the machine; interventions and policies when blood sugar values are too low or too high. Fingersticks/Glucose Monitoring [ONLY REQUIRED IF MEDICATION AIDE WILL BE PERFORMING TASK] Know correct procedures for using (including manufacturer s instructions on cleaning and disinfecting) glucose monitoring machine and know where to locate information, if needed Wearing gloves when performing fingersticks and when using the glucose monitoring machine Lancets and lancing devices are used for only one resident and never shared Correctly dispose of lancets in sharps container Proper storage and identification of residents supplies for assisted glucose monitoring 10/15-Hour Training Course for Adult Care Homes A-4

22 Section A Section A: Prerequisite Skills Review and Validation Glucose monitoring devices vary greatly in how to clean and/or disinfect. It is critical to follow the manufacturer s instructions For lancing devices that are NOT single use devices, the device is to be labeled with the resident s name and the device is NEVER shared with another individual. Proceed to Section B 10/15-Hour Training Course for Adult Care Homes A-5

23 Section B Section B Medication Aide in Adult Care Homes 10/15-Hour Training Course for Adult Care Homes B-1

24 Section B Section B Medication Aide in Adult Care Homes Objectives: At the completion of this section of study, the student should: 1. Identify the general role of a Medication Aide. 2. Explain the expectations of the role of a Medication Aide. Advance Preparation In General Review curriculum Add examples or comments Make copies of student manual for each student NOTE: The Medication Aide s role and responsibilities will vary in facilities. It is important the Medication Aides know their role and responsibilities in the facility they are employed in and the expectations and limitations of a Medication Aide. Refer to the content for Section B for general discussion of the medication aide s role, limitations and expectations. 10/15-Hour Training Course for Adult Care Homes B-2

25 Section B Section B The Medication Aide in the Adult Care Homes Content Role of the Medication Aide Based on the need to provide safe care to the public, statewide uniform standards were developed for the training and competency testing for all Medication Aides involved in medication administration in adult care home settings in North Carolina. The training for administration of medications provided in this course will prepare you at the basic level of medication administration. If you have completed the 5-hour medication training course for adult care homes, the 10-hour training course will help strengthen your skills with medication administration. Each adult care home has policies to follow and some may have broader and more stringent policies that must be followed. Licensed capacity for adult care homes range from 2 to over 200, therefore, the medication aide s responsibilities vary greatly. Expectations of the Medication Aide Administer medications to residents as ordered by their physician, under the direction of the facility supervisor and administrator Administer medications in accordance with o Established medication administration standards o Policies, procedures, and practices of the facility, based on specific licensure o Requirements of the state of North Carolina Respect resident s right to confidentiality and privacy regarding o Health status o Diagnosis of illness o Medications Only shares protected health information (PHI) confidentially with health care team members who need information to provide care to a resident Follow the facility s standards in hand hygiene and infection control o Hand hygiene is important part of infection prevention and performed in order to prevent spread of germs o Understanding standard precautions with injections and blood glucose monitoring is important to prevent spread of blood borne diseases 10/15-Hour Training Course for Adult Care Homes B-3

26 Section B Section B The Medication Aide in the Adult Care Homes Must follow the SIX Rights of medication administration o Identify the Right RESIDENT o Select the Right MEDICATION o Give the Right DOSE o Give by the Right ROUTE o Give at the Right TIME o Perform the Right DOCUMENTATION Follow clear, complete, specific instructions about medication administration documented on the medication administration record (MAR) Seek advice from supervisor or licensed healthcare professional before giving medication to the resident anytime something unusual occurs o Example if resident is too drowsy to take medications, is vomiting, or cannot swallow well After medications are administered, correctly document that medications were taken Maintain security of medication cabinet or cart at all times; keep the cabinet or cart locked at all times when not in use Whenever you leave the work area, lock the cabinet or cart Respect decisions of residents who are able to make informed decisions about medications Follow specific facility policies/procedures and regulations regarding handling, storage, and disposal of medications o If the resident did not take medications, document a clear explanation of why it was not administered o Recognize when a medication should not be given, such as when the medication is expired, is not labeled or the label is not readable o Recognize that the unsafe conditions described above must be reported to supervisor immediately REMEMBER The Medication Aide is the last checkpoint before the resident takes the medication and is an important safeguard for the residents to whom they are administering medications. Limitations of the Medication Aide Medication Aide must be able to identify exactly what tasks the facility allows them to perform and what tasks they are not allowed to do legally 10/15-Hour Training Course for Adult Care Homes B-4

27 Section B Section B The Medication Aide in the Adult Care Homes If the resident asks questions about the medication, it is best for the Medication Aide to refer the question to the supervisor, primary physician, registered nurse, or pharmacist If there is something different about the resident or the medications they are taking, talk to the supervisor or primary physician prior to giving the medication If the resident seems to be having difficulty because of a medication, alert supervisor or primary physician immediately Report any errors in the administration of medications immediately to their supervisor or primary physician Consequences of Exceeding Tasks If a Medication Aide exceeds those tasks and/or specific job duties outlined in this course and specific facility policy, it may result in legal or disciplinary action taken by the facility and state regulatory agencies. The Medication Aide may lose eligibility to work in certain health care areas Adult Care Home Responsibilities for the Medication Aide The adult care home will have a thorough understanding and specific policies and procedures regarding your role as a Medication Aide that you must follow. Responsibilities of Medication Aide vary in adult care homes. As a Medication Aide, you can expect o Validation of your skills by employing facility o Orientation to facility policies and procedures regarding medication management and medication administration Roles of Other Health Care Providers A healthcare provider such as a physician or nurse practitioner will diagnose disease and decide on treatments, which may include prescribing medications according to the needs of the resident Registered Nurse (RN) is involved with assessment, development and coordination of a resident s plan of care. Registered nurses are licensed to administer medications by all routes Pharmacists will dispense the medications prescribed for the resident and are a resource for questions with medications such as mixing of medications, dosing precautions 10/15-Hour Training Course for Adult Care Homes B-5

28 Section B Section B The Medication Aide in the Adult Care Homes Medication Aide should know whom to contact: If a resident needs an assessment/evaluation prior to administering a medication If any questions or concerns related to medication administration If a resident refuses medications or medications not available for administration Proceed to Section C 10/15-Hour Training Course for Adult Care Homes B-6

29 Section C Section C Legal and Ethical Responsibilities 10/15-Hour Training Course for Adult Care Homes C-1

30 Section C Section C Legal and Ethical Responsibilities Objectives: At the completion of this section of study, the student should: 1. Recognize legal implications of negligence, fraud and diversion. 2. Recognize issues around medication administration errors. 3. Explain the resident s rights to privacy, confidentiality and refusal. Advance Preparation In General Review curriculum Add examples or comments Make copies of student manual for each student Supplies Handouts o C-1 Medication Errors o C-2 Good Medication Administration Practice Habits o C-3 Resident s Refusal to Take Medications NOTE: Medication aides may be faced with making decisions about the consequences of an action or behavior. Some decisions involve the moral right or wrong of an action. Others involve the legality of the action. At times decisions may have both ethical and legal implications. Medication Aides should have the knowledge to make sound decisions about a particular action or behavior. Refer to the handouts and the content for Section C for discussion of definitions, medication errors, resident s rights and legal implications. 10/15-Hour Training Course for Adult Care Homes C-2

31 Section C Legal and Ethical Standards Section C Legal and Ethical Content Ethical standards are guides to moral behavior o An example would be every person deserves respect and every person has her/his own beliefs Legal Standards are guides to legal behavior o An example is performing her/his job according to the facility policy and state regulations Legal Implications Negligence When a person does not provide the standard of care that a person trained in the same way would do in a certain situation Example failing to give medications that have been ordered and transcribed onto the MAR Remember o We, as citizens of the United States, have certain rights o Additionally, there are resident rights, which include being free from neglect Fraud When a person is dishonest or cheats the system Misrepresentation of any aspect of the job Possible disciplinary action by the facility and may involve legal charges Example if a medication is charted as having been administered, but was not administered Diversion Knowingly giving a medication to someone other than the resident the medication was prescribed for, but documenting that the medication was given to the right resident Stealing medications Never give medications to people whom the medications are not intended for, even when it seems harmless 10/15-Hour Training Course for Adult Care Homes C-3

32 Section C Section C Legal and Ethical Subject to disciplinary action and may involve legal charges Examples o If the Medication Aide takes medication intended for a resident and uses it for any other reason o Giving a resident s pain medication to a co-worker who has shoulder pain HANDOUT: C-1 Medication Errors Distribute the handout or locate in the Student Manual. Discuss the information on the handout and below and the importance of reporting when a medication error is discovered. Medication Errors Definition: when a medication is administered in any way other than how it was prescribed When the Medication Aide does not transcribe a physician s orders correctly, does not compare the instructions on the medication administration record (MAR), and the directions on the bottle, or the approved ways to administer the medication an error may occur Medication errors often have serious outcomes Administering medications carries a great responsibility including a need for being extremely careful and methodical Mistakes in giving medications are one of the most common causes of harm to residents under the care of others Giving the medication to the wrong resident can be a dangerous error Potentially serious types of errors that can occur and cause harm to the resident or residents include o Giving a medication to the wrong resident o Giving a medication at the incorrect time o Omitting a dose o Giving the wrong dosage o Giving an extra dose o Giving a medication by the wrong route o Giving the wrong medication o Or giving an expired medication 10/15-Hour Training Course for Adult Care Homes C-4

33 Section C Section C Legal and Ethical Medication Aide is to report errors immediately to supervisor and/or resident s physician Medication Aide is to document medication errors after notifying supervisor of error Ways to prevent medication errors o Always use the SIX Rights of medication administration o If the you cannot read or understand any part of the instructions on the MAR or what needs to be done to give a medication, ask supervisor before giving the medication o Wait to give any medication that has raised any questions or concerns until talking with supervisor or health care professional or resident s physicians; it is better to be safe than sorry Remember that once medication is swallowed or administered, it is too late to get it back REMEMBER if in DOUBT DON T TEACHING TIP: HANDOUT C-2 Develop Good Medication Administration Practices Distribute the handout or refer to student manual and discuss the information in the handout on good medication administration practices. Discuss how these practices can prevent medication errors and legal issues. Borrowing Medications Do not borrow medication from unit stock or another resident s medication supply, unless an emergency and your supervisor and a health care professional have been notified and directed you to borrow a medication o For a new medication, it would bypass the checks and balances needed, such as having the pharmacist check a new medication against what the resident is already taking to see if the new medication reacts with the medications the resident is already taking, if the medication is in the right dosage form or if there are allergies; these checks are done prior to the ordered medication being placed in the resident s medication supply o Your efforts to speed up the process by borrowing a medication from another resident may indeed cause costly negative effects for the resident, the facility, and yourself o Additionally, the resident you borrow from may not have the medications they need at the time they need them HANDOUT: C-3 Resident s Refusal to Take Medications Distribute the handout or locate in the Student Manual and discuss reasons a resident may refuse medications, resident s right to refuse medications or treatments, what to report, involvement of the resident s designee, responsible party or legal guardian when a resident with cognitive impairment refuses a medication. 10/15-Hour Training Course for Adult Care Homes C-5

34 Section C Independence and Refusal Section C Legal and Ethical Encourage all residents to be as independent and participate in their medication and treatment administration, as much as can safely be done Occasionally, a resident will not or cannot take a medication o If a medication is not administered as ordered, whether refused or not given, report to supervisor and follow facility s policy o If a resident chooses to refuse medications, Medication Aide documents the medication was not taken o There will be a place to document the missed dose either on the back of the MAR or some other designated place o It is important that the Medication Aide documents why the medication was not administered as ordered Some Medication Aides will be administering medications to residents who are mentally impaired o If a resident is mentally impaired, they may not understand the benefits of their medications and may refuse them o If a resident is not capable of making informed decisions about their medications and they refuse to take medications, seek advice from supervisor about strategies for encouraging the resident to take medications o Never do anything that would be considered forcing a resident to take medication o For residents who are not able to give consent for medication, such as an incompetent resident, the legal guardian will provide consent o For residents with cognitive impairment, it is important to involve the family or resident s designee when the resident refuses a medication Medication Administration and Resident s Rights Respect how the resident is addressed o Do not interrupt a resident while eating for the administration of medications, such as oral inhalers and eye drops o Do not awaken resident to administer a medication that could be scheduled or administered at other times o Inform resident about the procedure that is about to be performed o Answer resident s question about medication and refer to supervisor, nurse or other health care provider when you do not know 10/15-Hour Training Course for Adult Care Homes C-6

35 Section C Section C Legal and Ethical Refusal resident has the right to refuse medications o Never force a resident to take a medication o Follow the facility s policy and procedure when a resident refuses medications (policy and procedure ensures that physician is notified in a timely manner based on resident s physical and mental condition and the medication) Privacy being away from the public o Knock on closed doors before entering o Do not administer medications when resident is receiving personal care or in bathroom o Do not administer an injection outside resident s room if the resident receiving the injection or other residents present are offended by this o Do not administer medications outside the resident s room that require privacy and removal of clothing, such as vaginal and rectal administrations, dressing changes and treatments Chemical restraints means a drug that is used for discipline or convenience and not used to treat a medical symptom o Do not administer medications for staff convenience Proceed to Section D 10/15-Hour Training Course for Adult Care Homes C-7

36 Section D Section D Overview of Medication Administration 10/15-Hour Training Course for Adult Care Homes D-1

37 Section D Section D Overview of Medication Administration Objectives: At the completion of this section of study, the student should: 1. Demonstrate proficiency and safety in preparation of medications. 2. Recognize commonly used abbreviations and terminology related to medication administration. 3. Demonstrate proficiency in reading a medication label. 4. Identify the Six Rights to administer medications. Advance Preparation In General Review curriculum Add examples or comments Make copies of handouts or student manual for each student Supplies Handout o D-1 Medication Orders o D-2 Medication Label o D-3 Abbreviations o D-4 Six Rights of Medication Administration o D-5 Decimal Point and Zeros o D-6 Common Routes of Medication Administration o D-7 Common Dosage Forms Examples of medication labels, MARs, OTC containers, photos used for MARs Advance Preparation - Activities NOTE: o Medication Orders o Medication Label o Decimal Point and Zeros Use visual aids to show common dosage forms of medications, MARs and other forms used for medication administration. If training is for a specific facility, use MARs, medication labels and other documents used for medication administration in the adult care home during the training. 10/15-Hour Training Course for Adult Care Homes D-2

38 Section D Section D: Overview of Medication Administration Preparing to Administer Medications Often the words drug and medication are used interchangeably Medications more commonly is used when talking about drugs used for therapeutic or helpful effects In this course, the word medication will be used when talking about drugs or medications used to treat residents Administering medications is an important responsibility and must be taken with great care. It is never an easy task and thus cannot be undertaken when you are trying to do several things at once In order to prevent errors and possible harm to a resident taking the medications, you must focus on this task solely o Do not talk to others while you or they are preparing and giving medications o Do not stop this task unless there is an emergency o Stopping and starting can cause medication errors Give medication to one resident at a time o Focus on giving all the medications for one resident before moving to another resident o This will help prevent getting one resident s medications mixed up with another resident s medications o Before taking the medications to the resident s room, mark your place in the MAR Remember to pour a cup (8 oz.) of water for the resident to drink with their medications. o When all the medications have been swallowed, encourage the resident to drink another cup of water to make sure all the medications were swallowed and moved into the stomach o Encouraging the resident to drink water also helps them stay hydrated o Oftentimes residents do not drink enough water and encouraging drinking of water at the time of medication administration will assist them in getting the amount of water they need each day o Giving the resident a sip of water beforehand may make it easier to swallow the medication Some residents take multiple pills at once o Ask them how they like to take their pills, one at a time or several at a time o If they prefer only a few at a time, assist them to take 1-2 pills at a time 10/15-Hour Training Course for Adult Care Homes D-3

39 Section D Section D: Overview of Medication Administration It may be helpful to give medications to residents who do not need assistance first, leaving those needing assistance last This allows you to take the time you need to help those who need extra assistance take their medications Before you begin administering medications, check for any specific information needed prior to giving certain medications, such as pulse, blood pressure (BP), or blood sugar readings o This information is needed prior to giving certain medications to some residents o It is important this information be gathered as close to the time the medication is to be given as possible Another factor to consider when administering oral medications is how the resident is presently feeling o If resident is vomiting or has a change in behavior, contact your supervisor or resident s physician before administering any medication Resident may have various side effects from taking certain medications Side effects include but are not limited to the following o Change in behavior o Change in alertness o Change in eating or swallowing o Change in mobility o Skin rashes When there is a change in the resident, follow the facility s policy on what to do and who to notify, which may include o Notifying the supervisor, health care professional and/or physician o NOT administering a medication without first having contact with the resident s physician Observation of the resident is an important step in the cycle of medication administration o Resident s physician and health care providers often depend on the observations of direct care staff when evaluating residents o Also depend on Medication Aides to observe residents for both desired and undesired effect of medication To ensure safe care, the Medication Aide must know how to observe and report changes in the resident s physical and/or mental status. The Medication Aide must know what to report, to whom it should be reported, and when and how to report observations 10/15-Hour Training Course for Adult Care Homes D-4

40 Section D Section D: Overview of Medication Administration Medication Allergy A reaction occurring as the result of an unusual sensitivity to a medication or other substance o May be mild or life-threatening situation o May include rashes, swelling, itching, significant discomfort or an undesirable change in mental status, which should be reported to physician Role of Medication Aide o Should understand that information on allergies should be reported to the pharmacy and physician and this information is recorded in the resident s record o Upon admission, important to document any known allergies or if there are no known allergies should also be documented o Provide immediate emergency care if severe rash or life-threatening breathing difficulties occur Medication Orders Definition: The written or oral directions that a physician or other prescribing practitioner provides about a resident s medication or medications Components of a Complete Order Medication name Strength of medication (if required) Dosage of medication to be administered Route of administration Specific directions for use, including frequency of administration Reason for administration if the medication is ordered PRN or as needed HANDOUT D-1: Medication Orders Distribute a copy of the handout D-1 to each student or locate handout in Student Manual 10/15-Hour Training Course for Adult Care Homes D-5

41 Section D Section D: Overview of Medication Administration TEACHING TIP: Medication Orders Refer to the Medication Orders handout and tell students An order is required to administer, change or discontinue any medication or treatment It is important to know the components of a medication order Contact the prescribing health care provider if the order is not legible DON T GUESS! If an order is not complete or clear on how to administer, the medication aide must contact supervisor or physician DON T GUESS! Discuss the different types of medication orders, examples and the difference between a routine medication order and a PRN medication order ACTIVITY: Medication Orders Refer the students to the lower section of the Medication Orders handout and require them to complete the activity. Discuss answers with students upon completion. REMEMBER: An order is required to administer, change or discontinue any medication or treatment Contact the prescribing health care provider if the order is not legible-don T GUESS! If an order is not complete or clear on how to administer, the medication aide must contact the supervisor or physician DON T GUESS! Types of Medication Orders Four types of medication orders routine orders, PRN orders, one time orders, and STAT orders It should be clear on the MAR what type of order the Medication Aide is being asked to follow Type of order depends on the desired effect of the medication 10/15-Hour Training Course for Adult Care Homes D-6

42 Section D Section D: Overview of Medication Administration Medication Aide is allowed to accept verbal orders or orders over the telephone, but obtaining a written order from the prescribing practitioner is the best and safest practice to obtain an order The medication orders are transferred to the MAR from the document(s) with the written orders when the orders are received. It is important the order is transferred to the MAR when the order is received. Do not wait until that medication is received. Medication Labels Information required on medication labels of medications dispensed by the pharmacy: o Medication name o Medication strength o Quantity dispensed o Dispensing date o Directions for use o Pharmacy that dispensed the medication o Prescription number o Expiration date o Equivalency statement (when the brand or medication name dispensed is different than the brand or medication name prescribed) Labeling requirements for over-the-counter (OTC) medications include o In the original manufacturer s bottle with the resident s name, OR o Labeled by the pharmacy TEACHING TIP: Medication Label Locate a medication label or a copy of a medication label or copy of a medication label provided by a pharmacy provider and discuss the location of information on the label. Show students example of OTC containers and discuss labeling requirements. OTC medications administered to resident require prescription and at least the resident s name on the container. HANDOUT D-2: Medication Label Distribute a copy of the handout to each student or locate handout in Student Manual 10/15-Hour Training Course for Adult Care Homes D-7

43 Section D Section D: Overview of Medication Administration TEACHING TIP: Medication Label Refer to the Medication Label handout and tell students Directions on medication label from pharmacy are checked against the order entry on the MAR If there is a discrepancy between the information on the MAR and the medication label, check the order in the resident s record If a medication is received and there is no entry or information on the MAR for the medication, check the resident s record for an order and contact your supervisor. ACTIVITY: Medication Label Refer the students to the lower section of the Medication Label handout and require them to complete the activity. Discuss answers with students upon completion. Common Abbreviations Abbreviation a shortened form of a word or phrases Abbreviations are being used less often for medication administration but you still may see abbreviations Medication Aides need to learn abbreviations for terms common to medication administration On the MAR, abbreviations should be spelled out Be aware that abbreviations can lead to mistakes if they are not legible Always check with the supervisor if you have questions about abbreviations HANDOUT D-3: Abbreviations Distribute a copy of the handout to each student or locate handout in Student Manual 10/15-Hour Training Course for Adult Care Homes D-8

44 Section D Section D: Overview of Medication Administration TEACHING TIP: Abbreviations Tell students: These are abbreviations that you may see when you give medications to your residents HANDOUT D-4: SIX RIGHTS of Medication Administration Distribute a copy of the handout on Six Rights to each student or locate handout in Student Manual Referring to the handout and the content below, discuss the Six Rights of Medication Administration SIX RIGHTS of Administering Medications Importance Safety and accuracy are important to welfare of the resident During a normal workday, Medication Aide may give many medications to large number of residents Chance of making a mistake each time a medication is given Anyone giving medications needs to stay focused, be organized, and careful Follow each and every time when administering medications; never skip them or become careless during administration To safeguard the resident always ask self these six questions when administering medications, which are often called SIX Rights of medication administration Questions to Ask Self Am I giving the medication to the right resident? Am I giving the right medication? Am I giving the right dose? 10/15-Hour Training Course for Adult Care Homes D-9

45 Section D Section D: Overview of Medication Administration Is this the right route (method of administration)? Is this the right time? Have I done the right documentation? TEACHING TIP: Identifying Residents Before Administering Medications Review procedures for identifying residents before administering medications at adult care homes and teach/demonstrate the procedure. Right RESIDENT? Each time Medication Aide gives medications, the resident must be identified Giving medications to the wrong resident can cause serious harm Identify the resident who is to receive the medication by using methods outlined by facility; some facilities require identifying resident two to three different ways While Medication Aide may know the resident, this part of routine allows for completion of three checks in a careful manner, so do not skip it This habit will prevent carelessness and possibility of making a mistake now and later Most adult care homes have the Medication Aide perform identifying steps o A photo of the resident on the MAR to determine the right resident is about to take the right medicine by matching the picture with the resident o Require that the resident states first and last name o Do not ask the resident, Are you James Jackson? because it is too easy for the resident to say yes when he may not be James Jackson; particularly if the resident is confused or hard of hearing o Some residents are not able to state their names because they cannot talk, they may be confused or have speech impairments due to illness. In those situations, individual responses may not be realistic or accurate Even when Medication Aide administers medications to the same resident every day, safety measures for identifying the residents have to be in place If the facility has residents who are receiving medications with similar names, be certain to have an alert on the MAR; date of birth could be a better identifier, such as Leigh Chan and Lee Chang 10/15-Hour Training Course for Adult Care Homes D-10

46 Section D Section D: Overview of Medication Administration Do not use room numbers as an identifier because o There may be more than one resident in the room o A confused resident could have wandered into the wrong room and crawled in bed o Administration may have moved resident into a different room o Resident could have been discharged and Medication Aide not aware prior to administering medications Some people may answer yes to another resident s name trying to get additional medications or trying to jump ahead of other people; particularly true if residents do not understand that medications can be different for different people or if the residents are confused If Medication Aide prepares medications away from the resident taking them, it is important to keep the MAR with the medications until the medications are taken, so that the wrong medicines are not accidentally given to wrong resident Important that Medication Aide keeps identifying information with the medications from the point of preparation to the point of giving medication to the resident Right MEDICATION? Medication Aide must always refer to MAR when giving medications; never give medications from memory Three medication checks should always be done when giving medications to make sure Medication Aide has the right medication During the three medication checks, Medication Aide will not only make sure a particular medication is labeled for a particular resident, but during process Medication Aide also makes sure that medication name, dose, time, and route on the medication label matches information on the MAR o Check the medication name, dose, time and route on the package against the MAR when container is removed from shelf, drawer, or other storage place o Check medication name, dose, time, and route on the actual drug package or unit dose label against the MAR as medication is poured, package is opened, or before the medication is placed in the medicine cup o Check the medication name, dose, time, and route on package when medication container is returned to the shelf, drawer or storage place or before it is opened and place in the medicine cup, just prior to giving the medication to the resident May feel like you are overdoing the checking, but it is this careful practice that will prevent medication errors 10/15-Hour Training Course for Adult Care Homes D-11

47 Section D Section D: Overview of Medication Administration Do not be lulled into poor and unsafe practices because medication administration is done day in and day out Many adult care homes use medication packaging that helps to reduce errors such as unit dose, punch cards of medications, etc. Be alert for similar sounding names for medications while making right medication choices Never give a medication that you cannot identify by a written medication label or that is found at the resident s beside Best and safe practice is to never give a medication prepared by someone else Right DOSE? Medication Aide must make sure the right dose is about to be administered by comparing medication label to the MAR; MAR will state exactly how much medication is to be given o For example, if digoxin 0.25 mg is to be given and the supply is digoxin mg., two tablets must be given to equal the right dose o It is best for the MAR to state to give two tablets of digoxin mg (0.125 mg mg = 0.25mg) o If instructions are not clear, ask for them to be made as clear and complete as possible to help prevent medication errors To help prevent medication dosing errors, a zero (0) should always precede a decimal but should not follow a decimal o For example, if the 0 is not present in the example above, the decimal might be missed and instead of giving mg. of digoxin it might incorrectly be read as 125 mg of digoxin which would be deadly o If a medication is ordered at 1 mg and the order is written on the MAR as giving 1.0, the decimal might again be overlooked and the MAR might read to give 10 mg of the medication, which would mean that the resident would be getting 10 times the ordered dose Another common right dose error is for people to mix up the abbreviations of ml (or ml) for milliliter and the abbreviation of mg for milligram o For example, a 1 ml dose does not equal 1 mg o Mixing up those abbreviations can result in dosage error ACTIVITY: HANDOUT D-5 Decimal Point and Zeros Refer the students to the Decimal Point and Zeros Activity handout and require them to complete the activity. Discuss answers with students upon completion. 10/15-Hour Training Course for Adult Care Homes D-12

48 Section D Section D: Overview of Medication Administration HANDOUTS: D-6 Common Routes of Medication Administration D-7 Common Dosage Forms Distribute a copy of the handouts on Common Routes of Medication Administration and Common Dosage Forms to each student or locate handouts in Student Manual TEACHING TIP: Common Routes of Medication Administration and Common Dosage Forms Referring to the handouts and the content below, discuss the common routes of medication administration and common dosage forms. Use visual aids if available. Right ROUTE? Right method of administration, such as whether a medication is given by mouth, in the ear, or eye, or if it is to be applied to the skin The route of medication administration will be noted on the MAR; if it is not, stop and ask supervisor Do not make assumptions about how to give a medication Oral Routes o Referred to as oral or PO - meaning by mouth o Medication is placed in mouth and swallowed o Certain people cannot take oral medications; people who cannot swallow well, such as residents who do not have a gag reflex and choke easily, are confused, refuse to take medications by mouth, or are not to have anything by mouth o NPO - meaning nothing by mouth Sublingual o Placed under the tongue and allowed to dissolve and be absorbed under the tongue o Dissolves quickly and gets into blood stream quickly o Resident not to swallow tablet, nor to smoke, drink or eat while this tablet is under tongue Topical Route o Delivers medication directly to the area needing treatment or may allow medication to be absorbed to affect the entire body o These medications can be a variety of preparations including drops or ointment into the eye, drops into the ear, sprays in the nose or throat, suppositories in the rectum or vagina, and creams or ointment on the skin o Areas for topical medications are skin, eyes, ears, nose, throat, vagina, and rectum o Some topical medications affect the entire body, such as patches applied to the skin 10/15-Hour Training Course for Adult Care Homes D-13

49 Section D Section D: Overview of Medication Administration Inhalation Route o Delivers medication to lungs through an inhaler or aerosol o One way this medication is taken in is with an inhaler and a tube that is called a spacer or a disc device that allows the powdered form of the medication to be pushed toward the back of the mouth and inhaled o Many different types of devices for inhalants o Become familiar with device before assisting someone with their inhaled medications Subcutaneous o Delivers medication to the subcutaneous (fat) layer of the body using a syringe and needle Right TIME? Make sure you give the medication at the Right TIME The time to give a medication is stated on the MAR Individual adult care homes will have set standard times for administration of medications o If a medication is to be given BID, meaning twice a day, then the facility may set those times to be 10 am and 10 pm o When a medication is ordered before (a.c.) or after (p.c.) meals, it should be given 30 min. before or after meals Medications that are given once a day should be given at the same time each day to keep the right amount of medicine in the resident s system Set times within a facility helps to prevent missed or doubled doses, which can be harmful to the resident receiving the medications The Medication Aide should not give the medication too early because it could be too much medication in the resident s system at one time Medication needs to be given within a set amount of time to provide the resident with the correct dose of medication at the right time that allows the medication to work as it should o For example, if a medication is fighting an infection and doses are given at time spans between doses too far apart, the infection may get worse, making it harder to treat The window of time for the medication to be given is one hour before or one hour after the time stated on the MAR; medications should be administered within this designated time frame 10/15-Hour Training Course for Adult Care Homes D-14

50 Section D Section D: Overview of Medication Administration If Medication Aide is unsure about giving the medication because it is outside the designated time frame, i.e., a medication was missed, a medication just arrived from pharmacy or a resident has returned to the facility after medications were administered, always check with supervisor, nurse, pharmacist or the resident s physician to determine if the medication should be administered or not administered; never omit a medication without contacting your supervisor, nurse, pharmacist or resident s physician because a resident was out of the facility when medications were administered Timing of medications in relation to meals o Before meals medication administered about 30 minutes prior to the resident eating meals o With meals medication administered while the resident is eating meals o After meals medication administered directly after the resident has finished eating meals up to 30 minutes afterwards Always check the time the last dose of a PRN medication was given before giving the new dose; if ordered time has passed since the last dose, the medication can be given Right DOCUMENTATION? May have heard people say, If it is not documented, it is not done. Documentation is important o If documentation is not completed there is no way to know that a medication has been given o Without correct documentation, there is a danger the resident will get the medication twice, possibly causing them great harm or to miss receiving an ordered medication Medication Aide must document medications immediately on the MAR after each resident s medications are administered and prior to administering another resident s medications Do not chart or document medication before the resident actually takes it (called precharting) o Many things can happen between the time preparation area is left and when the resident actually swallows the medication o Always chart or document after the resident takes the medication After administering a PRN medication to a resident, the Medication Aide must document the date and time the medication was given on the MAR 10/15-Hour Training Course for Adult Care Homes D-15

51 Section D Section D: Overview of Medication Administration Immediate, clear, and accurate documentation shows that the Right DOSE of the Right MEDICATION was given to the Right RESIDENT at the Right TIME on the Right DATE by the Right ROUTE Proceed to Section E 10/15-Hour Training Course for Adult Care Homes D-16

52 Section E Section E Medication Orders and Medication Administration Record (MAR) Medication Administration - September /15-Hour Training Course for Adult Care Homes E-1

53 Section E Section E Medication Orders and Medication Administration Record (MAR) Objectives: At the completion of this section, the student should: 1. Transcribe orders onto the Medication Administration Record (MAR) correctly use proper abbreviations, calculate stop dates correctly, transcribe PRN orders appropriately, copy orders completely and legibly and/or check computer sheets against orders and apply to the MAR, and discontinue orders. 2. Describe the responsibility of the Medication Aide in relation to FL-2, physician s orders and medication administration record (MAR). Advance Preparation In General Review curriculum Add examples or comments Make copies of handouts or student manual for each student Supplies Handouts o E-1 FL-2 Blank sample o E-2 Blank MAR sample o E-3 Sample FL-2 for Transcription Activity o E-4 MAR Answers for Transcription Activity Documents used by adult care homes for medication orders and medication administration Advance Preparation - Activity Medication Orders and Transcription Medication Administration - September /15-Hour Training Course for Adult Care Homes E-2

54 Section E Section E Medication Orders and the Medication Administration Record (MAR) Content Review the definition of a medication order The written or oral directions that a physician or other prescribing practitioner provides about a resident s medication or medications HANDOUT E-1: FL-2 Distribute a copy of the handout to each student or locate handout in Student Manual HANDOUT E-2: Medication Administration Record (MAR) Distribute a copy of the handout to each student or locate handout in Student Manual TEACHING TIP: Documentation Locate examples of an FL-2, physician s order sheet and other forms of documentation used by adult care homes regarding orders and medication administration. Review the examples with the students. Tell students Documentation is an important part of medication management Forms used to document can be quite confusing to unlicensed persons who are unfamiliar with the process Medication aides must know how to use the MAR and other forms to ensure safe medication management and compliance with laws and regulations Forms Commonly Used to Document Medication Orders Forms commonly used to document medication orders and medication administration can be confusing to unlicensed people who are unfamiliar with the process Examples of main forms used in most adult care homes o FL-2 o Physician s Order Forms Medication Administration - September /15-Hour Training Course for Adult Care Homes E-3

55 Section E Section E Medication Orders and the Medication Administration Record (MAR) Medication Aides must know how to use these forms to ensure safe medication management and compliance with laws and regulations Forms Commonly Used to Document Medication Orders FL-2 FL-2 form is required for new admissions in adult care homes Important: all information on FL-2, and any admission documents with orders is reviewed for accuracy If any clarification is needed, contact prescribing practitioner If FL-2 has not been signed within 24 hours of admission o Verify orders with prescribing practitioner by fax or telephone o Document verification in resident s record, for example a note in the progress notes or orders may be rewritten as telephone orders and signed by prescribing practitioner; orders could also be faxed to prescribing practitioner for review, signature and date Form Commonly Used to Document Medication Orders Physician s Order Forms Used to record prescribed medication and treatment orders Any form used for physician s orders and medication orders must be retained in the resident s record. Forms Commonly Used to Document Medication Orders and Medication Administration Medication Administration Record (MAR) Form onto which medication and treatment orders are transferred Record of all medications and treatments ordered to be administered Record of staff who administered medications Record of medication not administered and the reason Medication Orders and the MAR A licensed person prescribes or writes a medication order in the resident s record or medical record The medication order is then copied or transcribed onto the MAR The MAR provides the instructions to the Medication Aide for administering medications. Medication Administration - September /15-Hour Training Course for Adult Care Homes E-4

56 Section E Section E Medication Orders and the Medication Administration Record (MAR) Transcription of Orders Onto MAR Transcribe means to write down or to copy o In medication administration it means to copy medication or treatment orders onto the MAR Orders are copied onto the MAR when the order is obtained or written o Initial or sign and date orders written on the MAR o Transcribe using proper abbreviations or written out completely; include all components of a medication order o Count number of dosages to be administered instead of number of days when calculating stop dates for medication orders that have been prescribed for a specific time period, such as antibiotics o Do not schedule PRN orders for administration at specific times; they are administered when resident needs the medication for a certain circumstance A discontinue order must be obtained for an order to be discontinued, unless prescribing practitioner has specified the number of days or dosages to be administered or indicates that dosage is to be changed Information on the MAR All the information needed for medication administration must be clearly written on the MAR MARs should include: o Resident s name (right resident) o Room or bed number (if applicable) o Facility number (if applicable) o Medication name (right medication) o Strength of dose or amount of medications to give (right dose) o Date and time to be given (right time) o Route to be given (right route) o Date the order was written o Date the order expires o Resident s allergies (if they have any) o Special instructions o Reason why PRN medication is being given (for example PRN medication for headache) o Initials of the personnel transcribing the physician s order to the MAR The MAR is kept current and accurate Medication Administration - September /15-Hour Training Course for Adult Care Homes E-5

57 Section E Section E Medication Orders and the Medication Administration Record (MAR) Electronic MAR Some adult care homes may use an electronic MAR (emar) that requires staff to document information and administer medication administration on the computerized MAR. The information on an emar for administration is the same information that would be found on a paper MAR. ACTIVITY: Medication Orders and Transcription Activity Distribute a blank MAR (Handout E-2). Choose several drugs listed on the FL-2 for Garrett Clayton (Handout E-3) and have students to transcribe or transfer orders onto the blank MAR. Walk around area and assist students as needed. Discuss answers with students upon completion. NOTE: Initials of individual transferring the information or medication order to the MAR should be identified with the entry. Scheduled administration time is based on the facility s administration time policy and the first dose is identified when to begin based on the scheduled administration time and the time of admission of the resident and facility policy. The MAR and the SIX Rights of Medication Administration It should be clear to the Medication Aide from the MAR o What is to be given (Right Medication) o How much is to be given (Right Dose) o Who is to get the medication (Right Resident) o When it is to be given (Right Time) o How it is to be given (Right Route) o After administering the medication(s) where to document on the MAR that the medication was given (Right Documentation) Proceed to Section F Medication Administration - September /15-Hour Training Course for Adult Care Homes E-6

58 Section F Section F Using the Medication Administration Record 10/15-Hour Training Course for Adult Care Homes F-1

59 Section F Section F Using the Medication Administration Record (MAR) Objectives: At the completion of this section, the student should: 1. Compare and contrast the documentation of routine medication administration and PRN medication administration. 2. Demonstrate the use of the Medication Administration Record (MAR). 3. Identity the three checks between medication label and MAR when administering medications. 4. Describe the action to take when a medication is not administered due to refusal or omission. Advance Preparation In General Review curriculum Add examples or comments Make copies of student manual for each student or handouts Make copies of the materials for the Medication Administration Record Activity Supplies Handouts o F-1 MAR for Jo Burns o F-2 Worksheet for each student o F-3 MAR Worksheet Answers Sample or copies of MARs and sample or copies of auxiliary labels from pharmacy Advance Preparation - Activity: Medication Administration Record 10/15-Hour Training Course for Adult Care Homes F-2

60 Section F Section F Using the MAR During Medication Administration Content TEACHING TIP: Use of the MAR Tell Students The MAR used during the training is a sample MAR There are differences in the MAR forms between facilities but the documentation required for medication administration is the same Orientation for the Medication Aide at a facility should include documentation of medication administration on the facility s MAR Demonstrate the use of a MAR and performing the three medication checks with administering medications The MAR and Medication Administration Always refer to the MAR when administering medications to make sure the right medication is given to the right resident at the right time Do NOT Ever Give Medications From Memory!!! The medication aide uses the MAR when preparing and administering medications. Compare the label on the medication container to the order on the MAR three times o The first check is when selecting or removing the medication from the storage area o The second check is before or after opening the medication and pouring the medication o The third check is after pouring the medication and before returning the medication container to the storage area or before you give the medications to the resident Always double check that the medication prepared is the one that should be given at the designated time as listed on the MAR The MAR is designed to promote safe and accurate medication administration. The Medication Aide should always ask the supervisor about anything on the MAR that is not clear, to keep from making medication errors Remember, If in doubt, ASK 10/15-Hour Training Course for Adult Care Homes F-3

61 Section F Section F Using the MAR During Medication Administration Whenever medications are given, the Medication Aide will need to initial the MAR under the Right TIME and DATE, which is known as Right DOCUMENTATION The MAR and Special Instructions Many medications have special instructions in addition to the dose, time and route These instructions are listed on the medication label and may also be on the MAR If the instructions are unclear, ask supervisor prior to preparing the resident s medications Plan accordingly if there are certain things that need to be done before or during medication administration o Shake the medication well o Keep the medication refrigerated o Have the resident drink a full glass of water with this medication o Have the resident take the medication on an empty stomach or before eating o Have the resident take the medication with food o Have the resident take the medication after eating o Do not take the medication after eating o Do not take the medication with certain foods o Instruct the resident not to eat or drink 30 minutes after taking the medication o Have the resident sit up for ½ hour (30 minutes) after taking the medication o Crush the medication and mix it with a food product, such as applesauce or pudding Some labels include auxiliary labels that include instructions such as do not crush TEACHING TIP: Documentation of Medication Administration on the MAR Demonstrate and review documentation of routine and PRN medications, refusal or omission of medications using the correct forms and process. General Information for Documenting Administration of Medication on the MAR Sign the MAR only after observing the resident take the medications o Pre-charting is not permitted and this includes signing the MAR any time prior to the medications being administered o The MAR is signed immediately after observing the resident take the medication and prior to the administration of another resident s medication 10/15-Hour Training Course for Adult Care Homes F-4

62 Section F Section F Using the MAR During Medication Administration The MAR has a space where the Medication Aide initials that a dose is given under the correct day and time o Place your initials in the box that corresponds with the date and time for the medication given o If the medication is given more than once daily, initial in the appropriate box each time Resident s refusals and any omission of a medication must be documented on the MAR o Documentation on the MAR is to include the date and time the medication was to be administered, the reason the medication was refused or omitted and the initials of the Medication Aide o Often, initials are placed and circled in the appropriate box that corresponds with the date and time for the medication and the other information is provided on the back of the MAR o Remember to always follow-up with the supervisor for any refusals or omissions Each entry must be clearly recorded accurately and completely Use the ink color approved by the facility Do not erase or cover errors If an error is made in the recording that a medication has been given, follow facility s policy to correct documentation The facility will have a policy for documentation on the MAR, including for refusals and omissions Documentation of PRN Medications Depending upon the adult care home, PRN medications may be recorded on the same MAR or a separate MAR A reason must be documented when a PRN medication is administered o Record symptoms that resident reports and signs that are seen, such as temperature 101⁰ F o For example, write 101⁰ F if Tylenol is given for an elevated temperature Follow the facility s policy regarding documentation of PRN medications o Include the amount administered, the time of administration and the reason for administration o The reason a PRN medication is to be administered is to be indicated in the order 10/15-Hour Training Course for Adult Care Homes F-5

63 Section F Section F Using the MAR During Medication Administration Document the effectiveness of the medication when determined o The resident will need to be checked on after the PRN is administered to determine the effectiveness of a PRN medication o If the PRN medication is reported as not effective, the Medication Aide will need to notify the supervisor and information documented If a resident is requesting or requiring administration of a PRN medication on a frequent or routine basis, report this to the supervisor or the physician Administer PRN medications when resident needs the medication but they may not be administered more frequently than the physician has ordered The need for medication may be based upon resident s request for the medication or observation by staff, i.e., resident exhibiting pain but does not request medications or may not be able to request the medication Initials and Signatures Always initial and sign the signature sheet or the part of the MAR sheets on which initials are to be identified o This signature associates the Medication Aide s name to the initials used on the MAR o Allows for clear tracking of who gave what medications o Important that the Medication Aide initials each sheet of the MAR and writes name on the MAR in the space provided Location of the initial/signature is different on different forms, but signature blocks are usually located at the top or bottom of the MAR o Some facilities have a signature sheet that is kept in a special place such as the front of the MAR notebook Key point here is that all adult care homes will have some form for documentation of medications administered and a place for the Medication Aide to identify initials The Medication Aide must sign the designated page with initials on it once per sheet, per month, depending upon facility policy o For example, if Medication Aide is giving medications to the same set of residents day in and day out and has already signed the MAR, does not have to sign the sheet again o When a new sheet is put in the MAR and the Medication Aide is giving medications from it, it must be signed and initialed 10/15-Hour Training Course for Adult Care Homes F-6

64 Section F Recheck MAR Section F Using the MAR During Medication Administration When the medication pass is complete, recheck the MAR to make sure all medications have been administered and documented appropriately ACTIVITY: Medication Administration Record (MAR) Distribute copies of Handout F-1 (Jo Burns MAR) and Handout F-2 (the MAR Worksheet) for each student. Walk around room and determine if anyone is having difficulties. Require each student to answer questions on the worksheet and review answers with class upon completion of activity. It should be clear to the student from the MAR: o What is to be administered (Right MEDICATION), o How much is to be administered (Right DOSE), o Who is to get the medication (Right RESIDENT), o When the medication is to be administered (Right TIME), o How the medication is to be administered (Right ROUTE) and lastly, after the medication is administered/held/refused, o How to document on the MAR (Right DOCUMENTATION) Proceed to Section G 10/15-Hour Training Course for Adult Care Homes F-7

65 Section G Section G Infection Control 10/15-Hour Training Course for Adult Care Homes G-1

66 Section G Section G Infection Control Objectives: At the completion of this section, the student should be able to: 1. Understand the importance of hand hygiene, demonstrate hand washing techniques, demonstrate alcohol-based hand rub technique, and demonstrate the proper way of putting on and taking off clean gloves. 2. If applicable, the student should be able to understand the importance of standard precautions for assisted glucose monitoring and administering injections. Advance Preparation - In General Review curriculum and presentation materials and activity Add examples or comments If no student manual used, prepare copies of handouts for section for each student Supplies Handouts o G-1 WHO s How to Hand Rub? How to Hand Wash? o G-4 Injection Safety Diabetes and Viral Hepatitis Supplies for Hand Hygiene Activity o Alcohol based hand rub product o Soap, Paper Towels and Accessibility to Sink Gloves (Different sizes) for Activity Sharps Container, Syringes, Single use Lancets, Reusable Lancing Device, Glucose Monitoring Device and any agents for cleaning and/or disinfecting per manufacturer (if student will be performing assisted glucose monitoring and injections) Advanced Preparation - Activities Hand Hygiene Glove Sizing and Gloves, Gloves, Gloves 10/15-Hour Training Course for Adult Care Homes G-2

67 Section G Section G Infection Prevention Practices Content TEACHING TIP: Infection Control Course Determine whether students have had the Infection Control Course required for adult care home staff. If not, the student should complete the training as soon as possible. Information on infection control in this course is minimal. Ask if students know what Standard Precautions are. Explain. Important Infection Control Concepts During Administration of Medication Use sanitary technique when pouring or preparing medications into appropriate container Do not touch or handle medications, but pour medication from the original medication container into a new, appropriate medication container; give the new container to resident Never use your own hands to administer medications and never require resident to have to use his/her own hands to receive medications Standard Precautions Observe Standard Precautions Wear gloves when there may be exposure to bodily fluids or mucus membranes, such as the vagina, rectum, inside of the nose, and the eyes Wash hands with soap and water; or with an alcohol-based hand rub if hands are not visibly soiled or if there has been no contact with bodily fluids Wash hands before and after removal of gloves Wash hands before and after using shared medical equipment Gloves should be worn and hand hygiene must be performed when transdermal products, i.e., Nitroglycerin or Durgesic patches, are applied or removed Syringes, Needles and Vials Cleanse the tops of medication vials with 70% alcohol before inserting a needle into the vial 10/15-Hour Training Course for Adult Care Homes G-3

68 Section G Section G Infection Prevention Practices Never administer medications from the same syringe to multiple patients, even if the needle is changed Do not reuse a syringe to enter a medication vial or solution Do not administer medications from single-dose or single-use vials, ampules, bags or bottles to more than one resident Multi-dose vials should be used for a single resident, whenever possible Dispose of used syringes and needles at the point of use in a sharps container that is closable, puncture-resistant, and leak-proof Never recap, bend or break needles TEACHING TIP: Alcohol-based Hand Rub Locate alcohol-based hand rub product used in the adult care home. Read manufacturer s directions to determine amount of product needed. Show alcohol-based hand rub product to students, pointing out the amount of product required. ACTIVITY: Hand Positions During Hand Hygiene (Optional) Distribute WHO s How to Hand Rub? How to Hand Wash? Handout to students. While referring to the WHO s Hand Rub/Hand Wash Handout, talk through and demonstrate each hand motion during hand hygiene and notice to make sure the students are following along and copying what is being demonstrated: Rub hands, palm to palm Rub right palm over left back of hand with interlaced fingers; and then switch Rub palm to palm with interlaced fingers Rub backs of fingers to opposite palm with fingers interlocked In a rotational motion, rub left thumb while clasping in right palm; and then switch 10/15-Hour Training Course for Adult Care Homes G-4

69 Section G Section G Infection Prevention Practices In a rotational backwards and forwards motion, rub left palm with clasped right fingers; and then switch Grasp right wrist with left hand; and then switch Your Hands Other Important Points There are other things you can do to prevent the spread of infection Fingernails o Keep nails short and clean o Do not wear fake nails, gel nails or nail extensions, because they can hide harmful germs Jewelry o Leave at home because harmful germs can stick to jewelry The student will have to demonstrate competency with Hand Wash and Hand Rub Gloves Most common type of Personal Protective Equipment worn with medication administration Description o Non-sterile (clean) gloves made using different materials, such as vinyl or latex; if allergic to latex, wear non-latex gloves o Come in different sizes Gloves Rules Should be worn once and then thrown away When wearing gloves, always work from (or touch) a clean area, before touching contaminated (or dirty) area Change gloves if hands are going to move from a body part that is contaminated (dirty) to a body part that is not contaminated (clean) Change gloves right away if dirty or torn Take gloves off carefully and do not touch skin or clothes with dirty sides of gloves 10/15-Hour Training Course for Adult Care Homes G-5

70 Section G Section G Infection Prevention Practices Do not touch anything with dirty gloves that anyone may touch without gloves, like a doorknob Should be comfortable not too loose or not too tight Gloves When to Wear Wear gloves any time you will or think you will come into contact with blood or body fluids (urine, stool, spit, mucus coughed up) Wear gloves any time you will or think you will come into contact with non-intact skin (opened up skin, such as sores or cuts) Wear gloves any time you will or think you will come into contact with mucus membranes (linings of natural body openings) o Inside or outside of the rectum o Inside of the mouth o Inside of the nose Examples of when to always wear gloves: o When you might touch blood, body fluids, non-intact skin, or mucus membranes o Providing or assisting with mouth care o Wiping a nose that is draining o Providing perineal care (the genitals and the buttocks) o Caring for a resident with cuts and sores o Performing a finger-stick blood sugar o Touching a surface or equipment that is contaminated or may be contaminated o If staff has open sores or cuts on own hands Gloves How to Put On (Don) Select correct size and type Insert hands into gloves Interlace fingers and smooth out folds creating a comfortable fit; and Carefully look for tears, holes, or discolored spots Special notice: when gloves and gown must be worn, ensure that each glove is extended over the gown cuff 10/15-Hour Training Course for Adult Care Homes G-6

71 Section G Section G Infection Prevention Practices Gloves How to Remove Grasp outside edge of one glove near wrist Peel glove away from hand turning glove inside-out, with contaminated side on the inside Discard Wash hands Being careful not to touch outside of the glove, peel off second glove from inside, creating a bag for both gloves Hold the removed glove in the opposite gloved hand With ungloved hand, slide one or two fingers under the wrist of the other glove ACTIVITIES: Gloves (Optional- if students has completed 5-Hour training program) Follow instructions for Activity: Glove Sizing Follow Instructions for Activity: Gloves, Gloves, Gloves The student will have to demonstrate competency with putting on and removing gloves TEACHING TIP: Handout G-4: Injection Safety Diabetes and Viral Hepatitis Distribute the handout to each student and review infection prevention for assisted glucose monitoring and insulin injections Proceed to Section H 10/15-Hour Training Course for Adult Care Homes G-7

72 Section H Section H Medication Administration Supplies 10/15-Hour Training Course for Adult Care Homes H-1

73 Section H Section H Medication Administration Supplies Objectives: At the completion of this section, the student should be able to: Demonstrate understanding in preparing a clean, well lit and well supplied work area from which to safely administer medications. Advance Preparation In General Review curriculum Add examples or comments Make copies of student manual for each student Supplies Note: Gather as many of the Medication Administration Supplies as possible to show students as you discuss the different supplies Demonstrate use of devices you have to show. If training is facility specific: Locate and familiarize self with equipment used during medication administration in the adult care home, such as medication cart/cabinet and supplies. Be sure that the students understand the key point is that they prepare their work area to be clean and well lit. They should be certain that they have all the supplies they need prior to starting to administer medications to avoid stopping and starting which increases the chances of errors. Emphasize security of medications and keeping the medication keys on their person at all times. 10/15-Hour Training Course for Adult Care Homes H-2

74 Section H Section H: Medication Administration Supplies Content Prepare and maintain the work area for medication administration Prior to beginning to give medications, you must prepare the work area whether that is a medication cart, medication room or medication counter Gather all the supplies you will need Supplies vary from facility to facility Start with a clean area or cart Giving medication requires clean technique Wash your hands Make sure the area is as well lit as possible Medication Administration Supplies The medication cart or work area should be stocked with supplies, such as: Alcohol wipes little squares of material saturated with alcohol that come in handy for cleaning off skin before performing an injection, the mouthpiece of inhalers, stethoscopes, and other small areas Alcohol-based hand rub or hand wipes to cleanse hands and to protect you and resident from transferring germs Clean Gloves in your size to use when needed and to protect you and the resident from transferring germs Surgilube lubrication that is used for administration of vaginal or rectal medications Band-Aids small covering for puncture sites after performing an injection or used on other small areas of the skin and held in place with adhesive Tape and gauze small squares of fabric used to cover topical medications and held in place with surgical tape 10/15-Hour Training Course for Adult Care Homes H-3

75 Section H Section H: Medication Administration Supplies Pill cutter device used to cut a pill Pill crusher or Mortar and pestle device used to crush a pill Tissues thin squares of paper used for dabbing or wiping off topical medication Tongue blades thin wooden structures used to apply topical medication to sterile gauze Spoons plastic device used to stir medications or scoop out food products and never used to measure medication Disposable drinking cups used for drinking water and also for mixing powder medications Straws thin tubes used by some residents to assist with drinking water or other fluids after taking medications by mouth Soufflé cups small paper disposable medication cup with pleated sides and often used to hold tablets or capsules after removal from containers Metered or measured plastic cup small plastic disposable medication cup used for liquids or pills Other devices for measuring liquid medications such as oral syringes or metered/measured medication droppers or spoons (used for amounts less than 5 ml or when dispensed with a liquid medication) Medication Administration Record (MAR) review prior to starting and used during medication administration for accurate medication administration and documentation Medication cart/cabinet centralized location of medications in a facility Water pitcher filled with fresh water Juices and any food products used in giving medications Security of Medication Storage Areas While you are working as a Medication Aide, you are responsible for all the medications You must keep the medication storage area or cart locked at all times when you are not using it 10/15-Hour Training Course for Adult Care Homes H-4

76 Section H Section H: Medication Administration Supplies You will keep the keys with you for your entire work period, unlocking and locking each and every time you step away from the area or cart If you are called away in an emergency, remember to lock the cart or area prior to leaving it Do not give the medication keys to residents or other facility personnel Follow your facility s policy regarding maintaining security of medications Key Points When in doubt ASK! Whenever you leave the work area, lock the cart or area Do not leave medications unattended on top of the cart or counter! Keeping the medication storage area locked prevents unauthorized access to medications by residents or other staff Throw away trash according to your agency s policy. Keeping your work area free from trash will help to prevent the spread of germs Cleanse hands often Keep all medication keys issued to you on your person at all times Proceed to Section I 10/15-Hour Training Course for Adult Care Homes H-5

77 Section I Section I Administering Medications 10/15-Hour Training Course for Adult Care Homes I-1

78 Section I Section I Administering Medications Objectives: At the completion of this section, the student should: 1. Use the Six Rights to administer oral, sublingual, topical, transdermal, eye, ear, inhalant, and nasal medications right resident, right medication, right dose, right route, right time, and right documentation. 2. Identify proper action to take when crushing or cutting medications in relation to medication administration. Advance Preparation In General Review curriculum Add examples or comments Make copies of student manual for each student or handouts Make copies of each skills checklist for each student Supplies Handouts o I-1 Review of Measuring Devices o I-2 Always and Never Measuring Tips o I-3 Measuring Tips o I-4 Technique and Use of Meter Dose Inhalers Supplies for cutting or crushing medications Supplies for cleaning equipment used for cutting and crushing medications Supplies for demonstrating medication administration skills of each route in section 10/15-Hour Training Course for Adult Care Homes I-2

79 Section I Section I Administering Medications Content Administering Oral (Solid) Medications Overview and Concepts Some residents take multiple oral medications at once o Ask them how they like to take their pills, one at a time or several at a time o If they prefer only a few at a time, assist them to take 1-2 pills at a time Remember to pour a cup (8 oz.) of water for the resident to drink with medications o When all the medications have been swallowed, encourage resident to drink another cup of water to make sure all the medications were swallowed and moved into the stomach o Encouraging the resident to drink water also helps them stay hydrated o Oftentimes residents do not drink enough water and encouraging resident to drink water at the time of medication administration will assist them in getting the amount of water they need each day o Giving the resident a sip of water beforehand may make it easier to swallow the medication Types of Oral (Solid) Medications Tablet o Hard, compressed medication in round, oval, or square shape o Some have enteric coating or other types of coatings, which delay release of the drug and cannot be crushed or chewed Capsule o In a gelatin container that may be hard or soft o Dissolves quickly in stomach Absorption Rates When administering oral medications, it is important to administer at the time prescribed or scheduled Oral medications are absorbed (used by the body) at different rates depending on various factors such as if the contents of the resident s stomach (empty or full) 10/15-Hour Training Course for Adult Care Homes I-3

80 Section I TEACHING TIP: Cutting Medications Section I Administering Medications Review the procedure for cutting medications and teach/demonstrate the procedure using appropriate equipment. Cutting Medications Sometimes medications have to be cut in half to get the correct dose This should be clear on the MAR Use a pill cutter to divide a pill into half for the dose If the pill cuts unevenly, then the pill is to be thrown away and a new pill is cut (a replacement pill will need to be ordered) Always clean the pill cutter with an alcohol wipe after using it so that the next Medication Aide using it will not be mixing medications Be careful not to cut self on the razor sharp blade Discuss with supervisor if medication needs to halved When the prescribed dose is for only half a pill Follow the facility s policy on disposal of the other half of medication TEACHING TIP: Crushing Medications and Mixing in Food Locate the device used for crushing medications, review the procedures with crushing medications and mixing medications in food, and discuss various policies at adult care homes for crushing medications. Demonstrate one of more methods for crushing a medication. If the device for crushing medication is used for more than one resident, demonstrate cleaning procedure and prevention of cross-contamination of residents medications. 10/15-Hour Training Course for Adult Care Homes I-4

81 Section I Section I Administering Medications TEACHING TIP: Current List of Medication that Should not be Crushed The facility should have a current list of medications that should not be crushed. Show students what a list may look like. A DO NOT CRUSH list is available from the Institute for Safe Medication Practice at: Crushing Medications Medication may need to be crushed if no liquid form of a medication is available and resident cannot swallow an oral solid medication MAR should state if a medication is to be crushed; Medication Aide will not make the decision whether to crush a tablet or not If it is not clear on the MAR, ask supervisor to provide clear instructions Several methods to crush a pill o Mortar and pestle or a pill-crushing device o Crushed in its package if only one pill is in the package o Placed between two clean small paper medication soufflé cups and crushed with a pestle or other crushing device After crushing medication, clean tools that come in contact with the medication with alcohol or soap and water, being sure to dry them before returning them to storage When a medication is crushed it will taste bitter and is common to mix medication with small amount of food to help the resident tolerate the taste as they take the now bitter medication o Example, applesauce or pudding o Mix the crushed medication with as little applesauce or pudding as possible because if too much applesauce or pudding is used, the resident may not be able to eat it all or refuse to eat it all and thus not get all the medication o Never leave medication in food unattended, because another resident may come by and eat the food, accidentally taking the medication, which will be a medication error and can be very dangerous Offer resident sufficient fluids following the administration of oral medications even if the medication is administered in a food substance Observe the resident taking the medication to assure the medication is swallowed before documenting the administration of the medications 10/15-Hour Training Course for Adult Care Homes I-5

82 Section I Section I Administering Medications Not all medications can be cut or crushed; do not ever cut or crush a pill that has an enteric (hard shell) coating, a capsule, or a pill that is sustained release or time released o Enteric-coated pill has a protective hard shell coating that allows it to pass through the stomach, without dissolving, to be absorbed in the small intestines o Enteric-coated medications designed to be swallowed whole and if cut or crushed, could burn a hole in the esophagus, stain the teeth, or not be absorbed because the stomach destroys the medication before it begins working o Capsules and sustained release medications are made to be absorbed over time and if cut open, lose that feature. o Cutting or crushing time-released medications can result in the resident getting an overdose of the medication because it is absorbed all at once instead of being released over a longer period of time o There is an extensive list of medications that cannot be crushed; however, Medication Aides are not to have to make a decision about cutting or crushing a medication because instructions should be clear on the MAR Administering Liquid Medications Overview and Concepts A common way to administer medications Come in many forms solutions, suspensions, syrups and elixirs Need to be aware extra care needs to be taken when measuring liquids and that Medication Aide should plan on taking more time Liquids may have administration requirements such as Shake Well or Requires Dilution prior to administration o Examples of these liquids are Dilantin Suspension, which must be shaken thoroughly because the medication settles and gives inconsistent dosing; liquid Potassium and bulk laxatives must be mixed with sufficient fluids to decrease side effects Types of Liquid Medications Solution a liquid containing dissolved medication Suspension a liquid holding un-dissolved particles of medication and must be shaken before measuring and administering to resident Syrup a liquid medication dissolved in a sugar water to disguise its taste Elixir a sweet alcohol based solution in which medications are dissolved 10/15-Hour Training Course for Adult Care Homes I-6

83 Section I Section I Administering Medications HANDOUT I-1: Review of Measuring Devices; I-2 Always and Never; I-3 Measuring Tips Distribute a copy of the handouts to each student or locate handouts in Student Manual TEACHING TIP: Common Measuring Devices Referring to the handouts, compare and contrast the different measuring devices used to administer oral, liquid medications. Pay special attention to ml versus mg. Use visual aids if available. Referring to the handouts, discuss/demonstrate if applicable the concepts included. TEACHING TIP: Metered Medication Cup Obtain enough metered medication cups for each student and distribute; and a bottle of water with the label on half of the bottle. Demonstrate the following as you teach the content: measurements on the side of the medication cup, viewing eye level on a flat surface, and pouring water from the bottle while covering the label with the palm. Administering Liquid Medication Using a Medication Cup Do not mix liquid medications together Never approximate the amount of medication to be administered, such as liquids o Always use the correct measuring device when measuring liquid medications o Never use household measurements or spoons such as a teaspoon or tablespoon to measure medication doses because of inaccuracy o To administer liquid medications, use a small, clear, graduated medicine cup with measurements on the side o Use a calibrated syringe for measuring liquids in amounts less than 5 ml and unequal amounts Measure liquid medications on a flat, level surface at eye level to make sure that amount is correct When pouring liquid medications, hold the label under the hand so that the medication flows from the side opposite the label preventing the liquid from running down the container and stain or obscure label Liquids are prepared in separate cups from pills and tablets To prevent contaminating the remaining medication, never pour excess medication back into the bottle 10/15-Hour Training Course for Adult Care Homes I-7

84 Section I Section I Administering Medications Dispose of the excess medication per facility policy Ensure resident is sitting upright before administering liquid medication to a resident Administering Liquid Medication Using a Medication Dropper Some medications come packaged with a medication dropper with measurements on the side If a medication comes with a special dropper, use that dropper only when giving that medication Keep dropper with the medication Some manufacturers have you replace the cap with the dropper/cap so that it is always ready for use to prepare the correct dose of medication. Liquid medications may have an oral dropper/syringe specifically for measurement of dose; the name of the medication and the strength of the medication will be printed on the dropper / syringe and should be used to only measure the medication identified on the dropper/syringe Be careful and note measurements on dropper are in mg or ml and prepare resident s dose appropriately Increase chances of making a dosing error if a different measuring device is used When using a special dropper to administer liquid medicine o Draw up the accurate dose of medication and put it into a medication cup to deliver it to the resident o Do not use the dropper to give the resident the oral medication because that will contaminate the dropper and in turn contaminate the remaining liquid medication TEACHING TIP: Administering Oral (Solid and Liquid) Medications Refer to the skill sheet on how to administer oral (solid and liquid) medications as you review the process of administering oral medications with the students. 10/15-Hour Training Course for Adult Care Homes I-8

85 Section I Section I Administering Medications TEACHING TIP: Administering Sublingual Medications Refer to the skill sheet on how to administer a sublingual medication as you review the process of administering sublingual medications with the students. Sublingual Medications Place the medication under the resident s tongue Instruct resident not to chew or swallow the medication Do not follow with liquid, which might cause the tablet to be swallowed TEACHING TIP: Administering Medication Using an Oral Inhaler Refer to the skill sheet on how to administer medication using an oral inhaler as you review the process of administering medication using an oral inhaler with the students. Oral Inhalers Spacing and proper sequence of the different inhalers is important for maximal drug effectiveness The prescribing practitioner may specifically order the sequence of administration if multiple inhalers are prescribed or the pharmacy may provide instruction on the medication label or MAR Wait at least one minute between puffs for multiple inhalations HANDOUT 3-E: Oral Inhalers Distribute copies of the handout, Technique and Use of Meter Dose Inhalers. Review with students. TEACHING TIP: Administering Eye Drops and Ointment Refer to the skill sheet on how to administer eye drops and ointment as you review the process of administering eye drops and ointment with the students. 10/15-Hour Training Course for Adult Care Homes I-9

86 Section I Eye Drops and Ointments Section I Administering Medications Wash hands prior to and after administration of eye drops and ointments Follow standard precautions Wear gloves as indicated Always wear gloves when there is redness, drainage or possibility of infection Wait a 3- to 5- minute period between medication when two or more different eye drops must be administered at the same time Do not touch eyes with dropper or medication container TEACHING TIP: Administering Ear Drops Refer to the skill sheet on how to administer ear drops as you review the process of administering ear drops with the students. Ear Drops Wash hands before and after administration of medication Gloves are to be worn as indicated By gently pulling on the ear, straighten the ear canal (Adult) Request the resident to remain in same position for 5 minutes to allow medication to penetrate Gently plug the ear with cotton to prevent excessive leakage if necessary TEACHING TIP: Administering Nose Drops and Nasal Sprays/Inhalants Refer to the skill sheet on how to administer nose drops and nasal sprays/inhalants as you review the process of administering nose drops and nasal sprays/inhalants with the students. 10/15-Hour Training Course for Adult Care Homes I-10

87 Section I Section I Administering Medications Nose Drops and Nasal Sprays/Inhalers Wash hands before and after Gloves are to be worn as indicated For drops o Resident should lie down on his/her back with head tilted o Request the resident to remain in the position for about 2 minutes to allow sufficient contact of medication with nasal tissue For Sprays o Hold head erect and spray quickly and forcefully while resident sniffs quickly o Have the resident tilt head back to aid penetration of the medication into the nasal cavity, if necessary Wipe dropper or sprayer with a tissue before replacing the cap TEACHING TIP: Administering Nasal Inhalants Remind students to check manufacturer instructions before using inhalers because some require priming prior to administration. TEACHING TIP: Administering Medications Using Transdermal Products/Patches Refer to the skill sheet on how to administer medications using transdermal products/patches as you review the process of administering medications using transdermal products/patches with the students. Transdermal Products/Patches Rotate application sites for transdermal patches to prevent irritation Document application sites on the MAR If the patch is ordered to be worn for less than 24 hours, document on the medication administration record that the patch was removed and the time it was removed 10/15-Hour Training Course for Adult Care Homes I-11

88 Section I Section I Administering Medications Wear gloves and wash hands after patch is applied or removed When a patch is removed, clean the area to remove residual medication on the skin TEACHING TIP: Administering Topical Medications Refer to the skill sheet on how to administer topical medications as you review the process of administering topical medications with the students. Topical Medications Wear gloves and use tongue blade, gauze or cotton tipped applicator to apply medication Use a new applicator each time medication is removed from container to prevent contamination Provide privacy. Place the lid or cap of the container to prevent contamination of the inside surface Do not discard gloves and supplies in areas accessible to residents STOP TEACHING TIP: Administering Insulin Injections Demonstrate/allow for students to practice/perform skill check-off only if injections will be administered by Medication Aides at the adult care home. If administering injections will be taught/practiced/checked-off during class, a Registered Nurse must validate skills competency of injections. Refer to the skill sheet on how to administer insulin injections as you review the process of administering injections with the students. Injections Never recap syringes Dispose of syringes in appropriate sharps containers Wash hands before and after Wear gloves Proceed to Section J 10/15-Hour Training Course for Adult Care Homes I-12

89 Section J Section J Medication Administration Skills Checklists 10/15-Hour Training Course for Adult Care Homes J-1

90 Section J - For Student Medication Administration Skills Checklists During the Medication Administration 10/15-hour Training Course, you will be tested on skills listed below. You will be expected to do the skills without comments or instruction from your instructor/evaluator. The goal is achieve a Pass by demonstrating the skill as outlined on the checklist and completing the skills in the time allowed. Errors that affect the safety of the resident receiving the medication or the Medication Aide will require a Redo. An example of such an error is not performing the SIX RIGHTS of Medication Administration. SKILL SETS: 1. Handwashing 2. Alcohol-based Hand Rub 3. Putting On and Removing Gloves 4a. General Medication Administration Preparation Step 4b. General Medication Administration Subsequent Steps 5. Oral Medication Administration 6. Sublingual medication Administration 7. Oral Inhalant Medication Administration 8. Eye Medication Administration 9. Ear Medication Administration 10. Nasal Medication Administration 11. Transdermal Medication Administration 12. Topical Medication Administration Optional (if employee will perform skill) 13. & 14. Injections-Insulin Administration 10/15-Hour Training Course for Adult Care Homes J-2

91 Section J - Instructor Instructions for Completing the Medication Administration Skills Checklists 1. You will need to print a set of checklists for each student to use during the training session. Walk around and observe students and provide instruction for skill steps not performed at an acceptable level. The training session is to prepare the student for the skills check off. 2. Review instructions for preparation of the medication administration skills slips for check off or validation of skill performance. MARs will be needed for final check-off of skills. Your pharmacy may be able to provide sample MARs for each skill or the sample blank MAR or MARs in the training courses may be used. 3. All documentation on the checklist for the final check off is to be in ink. 4. The date, name of student, and name and credentials of the evaluator are to be written on each page of the checklist. 5. As the student performs the skills, place a check beside skills steps performed at an acceptable level (Yes) and an X by skill steps not performed at an acceptable level (No) 6. Indicate if the student Passes or needs to ReDo by checking the block provided. 7. Instructor keeps all the checklists for your record, unless the skills validation of a student/employee is for a specific adult care home. The student will receive a certificate upon successful completion of the training course but the student does not receive the skills checklist. 10/15-Hour Training Course for Adult Care Homes J-3

92 Section J - Instructor Medication Administration Skills Slips The checklists are designed for use as a total group or individually throughout your class. You will need to have a medication administration record for each checklist for students to use for the General Administration Checklists. Make a copy of the two pages of the Skills Slips. Use colorful paper to make it more interesting. Cut on the dotted lines. Clip together the skills you want a student to perform. Refer to the table below for recommended groupings of skills and general instructions for the appropriate course. Have the student draw out a set of skills to demonstrate as you designate throughout the check-off day. The other students are to watch so that everyone continues to learn and be involved. If a student does not perform the skill at a satisfactory level and needs a Redo, you must have them do ANOTHER set, not the same one. Remember to always give feedback in a constructive and respectful manner. 10-hour Training Course (Each student will perform at least one set of skills.) Each skill set is to include general medication administration, hand hygiene, administering an oral solid and a liquid medication. Skill sets for liquid medications are to include measurement with metered cup, measurement of volume less than 5 ml or amount not on the metered cup and requiring a calibrated syringe or dropper and measurement of liquid by mg requiring a special dropper or syringe. Skill sets for solid oral medications should include cutting, crushing, powder such as bulk laxatives, administration of a controlled drug and administration of medications requiring more than one strength or more than one tablet for dosage. The other two skills* for each set may be selected by the instructor. Recommended groupings of skill slips for 10-hour training Set 1 Set 2 Set 3 Set 4 Set 5 Gen. Med Adm Gen. Med Adm Gen. Med Adm Gen. Med Adm Gen. Med Adm Hand Hygiene Hand Hygiene Hand Hygiene Hand Hygiene Hand Hygiene Oral Meds (liquid) Oral Meds (liquid) Oral Meds (liquid) Oral Meds (liquid) Oral Meds (liquid) Oral Meds (cut) Oral Meds Oral meds Oral meds Oral med (crushing) (powder) Topical* Transdermal* Eye * Nasal* Eye * Inhalant* Ear* Sublingual* Topical* Transdermal* 10/15-Hour Training Course for Adult Care Homes J-4

93 Section J - Instructor 15-hour Training Course (Each student will need demonstrate each of the skills or all of the skill sets.) Each skill set is to include general medication administration, hand hygiene and administering an oral solid or liquid medication. Skill sets for liquid medications are to include measurement with metered cup, measurement of volume less than 5 ml or amount not on the metered cup and requiring a calibrated syringe or dropper and measurement of liquid by mg requiring a special dropper or syringe. Skill sets for solid oral medications should include cutting, crushing, powder such as bulk laxatives, administration of a controlled drug and administration of medications requiring more than one strength or more than one tablet for dosage. Recommended groupings of skill slips for 15-hour training Set 1 Set 2 Set 3 Set 4 Set 5 Gen. Med Adm Gen. Med Adm Gen. Med Adm Gen. Med Adm Gen. Med Adm Hand Hygiene Hand Hygiene Hand Hygiene Hand Hygiene Hand Hygiene Oral Meds (liquid) Oral Meds (liquid.) Oral Meds (liquid) Oral Meds (cut) Oral Meds (crushing) Oral Meds (powder) Oral Meds (controlled drug) Oral Inhalant Nasal Oral med (more than one strength or more than one tablet) Topical Transdermal Eye Ear Sublingual 10/15-Hour Training Course for Adult Care Homes J-5

94 Section J - Instructor Medication Administration Skills Slips General Medication Administration & Oral Medications General Medication Administration & Ear Drops General Medication Administration & Eye Drops General Medication Administration & Eye Ointment General Medication Administration & Oral Liquids General Medication Administration & Topical Cream or Ointment Hand Washing Clean Gloving Alcohol-Rub Hand Cleaning General Medication Administration & Subcutaneous Injection with syringe (Insulin) (if included in course) 10/15-Hour Training Course for Adult Care Homes J-6

95 Section J - Instructor General Medication Administration & Subcutaneous Injection with pen (Insulin) (if included in course) General Medication Administration & Transdermal Medications General Medication Administration & Sublingual Medications General Medication Administration & Nose Drops/Sprays General Medication Administration & Oral Inhalant Medication Note: Multiple copies of skill slips for Oral Liquids, Oral Medications and Hand Hygiene will be needed. 10/15-Hour Training Course for Adult Care Homes J-7

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100 ç Ø õ â Ù ª ø ø õ Ù Ø þ Õ ê ª þ ý Ø Ù Ø ß í Ù â ± ª «± ² ³ µ µ ¹ º» ¼» ½ ¾ µ» À Á ¾  à ¼ Ä À Å ¼ Æ Â ½ ¾  à ¼ ² Ç È Æ» É Ç» ¼  ² » Ê Æ Ë Ì Í Î Ï Ï Ð Ñ Ò Ó Ô Õ Ö Ò Ø Ù Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ñ Û Ü Ý Ý Þ Õ à á â à Ö ã Õ Õ ã Ò Ü ç Õ Þ è Ñ Ò Õ é Þ Õ à á â à Õ Ô â à à Õ ã Ò Ý ë ì ß ä å æ ê Õ Þ î ï ð ò ó ñ ô «õ ö ø ø «ù ò «ó ú ò û «ü ô «ø «ù ò ý ò ù ø ý «ü «ù ò ù ü ü þ ô «ò ù ø ý ü ò û ø «ù ò ò ô «ü ü «ý ù «î ÿ ð ø «ò ó ý ô ý ò ü «ð Ü Ò ä ê ä î ð ü ü «ó ú ù ø «ø «ù ò ý «î ð ü ü «ó ú ù ø «ø «ù ò ý ô ò ò ü «ü «û ý «ù ô «ó ù ü ò ù ø ý «ü «ù î ð ý ý «û ò ø ò «ù ü ü «û ý «ù ø «ù ò ý «ü ó ú þ þ ð ù ø ý «ü ö ò ù ù ø «ø «ù ò ý ò ù ü ó ó «ù «ù ò ý ò ü ü ò «ó ú þ þ û ò ó ò ó «þ þ î ð «ô «ø «ù ò ò ù ø ý ü ò ü «ü ù ý ø ò «ý ü «ò ó ó «ù ò ý ò ü «ò ù ø ý «ü «ù ò ù ù ø ««ù ð ò ò õ ý «ü ú û ø «ù ò ý ù ü ø «ù ò ò ù ø ý ü ò «ý ü ø «ù ò ü ø ò ü ý ó «ù ô ««ù ò ù «ö ý «þ ò ò ú û ü ø Þ Þ Õ Ô â ß Ø Õ Ö Ò Þ ê Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ú Ý Ó Ò â à Õ è à Õ Ô Õ Ö Ò Ü Ý Þ Ò Õ Ø Ù Ø «ù ò ù ø ý ü ò ö î î ï ü ü ò ü ý «û ü ö ö ÿ ÿ ù ó ò ü «ø «ý î

101 t I ˆ C D $ #! p % g t u D C G C C $ #! d d g! %! n n n! e g! &! g d g S %! d &! n d e n % J # d g g! %!! g # g C! % C $ d! #! g # f g C C #!! g %! i! i d! C C # %! d!! %!!! C C! n D B I '! " # $ % & ' ( ) * + +, -. / * * : * 8 * ; * 7 8 < = A = B C D E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E < O P L L Q G H I G K = P Q V Q W Q D R S T Y Z G H I G D Q O P L L Q P A < O P L L [ \ ] G P K = P I A _ ` ]? P A P Q = G = P I A D F W = P I A < W Q a b $ f! & # c d d e d g d &!! f! f # % $ #! $ # $ % & i g h h e h e g h # % # g j k! f $ " # $ % & l b $ #! m d g h h e h e g k! $ & o i g d n e " # # $ & o n % e " $ & o e n d p f! q $ "! d g d &!! f! f r % e k! f $ " # $ % & #! f g d s % & # p t c u v b w s s d " g x k $ y! f i h n $ & # k! p d g " n h x n k g z &!! f # % $ # g d d d $ f! & # e d # % # g j % &! g g # $ k! $ r #! r! p z h e e { b $ y % f!! f t h k! f $ " # $ % & d g d $ & " #! f d e n } b $ ~ $ f w n e s k! f $ " # $ % & f $ & o d p s # & f! & f & f p s g x s n e p g g # &! f n e g z r % k $ & o $ f! e h n e d b $ ~ $ f! & d g e d p g j % e f $ #! f s n g d f $! " #! f e % & # p s g x s b $ ~ $ f g d n e s k! f $ " # $ % & d g!! q! z s s # % # p f! $! f k % & # d e g b $ ~ $ f! & d g e d p g j % e f $ #! f s n g d f $! " #! f e % & # p s g x s ƒ b $ ~ $ f "! f d h s g $ & #! d h g e g " n h d ƒ ƒ b $ #! $ f! & # c d d d e # % # g j k! f $ " # $ % & d $ r &!! f! f ƒ a b r r! f! ~ #! e g n g r $ f s n d $ # p k! f $ " # $ % & $ r $ #! g h h e h e g ƒ l b q! $ f! & # x d e # $ & o g j # p k! f $ " # $ % &! $ & o x d n e g s s k! f $ " # $ % & q!!! & %! f d p g x d g s s ƒ v b & f s ˆ g d Y Z G H I G D Q O P L L Q P A < O P L L [ \ Š G P K = P I A _ ` ]? P A P Q = G = P I A D < > A = < W Q F Q I C A = Q ^ J G H I G J I G K = L M N E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E U L > = I A = P L Q B C D Ž C! f $ " # $ % & f k $ & $ # $ % & c e g ƒ ƒ { ˆ n e $ & $ & o e g n e d c v } ˆ ˆ r % e c #! n s g e ˆ % k! d ƒ l

102 õ û ¾ ù î Ù ¼ Ù ä µ û Ù Ù ã Ù Ù ¹ ¾ š å š œ ž ž Ÿ ž ž ª «««± ² ³ µ ² ¹ º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º ± Ä Å Á Á Æ» µ ¼ ½ ¾ ¼ À µ µ À ² Å Ê µ Æ Ë Æ ² µ Ì Æ ¹ Ç È É Î Ï» µ ¼ ½ ¾ ¼ ¹ Æ Ä Å Á Á Æ Å ± Ä Å Á Á Ð Ñ Ò Ó µ µ ¼ Á µ Å À ² Å ¾ Ô Õ Ò Å Å Æ ² ¼ ² Å ¾ ¹» ¼ µ Ì ² Å ¾ ± ² µ Ì Æ Ö Ø Ù Ú Û Ü Ý Þ Ý Ý Ý ß Û Ý Û á à Ý Û Ú á Û Û Û ã ä Ù â à Ù Ú å Ý ä æ Û Ý ç á Û Û ç è Û Û à é è ê á ä á ë ã ä ì ä Ý í ì Û Ù è í ã á Ý ã Ý Ý Û Ü ã î í Ü ï Ú Û Ü Ý ð Û á Ý ñ è á ã Ý» Æ Æ µ ¾ ò µ ² Æ Ó ¹ ¹» µ ¼ ½ ¾ ¼ µ ¾ ¼ ¼ µ À ² Á Â Ã Í µ Æ º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º º ó Ê Á ³ ² ¾ ¼ µ Ë ¼ µ µ ² Å Á Æ ² µ ¹ ô ã á ã í Ý ä á ß ö ø ö ù é ä á Ú ä Ý ñ ú ä ß ï ø ß ñ å ð ü ö ý ñ ù ù Û ñ á ä ù í Ý ö

103 F p ) n # K T P þ H F I Z # 4 # ' # J P C 7 O * þ # M O M R P # # ÿ # # O # # $ ) Z þ ÿ! " # $ % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % & ' ( ) ' ) ' ' +, -. / 0! / 0 $ # " 9 : & ' ( ) ' $ 0 1 2,, 0 2! 1 2,, ; < = >! ', )! 2! 2 0 ' 2 )! $ & ' / 2 )! A B C D ÿ E G H I J D ÿ K ÿ L M ÿ L ÿ ÿ I I Q P ÿ R M Q S B W ÿ Q R K Q ÿ J U M V M R M ÿ R X B W ÿ Y M V ÿ J Q R K Q ÿ J M V ÿ J Q Q ÿ R G H Z B Q Q Q G D J ÿ J P M V ÿ J \ R Q ] B ^ M ÿ J Q ÿ R \ O O I D M V ÿ J R V M ÿ D ÿ ÿ P V M ÿ J B ÿ K W ÿ O O I Q M ÿ J O R M E ÿ ÿ V V B W ÿ J ÿ Q R ÿ Q J ÿ Q Q O M V ÿ J R M V ÿ _ V R R P J ÿ Q R ÿ ` B C V ÿ M D ÿ ÿ P D D V ÿ \ O M O M R J J ÿ V a b B ÿ K W ÿ W ÿ Q W ÿ Q J c B C V ÿ M Q ÿ M R Q 9 d : $ 0 1 2,, 0 2! 1 2,, ; < e >! ', )! 2! 2 0 ' 2 )! $ 0 f! 0 0 ) #! 0 > * $ $ * F N O O P O H g % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % h 6, ) ' '! 2, 0 " # $ i # ÿ R M R K Q J G M j k k l m k n o J M U C J Q ÿ P I J V G C M J ÿ K ÿ Q n H m G X ] ` A C p q n n

104 ¹ r À Ç º Ç Ê Ç» ß º Ë Ë È Ú Ç u š  x x s x Ë È r s Å Ã x à s ¾ Ê Ë u u x œ y r s t u v w x y z { } } ~ ƒ ƒ ˆ Š Œ Š ˆ Ž ˆ Š š œ š Ÿ Ÿ š œ š ž ž ª «š œ š Ÿ Ÿ Ÿ Ÿ ± š Ÿ ž œ ² ³ š œ š ª œ ª µ s t ¹ º» ¼ w ½ w ½ ¾ s ½ x ¾ u v À v x Á w ¼ ¾ ½ w  à w ½ w v x u À s x u Ä v ¼ u s ½ s v à w ½ s u w x s u w Å Á v Æ s x µ v Æ s Ç À s ¾ v t u v w x à v x t w ½ ½ s t u w ½ ¾ s ½ x ¾ t w ½ ½ s t u u v À s v x u s ½ Æ È É µ s u s È u w à à v à u Ê v u s Ë s À s ¾ v t u v w x ¾ À v x v à u ½ u v w x u w t w x ¼ Ì Ã s ¾ ½ s à v ¾ s x u Í µ à à v à u ½ s à v ¾ s x u u w t w À ¼ w ½ u Å È Ã v u u v x Á  w à v u v w x w ½ u w v s È ¾ w Ê Î µ v Æ s u s ½ s à v ¾ s x u u v Ã Ã Ì s u w Ê v  s À s ¾ v t u v w x u À v Á u ½ Ì x ¾ w Ê t s s Ï µ Ð Ì u w x t È Á w Æ s Ã È v x ¾ v t u s ¾ Ñ µ r s s t u È u s t w ½ ½ s t u s Ë s Ò µ Ó x à u ½ Ì t u ½ s à v ¾ s x u u w Á s x u Ë È u v u È s t Å Ê ½ ¾ à x ¾ w w È Ì Â x ¾ Ô µ s x u Â Ì w È È Ê s ½ v ¾ È È ¾ w Ê u w t ½ s u s  w t s u Ö Õ ¼ w ½ À s ¾ v t u v w x Ø µ š œ ª Ù ½ w  s Û t u x Ì À s ½ w ¼ ¾ ½ w  à v x u w s Ë s  w t s u Ö Õ Ê v u w Ì u u w Ì t v x Á ¾ ½ w   s ½ u w u s ½ s à v ¾ s x u Ü Ã s Ë s w ½ s Ë s v ¾ È w ½ Ë w Ì ½ x ¾ à w ½ ¼ v x Á s ½ à s x u  ½ s à à u s t w ½ x s ½ w ¼ u s s Ë s u s ½ v ¾ Á s Å w ¼ u s x w à s ¼ w ½ w x s À v x Ì u s œ œ Ý ª Þ œ š š ž Ÿ s ¾ v t u v w x ¾ À v x v à u ½ u v w x º Ø ß Î w Ì ½ à á ½ v x v x Á w Ì ½ à s ¼ w ½ º Ú à Í Ï Ñ É â Ú à à ¾ Ì u È ½ s à w À s à Ï

105 F L 1 û ü ü û & % I û þ ü + ü ø!!! +! & L! & û ü % û!! û û &! û! þ ü ú r s t u v w x y z { } } ~ ˆ Š ƒ ƒ Š ˆ Ž ˆ Š Œ ã ä å æ ç å è é ê ë ì í î ï ì é ð ç í è ñ ï ò ó é ô õ ö ø ù õ ú û ü ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý þ ø ÿ ÿ ø ÿ ÿ ø õ ô ø ÿ ÿ ù ø ø õ ø ô õ ø ø ù õ ø ù õ! " # $ %! '! & & ( ( ( & # &! ) & " & & ( % * &! $ " & + ( $ $,! - &. & # ( " & ( & $ & / 0 $, 1 & " & 2 # ( & $! " &! & $! " " # " 3 4 % # " ( % " ( 5 # & % % " $ 6 7 & & 8 9 : ø ÿ ÿ ù ô ; < = > ø ù ø ÿ ø õ A ù õ ÿ õ ù ü ô ö ø B ö ø ù õ ô õ ø þ ø C ø ù õ > ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý ý D ö õ ÿ ú û ü ø ÿ ø ø ù õ õ ø E û!! " - G H * I 5 J K # 7 & - 7 J & J H 1 M 7 J J 4

106 µ w q r Ÿ T Q O S r š q Ÿ q u q R Q š T Q T S O O O O O O O š n O O T O x O Ÿ R Q š O Q O O O R N Q q O O q Q O O š O š q q O O š S q q T O T O f O O š O O q q f r p w U N O P Q R S T U V W X Y Y Z [ \ ] ^ _ ` a b X c ^ d X e g b h X f X i d _ ^ d X e j k l m n o k p q r s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s j } ~ z z t n u v w u o y n n y k ~ ƒ n j k n r ˆ t n u v w u r } ~ z z ~ o j } ~ z z Š Œ n o n u z n m ~ y k ~ w o Ž m ~ o ~ k u k ~ w o r t u n k ~ w o j k n O Q O Q S R Q O O š R P Q R S T R T R Q Q R S T Q S P S T œ O š R š O T Q N O O P Q Q P S O P Q O ž R š O T Q Ÿ Q S P S S O R Q Q R T S R Q R S T R Q Q R Q O š Q S Q R š O Q š S O T S Q T O O š š S R š O T Q R O š S R Q O T O O š R T O š R P Q R S T S R T Q R T œ O š S R T T š O S R R T œ Q S T P O S œ P Q R š O T Q Q S S š Q R R O ª S œ š S R T š S «R T R Q O O S N Q R Q O T Q O P O T Q ª œ Q O œ T š P S O P Q T œ S š S R T Q S O R Q S œ Q Q S œ P R T Q R š O T Q O ± S ª S œ T š S R T O R Q Q š S O ² ³ O T Q ª Q O P S O š S O O P S T š ± Q S O O š S œ T T R T S œ Q ² ² R š O T Q Ÿ Q S R T ª R T S T Q O R R š O S R T œ Q O ² O P O T š Q R Q O T P S T O S S Q Q O ² Q O š S T µ ± P O R O P O S P S Q Q S T S S O ª R T O Q O œ Q Q R T R T š S R T P O S ² ³ R T œ Q O ² ž O S ² O T š ˆ t n u v w u r } ~ z z ~ o j } ~ z z Š Œ n o n u z n m ~ y k ~ w o Ž m ~ o ~ k u k ~ w o r j l n ¹ l n o k j k n t n m w q º n o k Œ x t n u v w u n n m x w u u n y k z { s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s» ƒ z l k w u n u n m n o k ~ z k n p q r ¼ q O š R P Q R S T R T R Q R S T Ÿ ² ³ ½ ² S œ ¾ R T R T S œ S Ÿ N ½ ¾ ž ž À ¾ ¾ š œ Q ¾ ² «

107 D! å ù æ 1 B å $ ÿ Ä Â Â Æ å ú å æ Æ â Â Ä å å Á å æ å + Â Ä å å ÿ # Â Æ $ Â å å Ú å å Ú ì È 7 Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Ì Í Î Ï Ð Ñ Ò Ó Ò Ì Ô Õ Ö Ë Ò Ø Ë Ù Û Ö Ü Ë Ú Ë Ó Ø Ý Ò Ø Ë Ù Þ ß à á â ã ß ä å æ ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç è é ê ë ì ê í é î Þ õ ö ø â ú û ü ú ã ý â â ý ß ö â ø Þ ß â ø ï ì ê ê é ð ñ ò ó ô ù þ é â ú û ü ú ù æ ø õ ö ø ö ã Þ õ ö â ã â ú â á ö ý ß ö ü ã á ö ã ö ø ß ú ß ö ü ã æ ú â ß ö ü ã Þ ß â ø Æ Å Ä Å Æ Ç Â Å Â Ç Ä Ã Æ Â Ã Ä ú ü ø Å Ä Â Å Â Ç Ä Ä Æ Å Ä Æ Å Â Æ Ç Å Ä Â Ä Å Ä Â Ã Þ ú ø ã ã ß ø " Â Â Å Â Ç Ä å! Å Ä Å % Ä & # $ Ä Â Ç Ä Å $ Â Ã Â Ç Ä Â Ç Æ Â $ Å Å Ç Â Ä Â Ç ' Â Â ( Â # ) # Æ Ç Ã Â Ç % Æ " Â * + Å Ç Å Ä Â Ã Æ Â Ã Ä + Æ Ç Ä # Æ, + Â Å Ã Ä Å Æ Ç - ú ü ø # Å Ç Æ Â Â Ç # Æ, Ç Ä Ã Ä Â Å Â Ç Ä. # Ä Æ Ä $ #, Æ, Â + Å Ç Ä Â # Þ ú ø å Á $ ' Å Ã # Ç, Æ Ã Â, Å Â Â Å Â Ç Ä Ç Å,, 0 / 1 2 Å $ $ $ Æ $ Ç Æ ( ( Â Å Ä Ä Å # 3 4 Â Ã Â Ç Ä Å % Ä Â Ç Ã $ 5 Á Ä Æ Ã Ã Æ Å Ç % Ä Æ % Â Ç Ã Æ Å Ã $ 6 4 Â + Æ " Â % Æ " Â 7 8 Â Ç Â Ç 9 â ú û ü ú ù ø õ ö ø ö ã Þ õ ö : â ã â ú â á ö ý ß ö ü ã á ö ã ö ø ß ú ß ö ü ã æ Þ à ø â ; à â ã ß Þ ß â ø ø ø â á ü ù å < = ü æ â ã ß ø ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç ç > à ß ü ú â = ú â á â ã ß ö ø ß â ä å æ å? Â Å Ã Ä Å Æ Ç + Å Ç Å Ä Ä Å Æ A # C Å Ç Å Ç % 8 Æ Â #, Æ # Á 4 8 * D E!! Ä 8! Æ +

108 Œ ³ o ± G i j F j L I H I y L i I K K K i m i G G G L L G G f L Ÿ L Š Š p G ³ I G Ÿ K F G G i G G Š Š i I i Š i G i i I G L G G L i i j h o M F G H I J K L M N O P Q Q R S S T U V W X Y Z [ V \ W Q ] [ Z P ^ W _ P ` X a Z \ P X P Y _ V W _ P ` X b c d e f g c h i j k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k b u v r r w l f m n o m g q f f q c v { f w b c f } w j x y z l f m n o m j w u v r r w v g b u v r r ƒ f g f m r f e v q c v o g ƒ e v g v w c m c v o g j l m f } c v o g b c f } w ˆ G H Š Œ Ž K J G H I J K L I K G G I K I I H Š Š K J H K K L Š I K J I K L š ˆ K J J H œ J L G G ˆ K L H G K G ž ˆ G Ÿ Ž K I H J H Š ˆ I H J H G Š G J G J K G H G H J L J I Š K I G J L G G ˆ L J I J I G L G I H ˆ œ I H Š I K J L I œ J L L K I I K I K Š Ÿ G J H I G J ˆ I I H Š Š L G K H I J K L ˆ K L I H K L G I Š I J Ÿ G I K K G G K J H I J K L ˆ G Ÿ K G Ž ˆ G L G Š ª l f m n o m j w u v r r w v g b u v r r «f g f m r f e v q c v o g ƒ e v g v w c m c v o g j b d w f d f g c b c f } w š ˆ I K H G L I Š Œ Ž G L I H Š G Ÿ K K H L G Š J L H J L G G J I H G l w w f e o i f g c w p l f m n o m ~ f w f e p o m m f q c r s t k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k k { r d c o m f m f e f g c v r w c f h i j i J H I J K L J L J I I J K L ž ± ² J L J L G K Ž ± ± G ± K Ÿ G

109 # à! Ú Û µ Û Ú ê Ú Þ Ú á µ Ú Ú Ú Ú Ú Ú Ú Ú Û Ù à ¼ µ ¹ º» ¼ ½ ¾ À À Á Â Ã Ä Å Æ Ç È É À Ê Ë Ì È É Í Æ Î Ï Ì Ð Î Ñ Í Ò É Í Æ Î Ó Ô Õ Ö Ø Ô Ù Ú Û Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ó æ ç ã ã è Ý Þ ß à Þ Ø â â Ô ç ì è í Ó Ô î è Û é ê ë ð ñ Ý Þ ß à Þ Û è æ ç ã ã è ç Ø Ó æ ç ã ã ò ó ô õ Ø Þ ã Ö ç â Ô ç à Ø ö ô Ö ç Ø ç è Ô Þ Ô ç à Ø Û Ý Þ î Ô ç à Ø Ó Ô î è ø ù ú û º ü ¹ ý û ¹ ü ÿ þ ¹» ý ý ù ú º» ÿ» º ü ù» º» ¹» þ º» ÿ ¹» û ÿ þ ¹ ý ¹ ¹» ¹ ý þ º þ û º º» ÿ ¹» ÿ ¹» ¹» ¹ ý º ¹ ý ù ÿ º û º º» ¹ ý þ þ ÿ ¹ ÿ º û þ þ º ÿ þ þ û ÿ º û º ¹»» ÿ ¹ ý º» ù ÿ» ÿ º û º º» ¹ ý þ þ ÿ ¹ ÿ º û þ þ ÿ ¹ ý ¹ ÿ ¹ º» ¹ û º ü ý û º º» ÿ ¹» û º û ü» þ º» ÿ ¹» ÿ ¹» ý ¹ ÿ ¹ º» ¹» º» ÿ ¹» û ù þ þ º ÿ ÿ û ÿ ù» ¹» ¹ ý û ÿ þ ÿ» ý ¹» ÿ þ ù µ º û ý ¹ ÿ ¹ º» º» ÿ ¹» û û þ ÿ» º ¹ þ ù º ü ÿ» ý û º ÿ ÿ º ü ÿ» ý ¹ þ þ ý ¹» ÿ ¹ ÿ ¹ º» þ þ ù ÿ» ÿ» ý ð ð ñ Ý Þ ß à Þ Û è æ ç ã ã è ç Ø Ó æ ç ã ã ò ó õ Ø Þ ã Ö ç â Ô ç à Ø ö ô Ö ç Ø ç è Ô Þ Ô ç à Ø Û Ó Õ è Õ Ø Ô Ó Ô î è Ý è è Ö à Ú Ø Ô è õ á Ý Þ ß à Þ ï è Ö á à Þ Þ â Ô ã ä å Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü Ü ì ã Õ Ô à Þ í Þ Ö Ø Ô ç ã è Ô Ù Ú Û Ú ý ¹ ÿ ¹ º» º û! ý ¹» ¹ û ÿ ¹ º» " û ÿ ¹» ¹» º û º û # $!! ý ÿ û! º ø

110 % ˆ & & > r & % & & & r J I 9 & &, % & ' ( ) * +, C ; > D 7 E -. / / 9 : 7 9 ; 9 = / 9 : < A 9 > 9 B C 0 / 9 < F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F > M B N O P Q Q R S T U V W U X Y Z [ T \ ] ^ T [ _ P ` T R a N _ T b R d e S T U V W U X R O P Q Q R P Z N O P Q Q f g h i j T Z T U Y Q k T l P [ Y _ P W Z h l X P Z P R _ U Y _ P W Z S U T b Y U Y _ P W Z N _ T b R m e n o * p ) q & o ) p s ' t r u e v & ( & x w r ( * s y y ) y ( z ) ( w s q { ) + ) y ( o s ( ) * + ( * s ' * + } y & q o & y ) q & + ( ~ e y y ) y ( o & y ) q & + ( ) + & & q & q ( * o & s o & r * o ) + & ' ( ) * + e v & ( y } x ) & y r r s { ) + & ƒ ) + y } x ) + * o x } { y r q ) y ' * x * o s ( ) * + * o ' o t y ( s x y y ) + y ( w ) + y } x ) + y * } x q w q ) y ' s o q & q & z * ( ( x & z o ) ( & ( w q s ( & * * & + ) + r * + * ( ( x & % & x & ' ( s o * o ) s ( & r r y t o ) + & ( * { & s y } o & } + ) ( y * o q & o & q e * x x * Š z % ( s + q s o q n o & ' s } ( ) * + o * ' & q } o & y e r & s o x * p & y Œ e * x x * ( ( x & ) + & & q & q Ž e ) r ( w ( * r * ( * ( ( x & w z ) ( w s x ' * * x w y z s e n } x x x } + & o r q * z + ( * ) x x y t o ) + & z ) ( w s ) o p * x } { & & } s x ( * ( w s { * } + ( * ) + y } x ) + ( * ) + & ' ( & q / 9 C > I 9 M : > 7 G > 6 H I 6 E c > B > ; J 0 K L I 6 6 D I & q ) ' s ( ) * + q { ) + ) y ( o s ( ) * + d d * } o o s ) + ) + * } o y & * o q } x ( ~ Œ Ž ˆ s o & * { & y m m

111 % r s i & & & > } & & µ & % & & & } & t & r y & J J, % & ' ( ) * +, C ; > D 7 E -. / / 9 : 9 ; 9 = / 9 : < A 9 > 9 B C 0 / 9 < š œ ž Ÿ š Ÿ š ž Ÿ F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F > M B N O P Q Q R S T U V W U X Y Z [ T \ ] ^ T [ _ P ` T R a N _ T b R d e * x q ) + y t o ) + & y ( o s ) ( w y ( ) ' ( w + & & q x & ) + ( * ( w ' & + ( & o * ( w o } & o y ( * & o r r ) + ) + y } x ) + * ( ( x & e n } y x } + & o w r q * z + ) + & ' ( ) + s ) o ) + ( * p ) s x d d e } o + ) + y } x ) + * ( ( x & } y ) q & r q * z + z ) ( w + & & q x & y ( ) x x ) + y ) q & s + q & + ( x t q o s z ( w ' * o o & ' ( } + ) ( y * ) + y } x ) + ) + ( w y t o ) + & } x x ) + r q * z + * + x } + & o d m e v & + ( x t ( s r ( w y ) q & * y t o ) + & ( * s x x * z s + t x & y ( * x * s ( ( * ( * e r n } y w s + t x & y * } ( * y t o ) + & s + q ( & + w q o s z ) + y } x ) + s ' ) + y t o ) + & ( * & ( ( w ' * o o & ' ( q * y & d u e & { * p & ( w + & & q x & o * { ) + y } x ) + p ) s x e & ' w ( * y & & ) ) + y } x ) + s + q q * y & ) y ' * o o & ' ( d ~ e * * y & w s + ) + & ' ( ) * + y ) ( & e ) r z ) ( w s x ' * * x w y z s d e n ) + ' w } r y ) + s + q } y r w + & & q x & ) + ( * y ) + e y & ª ( w ' * o o & ' ( s + x & ~ «( * q & o & & y * o ) + & ' ( ) * + d e + & ' ( ( w ) + y } x ) + y x * z x t ) + ( * o & y ) q & + ( e n } x x + & & q x & * } ( * y ) + z ) ( w } ) ' y { * * ( w { * ( ) * + d Œ e ) y ' s o q ( w y t o ) + & + & & q x & } + )( ) { { & q ) s ( & x t ) + ( * s y s o w ' * + ( s ) + & o d Ž e & { * p & x * p & y d e x & s + y & s + q y w S T U V W U X R O P Q Q R P Z N O P Q Q f g ± i j T Z T U Y Q k T l P [ Y _ P W Z h l X P Z P R _ U Y _ P W Z N ² ] R T ³ ² T Z _ N _ T b R S Y R R T l W µ W X X T Z _ R G > > ; 6 H I 6 E 0 K L I 6 6 c > B G > > ; 6 H I 6 E 0 K L I 6 6 c > B ` Y Q ² Y _ W U Y X T a U T l T Z _ P Y Q R ¹ Y _ T & q ) ' s ( ) * + q { ) + ) y ( o s ( ) * + d d * } o o s ) + ) + * } o y & * o q } x ( ~ Œ Ž ˆ s o & * { & y m u

112 å 1 á * è å â è â ß ñ â â ß ß ä á 1 º ä â Þ ä â â ß ç Ø æ á â â â î Þ ê â ä ò ð â ä Á º» ¼ ½ ¾ À Á Â Ã Ä Å Æ Ã Ç È É Æ È Ê È Ì Ä Í Î Ç È É Ë Ï Ç Î Ð Æ È È Ñ Ò Ó Ç È Ë Â Ä È Ô Õ Ö Ø Ø Ù Ú Û Ü Ý Þ ß à Ø Þ Þ ß á â ã ä â Þ å æ ã Ø Ø æ ç â ß ã è â ß å æ ß é ä æ é ã Ø æ å ä â ã ê ã Þ ê é å è Ø ë à Þ ê ä ß æ ã Þ ê æ ç â á â ä ã æ Þ ì Þ ß æ ä à é æ å Þ ß í å ä æ ç â á â æ ç ã æ æ ç â ä ß â ê Þ æ ç ã ß î ï â Þ ß à Ø Þ á â à ß â è ã Þ à ã Ø ä å ð ê Þ í å ä è ã æ å Þ ã ñ å à æ á ä å á â à ß â ã Þ ê ß æ å ä ã ì â å í æ ç â ê ð â é ï ò æ ë á â å í Þ ß à Ø Þ Þ ß ó á â ô ß å ß ã ñ Ø Þ ß â á â õ ö ø ö ø ù ú û ü ý û þ ÿ ÿ û õ ö ÿ ö û ü û ø ý û õ ö û ö û ÿ û à ß ã ñ Ø Þ ß â á â õ ö ø ö ý û ÿ ù û õ ö û õ ÿ ø ý ý û õ ö û ö û ù ÿ ø ý ý û û ö ü û û þ ù ý ö û ü û ø þ ø ý û û ù ý û ý û þ ù ý â ß ç ã ä â ã Þ Þ ß à Ø Þ Þ î á â ã ß é ß æ â á æ ç ã æ ã ä â é å è è å Þ æ å è å ß æ è å ê Ø ß ã Þ ê æ ë á â å í Þ ß á â ã ä â Ø ß æ â ñ Ø å î â û ú ù û ö û ü û ø ü ö û ø ö û ÿ ü û ú ù ü ü û ý ø û ø ö ö û ü û û û ÿ û ý û ú ù û ø ü ù ÿ ÿ ù õ ö û ü û ú þ ø ý û ý ý û ø ù ù ü ý û ü ý û ù ý ü ý ú û ù ý ü ý ø ÿ ý ü û ÿ ö û ù û û ø û ú ù û ö û û û ÿ û þ ý ù ú ö û ü û ü ù û ù þ ü ý ù ü û ý ÿ û ü ÿ ø û ö û ü û ø ù û ý â æ å í å Ø Ø å ò Õ æ ã Þ ê ã ä ê é ã à æ å Þ ß î» ¾ ¼ ½ ¾ À! ¾ À ¾ " ½ # ½ ¾ À & ' ( & ) + # *, # ¾ À ¾ À - + # "». / # º 2 (. % * * + 0 ½. #» *!» " $ %

113 e ) 4 4 o & & & & 1 l * c ¾» ` J â U ¾» c M k n M M» g» c 1»» "» º»»»» c ä»» J» ¾» c c c W Þ X Á = ) º» ¼ ½ ¾ À Á Õ æ à ê Þ æ ã è Õ Ö Ø Ø Ù Ú Û ó â á ã ä Þ ì ã Þ ê Ý Þ 7 â é æ Þ ì â ò æ ç ã Þ Ý Þ ß à Ø Þ â F G H I A I C C H : A B I O : H P B : Q H 9 : ; < = ; > :? = ; ; : A B C D E J K L M G D O G ; D? : Q : S? I S T = S B D Q : = < I S H U C I S Q : S V : H Y Z 9 : ; < = ; > H I C C H K I S I C C J K [ \ ] ^ : S : ; G C _ R :? I A G B I = S ]? > I S I H B ; G B I = S 9 ; : Q G ; G B I = S B : Q H J # b ¾» # ¾ b ¼ d $ ` a c» ½» 0 ` f g c ½ " " ¾ " ½ h ¾ ½ g! ¾ À ¾ " ½ # ½ ¾ À ½ ¼ À / + "» #» " ¾» À ½ " " ¾ " ½ % ` #» " ¾» À ½ ¾ / À»»» ½ #» #» c / # ¾ À i» ¼ ½ ¾ À» ½ ` f " + 0 ¾» " c c + ½ 3 ` a À ¼ 0» À - 0 b» " I H Q = H G C : ` j 9 : S 2»! b» ½» À g c ¼ c ` ¾ c " ½» # c c h ¾ ½ g 0 ¼ 0 g " h l : U H G C : ` m 9 : S 2»! b» ½ g ¼ # ½ # ¾ -» 0» # g / #! ½» À g c l d ` À "» # ½ ½ g ¾ À " + 0 ¾ À ¼ # ½ # ¾ -» ¾ À ½ ½ g ¼ # ½ # ¾ -» 0» # g ` 2» ½ ½ ¼ g ½ 0» # g g ½ ½» À g c l d ` k " ½» # c c h ¾ ½ g 0 ¼ 0 " h l, p» ` + ½ À» h» À c À»» 0» " ¾ ½ ¾ À 5 ` a ½ g À»» 0» 0 À - ½ g q ¾ " / ½» À g c & ' ¾» # ¼» ` a ½ g ¼» À ½» # / ½ g ¼ # ½ # ¾ -» & & ` º ¼ #» h À ½ g À»» 0» $ ` a / / ½ g + ½» # À ¾ À À» # " ¾» 0 g & e 0 0 ` r h ½» À g c! À + / ¼ ½ + #» # s " ¾ #» ¼ ½ ¾ À " ½ #» #» c # # ¾!» c d + # # ½ ¾ ¼ + 0 #» À c % ` k ¾ À i» ¼ ½ ¾ À " ¾ ½» h ¾ ½ g 0 ¼ 0 g " h l ` º» 0» ¼ ½ ¾ À " + 0 ¾ À "» & )» # / #! ` a ½ g ¾ À i» ¼ ½ ¾ À + " ¾ À - ½ g #» ¼!!» À» ½» ¼ À ¾ t +» g 3 ` 1 ¾ " ¼ # ½ g À»» 0» À À d " + 0 ¾» " c c ¾!!» ¾ ½» 0 d # # ¾ ½» 0 d u c c ` ¾ À ½ " # g ¼ À ½ ¾ À» # 4 ` 2»! b» - 0 b» " & o 0» À "» À " `. g Y v Z 9 : ; < = ; > H I C C H K I S I C C J K [ \ F ^ : S : ; G C _ R :? I A G B I = S ]? > I S I H B ; G B I = S H : w U : S B B : Q H 9 G H H = > > : S B H ^ m :? = x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x y O G C U G B = ; G > : P ; :? : S B I G C H G B : X j» ¾ ¼ ½ ¾ À! ¾ À ¾ " ½ # ½ ¾ À & ' ( & ) + # *, # ¾ À ¾ À - + # "». / # º 2 (. % * * + 0 ½. #» *!» " $

114 Section K Section K Ordering, Storage and Disposal of Medications K-1 10/15-Hour Training Course for Adult Care Homes

115 Section K Section K Ordering, Storage and Disposal of Medications Objectives: At the completion of this section, the student should: 1. Describe procedures for reordering medications and ensuring medications ordered are available for administration. 2. Describe correct storage and securing of medications. 3. Maintain an accurate inventory of controlled substances. 4. Identify the procedures for disposal of medications. Advance Preparation In General Review curriculum and presentation materials and activity Add examples or comments Supplies Controlled Substance Logs or forms used at adult care homes to keep accurate accountability of controlled substances Forms used for Destruction or Return of Medications Policies and Procedures for Ordering, Storage, Controlled Substances and Disposal K-2 10/15-Hour Training Course for Adult Care Homes

116 Section K Section K Ordering, Storage and Disposal of Medications TEACHING TIP: Ordering Medications Review general information on procedures for the following activities related to ordering medications at adult care homes. Discuss how medication systems in adult care homes are different but medications have to be ordered timely to ensure medications are available for administration as prescribed. Discuss the facility is to have back-up pharmaceutical services in order to prevent medications not being available for administration. Each adult care home will provide orientation to medication aide on how to order and obtain medications for residents To avoid a medication error resulting from medication availability, there must be a system for ensuring reordering and delivery of resident medications Medication supplies must be monitored regularly and reordered If a medication is not available, an effort to obtain the medication must be made and documented Notify the pharmacy, supervisor, physician and family as needed and in accordance with facility policy TEACHING TIP: Storage of Medications Review the regulations for storage of medications and discuss how proper storage reduces medication errors. Storage of Medications Medication storage areas, i.e., medication cart and medication room, need to be orderly so medication may be found easily Store medications in a locked area, unless medications are under the direct supervision of staff; direct supervision means the cart is in sight and the staff person can get to the cart quickly, if necessary Lock medication room/cart/cabinet when not in use. Unless the medication storage area is under the direct supervision of staff lock the medication area including carts K-3 10/15-Hour Training Course for Adult Care Homes

117 Section K Section K Ordering, Storage and Disposal of Medications Store external and internal medications in separate designated areas Store refrigerated medications in the medication refrigerator or locked container if stored in refrigerator accessible to other staff Store medications requiring refrigeration at 36 degrees F to 46 degrees F (2 degrees C to 8 degrees C) TEACHING TIP: Controlled Substances Review the regulations for storage of controlled substances, correctly signing out for controlled substances, and reporting of any discrepancies discovered and teach/demonstrate the procedures. Controlled Substances Controlled substances or controlled medications are medications that are kept locked most often in a special location or drawer in the medication cart or medication room o Medication Aide must make sure the number or amount of medication listed on the controlled substance log or form is correct before removing any medications for the resident. This is called the count o When a controlled medication is removed, the amount removed must be documented and the number of remaining medications must be counted and that number recorded o The facility must have a readily retrievable record of controlled substances by documenting the receipt, administration and disposition of controlled substances For each controlled substance there is a facility system in place to track o How much was delivered from pharmacy o How much was on hand when shift started o How much was used (given to the resident) o Who (resident) it was given to o Who gave the medication o How much was left o Reason a resident received a PRN controlled medication, such as pain Some facilities have a sheet for each drug, other facilities have a notebook for controlled substances K-4 10/15-Hour Training Course for Adult Care Homes

118 Section K Section K Ordering, Storage and Disposal of Medications Periodically, the controlled substances are counted, usually by two people at shift change, and Medication Aide may be held responsible for missing medications on shift Controlled substances may be stored in one location in the medication cart or medication room o When Schedule II medications are stored in one location together or with other controlled substances, the controlled substances are to be under double lock o When controlled substances, including Schedule II, are stored with the resident s other medications, only a single lock is required o There must be a readily retrievable record of controlled substances by documenting the receipt, administration and disposition of controlled substances TEACHING TIP: Disposal of Medications Review procedures for disposal of medications when opened and prepared, but not given and teach the procedure Disposal of Medications Reasons for disposal of medications include o Resident refused after medication was prepared o Medication was dropped on the floor or contaminated o Medication has expired o Medication has been discontinued by the resident s physician or prescribing practitioner Dispose of dosages of medication that have been opened and prepared for administration and not administered for any reason promptly Medications discontinued or expired are destroyed or return to pharmacy in accordance with facility policy Regulations require records be maintained for medications destroyed or returned to pharmacy Regulations and procedures for destruction or disposal of controlled substances will be different from other medications If training is facility specific, discuss the facility s procedures for disposal of medications The END K-5 10/15-Hour Training Course for Adult Care Homes

119 Section L Section L Handouts 10/15-Hour Training Course for Adult Care Homes

120 HANDOUT C-1 Medication Errors Medication Error - when a medication is administered in any way other than how it was prescribed Examples o Omissions o Administration of a medication not prescribed by the prescribing practitioner o Wrong dosage, wrong time, or wrong route o Crushing a medication that shouldn t be crushed o Documentation errors Role of the Medication Aide o Understands the facility s medication error policy and procedure or knows where to locate it o Recognizes when a medication error is made o Understands importance of acting quickly to report and correct medication errors to help prevent more serious problems The quicker the error is noted and reported, the better for the resident Reporting all the details around the error can help facility identify issues that may have contributed to the error and the facility may be able to make changes based on the information provided that can help to decrease medication errors in the future 10/15-Hour Training Course for Adult Care Homes L-1

121 HANDOUT C-2 Be Careful to Develop Good Medication Administration Practice Habits! Always read the medication labels and compare the label to the medication administration record (MAR). Perform the SIX Rights each and every time you give medications for each medication, for each resident. Sometimes it is tempting to think the SIX Rights are so basic and simple that you do not need to follow them anymore. Do NOT skip these important checks; they help you to avoid medication errors. Be sure to question unusual orders, for example, if more than 3 tablets or capsules are needed for one dose of a medication, there is a good chance that you are preparing to give too much medication. A red flag should be raised in your mind if the resident says they do not normally take this medication, such as a blue tablet Don t give the medication until you have rechecked to be sure you have the: Right RESIDENT Right MEDICATION Right DOSE Right ROUTE and the Right TIME! It is possible you have the correct medication and the pharmacy supplier has changed. However it is more likely that there is a medication error getting ready to happen. So you need to carefully recheck the MAR prior to giving the medications. If you continue to have doubts, contact your supervisor for clarification prior to giving the medication. Remember if in DOUBT DON T! 10/15 Hour Training Course for Adult Care Homes L-2

122 HANDOUT C-3 Resident s Refusal to Take Medications A. When the resident refuses medication: 1. The resident always has the right to refuse medications. 2. Residents refuse to take medications for many reasons. Some of the reasons are: a. The effects and/or side effects are unpleasant or unwanted. b. The medication tastes bad. c. The resident has difficulty swallowing. d. Religious, cultural, or ethnic beliefs. e. Depression or loss of will to live. f. Delusional belief that staff is intending to harm ( poison ) him/her. B. Types of refusal 1. Actual refusal is when a person directly refuses to take the medication. 2. Passive refusal is less direct and requires closer observation. Examples are: The resident takes the medication but later spits the medication out; he/she may or may not attempt to hide the medication. C. Questions to ask to try to determine the reason for refusal: 1. Does the resident experience any unpleasant effect from the medication? 2. Does the resident have difficulty swallowing? 3. Is the resident afraid for some reason? 4. Is the resident refusing other medical treatment? (continued next page) 10/15-Hour Training Course for Adult Care Homes L-3

123 HANDOUT C-3 D. Examples of Strategies for dealing with resident s refusal: 1. If the resident refuses and gives no reason, wait a few minutes and then offer the medication again. If the resident refuses again, try again in another few minutes before considering a final refusal. This is particularly important with residents who have a diagnosis of dementia. NOTE For residents with cognitive impairment such as dementia, it is important to know when the resident designee, such as responsible party or guardian, wants to be notified if the resident refuses medication. The resident designee may be able to encourage the resident to take the medication. 2. Notify the prescribing practitioner or supervisor when a resident refuses medication. 3. Document refusal. 4. Observe the resident and report any effect which may result from refusal. 5. If there is swallowing difficulty, report to your supervisor and/or resident s physician. 6. Consider changing the time of administration if taking the drug interferes with an activity or with sleep. (Example: diuretics may limit a resident s ability to participate in an outing because of the need to go to the bathroom frequently.) 7. If there is a suspicion of passive refusal such as cheeking medication or vomiting after administration, follow the recommendations for action on the resident s Individualized Care Plan. 8. If the refusals continue, explore other options with the resident s physician. NOTE: Passive refusal is not uncommon in residents with diagnoses of mental illness. It is important that the resident or resident designee, facility staff, nurse, pharmacist and physician collaborate to develop and follow a plan to assist the resident with adherence to his/her drug regimen. 10/15-Hour Training Course for Adult Care Homes L-4

124 HANDOUT D-1 Medication Orders Components of a Complete Order Medication name Strength of medication (if required) Dosage of medication to be administered Route of administration Specific directions for use, including frequency of administration Reason for administration if the medication is ordered PRN (as needed) Examples: Lasix 40 mg. 1 tablet by mouth once a day in the morning Tylenol 325 mg. 1 tablet by mouth every 4 hours as needed for pain Do not accept medication orders that state continue previous medications or same medications because they are not complete medication orders Types of Medication Orders There are four types of medication orders Routine orders PRN orders One time orders STAT orders Routine Medication Orders Detailed order for a medication given on a routine or regularly scheduled basis such as every morning at 10 AM The reason the medication is being administered is usually in the resident s history and physical information or the prescribing practitioner s progress or notes PRN Medication (as needed) Orders PRN means as needed or necessary A medication which is ordered to be given when necessary or as needed within a designated number of hours Are for medications that are needed periodically, such as pain medications, cough syrup, or laxatives Time interval will be listed on the MAR o A medication that is to be given every 4 hours (q4h) as needed cannot be given unless 4 hours have passed since the last time the resident has taken the medication o For example, a medication is listed on the MAR for pain to be given by mouth every 4 hours PRN o The Medication Aide is giving the resident their medications and the resident asks for a pain medication o Medication Aide looks at the last time the medication was given and it was only 3 hours ago o Medication Aide cannot give the medication because enough time has not passed since the last medication o Medication Aide can return and give the medication in 1 hour if it is still needed o Medication Aide should report the pain to supervisor to be evaluated further to see if a different medication or dosing time is needed (continued next page) 10/15-Hour Training Course for Adult Care Homes L-5

125 HANDOUT D-1 Medication Orders One Time Orders Some medications to be given only once and are ordered to be given at a specific time and then discontinued. STAT Orders These medications need to be given immediately or NOW. The STAT orders must be clearly written on the MAR that tell you the resident, medication, dose, route, and time. Do not give medications that do not have clear written instructions. Activity: Identify the information missing for each medication order below: Risperdal 2 mg. Give 1 tablet by mouth Riopan Liquid 15 ml. by mouth every hours as needed Aricept 1 tablet by mouth at bedtime Tylenol 2 tablets by mouth every 4 hours as needed for shoulder pain Ativan 0.5 mg. 1 tablet by mouth as needed 10/15-Hour Training Course for Adult Care Homes L-6

126 HANDOUT D-2 Medication Label Individually labeled medication bottles have the following information on the label: Resident s full name (Right RESIDENT) Name of Medication (Right MEDICATION) Strength of medication and amount to be given (Right DOSE) Directions on how to take the medication (Right ROUTE) Direction about when to take the medication, including how often to take the medication (Right TIME) Name of person who prescribed the medication (usually a physician) Issue (dispensed) date Expiration or discard date Pharmacy prescription serial number Name, address and phone number of issuing pharmacy Name of person who dispensed the medication (usually a pharmacist) Quantity of medication dispensed Auxiliary labels may provide important information such as shake well Warning Labels Equivalency statement when the name of the medication dispensed differs from the name of the medication ordered ACTIVITY: Find each of the above components of a label on the label below. Your Center Pharmacy 123 Brookshire Lane, Friendly, NC DEA# AMB Rx# Dr. Sullivan Jack C. Wallboard ID# Give 1 tablet (5 MG) by mouth once daily at 6 PM. Coumadin 5 MG QTY: # 30 Used for Warfarin Sodium 1/13/ Refills DISCARD: 1/12/2016 Dispensed By Marie O Wow, RPh 10/15-Hour Training Course for Adult Care Homes L-7

127 HANDOUT D-3 ABBREVIATIONS DOSES ROUTES OF ADMINISTRATION gm = gram po = by mouth mg = milligram pr = per rectum mcg = microgram OD = right eye cc = cubic centimeter OS = left eye ml = milliliter OU = both eyes tsp = teaspoonful AD = right ear tbsp = tablespoonful AS = left ear gtt = drop AU = both ears oz = ounce SL = sublingual(under the tongue) meq = milliequivalent SQ = subcutaneous (under the skin) per GT = through gastrostomy tube TIMES OTHER QD = every day MAR = medication administration record BID = twice a day OTC = over the counter TID = three times a day QID = four times a day q_h = every hours qhs = at bedtime ac = before meals pc = after meals PRN = as needed QOD = every other day ac/hs = before meals and at bedtime pc/hs = after meals and at bedtime STAT = immediately 10/15-Hour Medication Course for Adult Care Homes L-8

128 HANDOUT D-4 Six Rights of Medication Administration A method used during medication administration to safeguard the residents; before administering the medication the Medication Aide must ask self six questions Am I giving the medication to the right resident? Am I giving the right medication? Am I giving the right dose? Is this the right route? Is this the right time? Have I completed the right documentation? o Right RESIDENT identify resident to assure you are giving the medication to the resident who is supposed to receive the medication and using procedure required by the facility, such as photo on the MAR, asking a resident his/her name, etc. o Right MEDICATION the name of the medication ordered by the physician; always use the three checks o Right DOSE the amount of medication ordered o Right ROUTE the method of medication administration o Right TIME when the resident is ordered to receive the medication o Right DOCUMENTATION the process of writing down that a medication was administered to the resident on the MAR OR if a medication was not administered and the reason it was omitted 10/15-Hour Training Course for Adult Care Homes L-9

129 HANDOUT D-5 Decimal Points and Zeros Draw a line to match the following dose with the correct statement about the use of decimals and zeros: Dose Statement.45 mg Zero not needed, makes dose confusing 0.45 mg ZERO needed in front of decimal 04.5 mg Zero not needed, could be confused with higher dose if decimal overlooked 8.0 mg Correct use of decimal and zero 10/15-Hour Medication Course for Adult Care Homes L-10

130 HANDOUT D-6 Common Routes of Medication Administration Oral taken by the mouth and swallowed Buccal placed between cheek and gum Sublingual placed under the tongue Eye placed in the pocket of the eye created when the lower eyelid is gently pulled down Ear placed in the ear canal created when the external ear is pulled up and back Nasal placed in the nostril Inhalant inhaled into the lungs Transdermal placed and affixed to the skin Topical applied to the skin or hair Vaginal inserted into the vagina Rectal inserted into the rectum Subcutaneous injected into the fat with a syringe 10/15-Hour Training Course for Adult Care Homes L-11

131 HANDOUT D-7 on Routes of Common Dosage ommon Forms Routes of of Medications Tablet o Hard, compressed medication in round, oval, or square shape o Some have enteric coating or other types of coatings, which delay release of the drug and can not be crushed or chewed Capsule o In a gelatin container that may be hard or soft o Dissolves quickly in stomach Liquid different types of liquid medications o Solution a liquid containing dissolved medication o Suspension a liquid holding undissolved particles of medication that must be shaken before measuring and administering to resident o Syrup a liquid medication dissolved in a sugar water to disguise its taste o Elixir a sweet alcohol based solution in which medications are dissolved Suppository o Small solid medicated substance, usually cone-shaped o Melts at body temperature o May be administered by rectum or vagina o Refrigerate as directed by manufacturer Inhalant o Medication carried into the respiratory tract using air, oxygen or steam o Inhalants may be used orally or nasally Topical applied directly to the skin surface. Topical medications include the following: o Ointment a semisolid substance for application of medication to the skin or eye o Lotion a medication dissolved in liquid for applying to the skin o Paste a semisolid substance thicker and stiffer than an ointment containing medications o Cream semisolid preparation holding medication so it can be applied to skin o Shampoo liquid containing medication that is applied to the scalp and hair o Patches (transdermal) medication encased in a round, square, or oval disc that is affixed to the skin o Powder fine, ground form of medication that may be used to be swallowed, or may be used as on the skin for rashes o Aerosol sprays solution that holds the medication suspended until it is dispensed in the form of a mist to spray on the skin Medication Administration September /15-Hour Training Course for Adult Care Homes L-12

132 FL-2 (86) NORTH CAROLINA MEDICAID PROGRAM HANDOUT E-1 INSTRUCTIONS ON REVERSE SIDE LONG TERM CARE SERVICES PRIOR APPROVAL UTILIZATION REVIEW ON-SITE REVIEW IDENTIFICATION 1. PATIENT S LAST NAME FIRST MIDDLE 2. BIRTHDATE (M/D/Y) 3. SEX 4. ADMISSION DATE (CURRENT LOCATION) 5. COUNTY AND MEDICAID NUMBER 6. FACILITY ADDRESS 7. PROVIDER NUMBER 8. ATTENDING PHYSICIAN NAME AND ADDRESS 9. RELATIVE NAME AND ADDRESS 10. CURRENT LEVEL OF CARE 11. RECOMMENDED LEVEL OF CARE 12. PRIOR APPROVAL NUMBER 14. DISCHARGE PLAN HOME SNF ICF HOSPITAL DOMICILIARY (REST HOME) OTHER HOME SNF ICF DOMICILIARY (REST HOME) OTHER 13. DATE APPROVED/DENIED SNF HOME ICF DOMICILIARY (REST HOME) OTHER 15. ADMITTING DIAGNOSES PRIMARY, SECONDARY, DATES OF ONSET PATIENT INFORMATION DISORIENTED AMBULATORY STATUS BLADDER BOWEL CONSTANTLY AMBULATORY CONTINENT CONTINENT INTERMITTENTLY SEMI-AMBULATORY INCONTINENT INCONTINENT INAPPROPRIATE BEHAVIOR NON-AMBULATORY INDWELLING CATHETER COLOSTOMY WANDERER FUNCTIONAL LIMITATIONS EXTERNAL CATHETER RESPIRATION VERBALLY ABUSIVE SIGHT COMMUNICATION OF NEEDS NORMAL INJURIOUS TO SELF HEARING VERBALLY TRACHEOSTOMY INJURIOUS TO OTHERS SPEECH NON-VERBALLY OTHER: INJURIOUS TO PROPERTY CONTRACTURES DOES NOT COMMUNICATE O2 PRN CONT. OTHER: ACTIVITIES/SOCIAL SKIN NUTRITION STATUS PERSONAL CARE ASSISTANCE PASSIVE NORMAL DIET BATHING ACTIVE OTHER: SUPPLEMENTAL FEEDING GROUP PARTICIPATION DECUBITI DESCRIBE: SPOON DRESSING RE-SOCIALIZATION PARENTERAL TOTAL CARE FAMILY SUPPORTIVE NASOGASTRIC PHYSICIAN VISITS NEUROLOGICAL GASTROSTOMY 30 DAYS CONVULSIONS/SEIZURES INTAKE AND OUTPUT 60 DAYS GRAND MAL DRESSINGS: FORCE FLUIDS OVER 180 DAYS PETIT MAL WEIGHT FREQUENCY HEIGHT 17. SPECIAL CARE FACTORS FREQUENCY SPECIAL CARE FACTORS FREQUENCY BLOOD PRESSURE DIABETIC URINE TESTING PT (BY LICENSED PT) RANGE OF MOTION EXERCISES BOWEL AND BLADDER PROGRAM RESTORATIVE FEEDING PROGRAM SPEECH THERAPY RESTRAINTS 18. MEDICATIONS / NAME & STRENGTHS, DOSAGE & ROUTE X-RAY AND LABORATORY FINDINGS / DATE: 20. ADDITIONAL INFORMATION: 21. PHYSICIAN S SIGNATURE 22. DATE (12-92) EDS DMA COPY L-13

133 HANDOUT E-2 MEDICATION ADMINISTRATION RECORD Medications Hour Charting for the month of: through Physician: Telephone # Medical Record #: Alt. Physician: Alt. Physician Telephone #: Allergies: Rehabilitation Potential: Diagnosis: Admission Date: Resident s Name: Room and bed #:, 10/15-Hour Training Course for Adult Care Homes L-14

134 Instructions: Result Codes: Injection/Patch Site Codes: A. Put initials in appropriate box when medication given. 1. Effective 1-Right dorsal gluteus 7-Right deltoid B. Circle initials when medication refused. 2. Ineffective 2-Left dorsal gluteus 8-Left deltoid C. State reason for refusal on Nurse s Notes. 3. Slightly Effective 3-Right upper chest 9-Right upper arm D. PRN medication: Reason given should be noted on Nurse s Notes. 4. No Effect Observed 4-Left upper chest 10-Left upper arm E. Indicate injection site(code). 5-Right lateral thigh 11-Upper back left 6-Left lateral thigh 12-Upper back right NURSE S MEDICATION NOTES Temperature Respiration Pulse Blood Pressure Initials Nurse s Signature Initials Nurse s Signature Charting Codes: A. chart error B. drug unavailable C. resident refused D. drug held E. dose contaminated F. out of facility G. see notes H. drug holiday Date/Hour Medication/Dosage Route Reason Initials Results/Response Initials, 10/15-Hour Training Course for Adult Care Homes L-15

135 FL-2 (86) NORTH CAROLINA MEDICAID PROGRAM HANDOUT E-3 INSTRUCTIONS ON REVERSE SIDE LONG TERM CARE SERVICES PRIOR APPROVAL UTILIZATION REVIEW ON-SITE REVIEW 1. PATIENT S LAST NAME FIRST MIDDLE Clayton 5. COUNTY AND MEDICAID NUMBER Garrett Johnston ATTENDING PHYSICIAN NAME AND ADDRESS IDENTIFICATION 2. BIRTHDATE (M/D/Y) FACILITY ADDRESS Adult Care Assisted Living Dr. Bruton Adams Building City, N.C. 10. CURRENT LEVEL OF CARE HOME DOMICILIARY SNF (REST HOME) ICF OTHER X HOSPITAL 11. RECOMMENDED LEVEL OF CARE HOME X DOMICILIARY SNF (REST HOME) ICF OTHER 3. SEX M 9. RELATIVE NAME AND ADDRESS Ben Clayton (brother) 4. ADMISSION DATE (CURRENT LOCATION) 09/04/13 7. PROVIDER NUMBER 12. PRIOR APPROVAL NUMBER 14. DISCHARGE PLAN 13. DATE APPROVED/DENIED 15. ADMITTING DIAGNOSES PRIMARY, SECONDARY, DATES OF ONSET 1. seizure disorder 5. CHF 2. hypertension insulin-dependent diabetes (IDDM) Asthma PATIENT INFORMATION DISORIENTED AMBULATORY STATUS BLADDER BOWEL SNF HOME ICF DOMICILIARY (REST HOME) OTHER CONSTANTLY x AMBULATORY x CONTINENT x CONTINENT INTERMITTENTLY SEMI-AMBULATORY INCONTINENT INCONTINENT INAPPROPRIATE BEHAVIOR NON-AMBULATORY INDWELLING CATHETER COLOSTOMY WANDERER FUNCTIONAL LIMITATIONS EXTERNAL CATHETER RESPIRATION VERBALLY ABUSIVE SIGHT COMMUNICATION OF NEEDS NORMAL INJURIOUS TO SELF HEARING x VERBALLY TRACHEOSTOMY INJURIOUS TO OTHERS SPEECH NON-VERBALLY OTHER: INJURIOUS TO PROPERTY CONTRACTURES DOES NOT COMMUNICATE O2 PRN CONT. OTHER: ACTIVITIES/SOCIAL SKIN NUTRITION STATUS PERSONAL CARE ASSISTANCE PASSIVE x NORMAL x DIET NCS x BATHING x ACTIVE OTHER: SUPPLEMENTAL FEEDING GROUP PARTICIPATION DECUBITI DESCRIBE: SPOON x DRESSING RE-SOCIALIZATION PARENTERAL TOTAL CARE FAMILY SUPPORTIVE NASOGASTRIC PHYSICIAN VISITS NEUROLOGICAL GASTROSTOMY 30 DAYS CONVULSIONS/SEIZURES INTAKE AND OUTPUT x 60 DAYS GRAND MAL DRESSINGS: FORCE FLUIDS OVER 180 DAYS PETIT MAL WEIGHT FREQUENCY HEIGHT 17. SPECIAL CARE FACTORS FREQUENCY SPECIAL CARE FACTORS FREQUENCY BLOOD PRESSURE BOWEL AND BLADDER PROGRAM DIABETIC URINE TESTING FSBS ac breakfast & supper RESTORATIVE FEEDING PROGRAM PT (BY LICENSED PT) RANGE OF MOTION EXERCISES SPEECH THERAPY RESTRAINTS 18. MEDICATIONS / NAME & STRENGTHS, DOSAGE & ROUTE 1. Dilantin 125mg/5ml - 4ml po every day 7. Accupril 10 mg. 1 tablet once daily 2. Lasix 40mg po twice daily 8. Zithromax 250 mg. 1 daily X 4 days 3. Tylenol 325mg 2 tabs po q6hr prn pain or temp greater than 100 F Humulin 70/30 10 units sq. ac breakfast X-RAY AND LABORATORY FINDINGS / DATE: 20. ADDITIONAL INFORMATION: PPD 8/28/03 0mm PPD 2 nd 9/15/03 0mm 21. PHYSICIAN S SIGNATURE allergies - codeine 22. DATE 9/04/ (12-92) EDS DMA COPY 10/15-Hour Training Course for Adult Care Homes September 2013 L-16

136 HANDOUT F-1 MEDICATION ADMINISTRATION RECORD Medications Hydrocodone 10/325 Take 1 tablet by mouth every 4 hours as needed for pain. LASIX 40mg. Take 1 tablet by mouth once every day. Hour P R N 8AM COUMADIN 5mg. Take 1 tablet by mouth every other day. 2/08/00 6PM Lanoxin mg. Take 1 tablet by mouth daily. Check pulse before giving and hold if pulse is less than 60 beats/min AMOXICILLIN 250mg Take 1 capsule by mouth 3 times daily for 10 days. 2/03/00 8AM Pulse 8AM 2PM 8PM H NITRO-DUR 0.4mg/hr PATCH ----Apply 1 patch every morning and remove at bedtime CAPOTEN 25mg Take 1 tablet by mouth 3 times daily. 8AM Site 8PM 8AM 2PM 8PM CAPOTEN 50mg Take 1 tablet by mouth 3 times daily. (Give 2-25mg tablets) 2/08/00 LASIX 40mg Take 1 tablet by mouth twice daily. 2/09/00 8AM 2PM 8PM 8AM 4PM Charting for the month of: 1/1/13 through 1/31/13 Physician: Dr. Moses Telephone # Medical Record #: Alt. Physician: Alt. Physician Telephone #: Allergies: NKA Rehabilitation Potential: Diagnosis: Congestive Heart Failure, Hypertension Admission Date: 5/03/09 Resident: Jo Burns Date of Birth: 10/17/30 Room / bed #: /15-Hour Training Course for Adult Care Homes L-17

137 Instructions: Result Codes: Injection/Patch Site Codes: A. Put initials in appropriate box when medication given. 1. Effective 1-Right dorsal gluteus 7-Right deltoid B. Circle initials when medication refused. 2. Ineffective 2-Left dorsal gluteus 8-Left deltoid C. State reason for refusal on Nurse s Notes. 3. Slightly Effective 3-Right upper chest 9-Right upper arm D. PRN medication: Reason given should be noted on Nurse s Notes. 4. No Effect Observed 4-Left upper chest 10-Left upper arm E. Indicate injection site (code). 5-Right lateral thigh 11-Upper back left 6-Left lateral thigh 12-Upper back right NURSE S MEDICATION NOTES Temperature Respiration Pulse Blood Pressure Initials Nurse s Signature Initials Nurse s Signature TK RB = Right side of back CJ RC = Right side of chest DB LB = Left side of back JU LC = Left side of chest Charting Codes: A. chart error B. drug unavailable C. resident refused D. drug held E. dose contaminated F. out of facility G. see notes Date/Hour Medication/Dosage Route Reason Initials Results/Response Initials Hydrocodone 10/ AM 1 tablet po Pain in right leg T Effective at 12pm T PM Coumadin 5mg po Not available - C C PM AM Pharmacy called Hydrocodone 10/325 1 tablet po Pain in right leg C Effective as of 11pm C Lanoxin mg 1 tablet po Pulse 54 J 10/15-Hour Training Course for Adult Care Homes L-18

138 HANDOUT F-2 Medication Administration Record (MAR) Worksheet 1. Turn to page 2 or back of MAR and print your initial to your first name and initial to your last name on page 2 of the Medication Administration Record (MAR). 2. On page 2 of the MAR write your first and last name in the blank block in the Nurse s Signature area. 3. Mrs. Burns MAR includes medications administered during what month? 4. Why did Mrs. Burns receive a dose of Hydrocodone 10/325 on the 3 rd of January? 5. Why didn t Mrs. Burns receive three doses of Amoxicillin on the 22 nd of January? 6. What times did Mrs. Burns receive 25 mg of Capoten on January 2 nd? 7. Why was Mrs. Burns Coumadin dose circled on January 7 th? 8. Where was Mrs. Burns Nitro-dur patch placed on January 10 th? 9. What time does Mrs. Burns have her Nitro-dur patch removed? 10. Who is Mrs. Burns physician? 11. It is 11 PM on January 9 th. Mrs. Burns has asked for something for pain. Can Mrs. Burns receive something for pain? 12. Does Mrs. Burns have allergies? (continued) 10/15-Hour Training Course for Adult Care Homes L-19

139 Handout F-2 Continued Medication Administration Record (MAR) Worksheet 13. How much Lasix did Mrs. Burns receive at 4 PM on January 18 th? 14. It is 8 AM on January 30 th. You have just administered one tablet of Lasix 40 mg to Mrs. Burns. Document that you gave the Lasix on Mrs. Burns MAR. 15. It is 4 PM on January 31 st. Mrs. Burns would like something for pain in her right leg. Can Mrs. Burns receive something for pain? If so, administer the appropriate medication and document on Mrs. Burns MAR. [ 16. It is 8 AM and time for Mrs. Burns to receive her Lanoxin. What must you do prior to administering the Lanoxin? 17. What are Mrs. Burns diagnoses? 18. What are the 6 Rights of medication administration? a. b. c. d. e. f. 19. How many days was Mrs. Burns supposed to receive Amoxicillin? 20. Why is there a zero in front of the decimal on Lanoxin mg? 10/15-Hour Training Course for Adult Care Homes L-20

140 How to handrub? WITH ALCOHOL-BASED FORMULATION How to handwash? WITH SOAP AND WATER Apply a palmful of the product in a cupped hand and cover all surfaces. Wet hands with water apply enough soap to cover all hand surfaces. Rub hands palm to palm right palm over left dorsum with interlaced fingers and vice versa palm to palm with fingers interlaced backs of fingers to opposing palms with fingers interlocked rotational rubbing of left thumb clasped in right palm and vice versa rotational rubbing, backwards and forwards with clasped fingers of right hand in left palm and vice versa Design: mondofragilis network 10 rinse hands with water dry thoroughly with a single use towel use towel to turn off faucet sec sec 11 once dry, your hands are safe. and your hands are safe. WHO acknowledges the Hôpitaux Universitaires de Genève (HUG), in particular the members of the Infection Control Programme, for their active participation in developing this material. October 2006, version 1.