Download Medical Assistant Pharmacology - Career and Technical Education

21st Century Instructional Guide for Career Technical Education
Medical Assistant Pharmacology
Health Science Education Cluster
Title:
Medical Assistant Pharmacology (0734)
Standard Number:
HSE.S.MAP.1
Essential
Question:
Objective Number:
HSE.O.MAP.1.1
Introduction
Students will understand the history and source of drugs.
From the beginning, herbs have been used as drugs. Would the United States benefit from more
research and development in the use of herbs as main remedies?
Objective:
Learning Plan & Notes to Instructor:
determine the meaning of drugs and
meaning of drugs
establish their origin and use.
 establish their origin
 establish their use
Review the uses of drugs including therapeutic uses,
diagnostic used, curative uses, replacement uses,
and preventative or prophylactic uses, giving
examples of each.
Possible assignment activity: research the origin of
drugs using the Internet and prepare a written report.
compare the three types of drug names.
compare the three types of drug names
 chemical
 generic
 trade or brand name
examine four sources of drugs and provide
Four sources of drugs
examples.
 animal sources
 mineral sources
 laboratory sources
 plant sources (herbal)
Possible assignment activities: internet search for
examples of sources of drugs; presentation on
herbal supplements use in treatment, prophylaxis,
and maintenance of health and illness.
determine the three forms in which drugs
three basic forms in which drugs are prepared,
HSE.O.MAP.1.2
HSE.O.MAP.1.3
HSE.O.MAP.1.4
1
are prepared, choosing examples and the
route of administration for each.
choosing examples and the route of administration
 liquids
 solids
 semisolids
Possible assignment activity: prepare a pictorial
presentation depicting examples of all three forms of
drugs, with possible routes of administration.
Standard Number:
HSE.S.MAP.2
Essential
Question:
Objective Number:
HSE.O.MAP.2.1
Drug References
Students will demonstrate knowledge and skills in the use of the PDR and other reference sources.
Why is the proper use of drug references so vital in pharmacology?
HSE.O.MAP.2.2
examine and differentiate the sections of a
PDR.
HSE.O.MAP.2.3
differentiate the format of the PDR’s product
information section.
Objective:
determine three types of drug reference
books.
Learning Plan & Notes to Instructor:
types of drug reference books
 Physician’s Desk Reference (PDR)
 United States Pharmacopeia/National
Formulary
 Compendium of Drug Therapy
 Drug Handbooks such as Nursing Drug
Handbooks
examine and differentiate the PDR sections
 section 1 – alphabetical arrangement by
manufacturers
 section 2 – brand name and generic name
 section 3 – classification or category
 section 4 – product identification guide
 section 5 – product information
format of the PDR’s product information section
 description
 clinical pharmacology
 indications
 contraindications
 warnings
 precautions
 adverse reactions
 dosage and administration
2
 how supplied
demonstrate the procedure for using a PDR
Possible assignment activities: utilize PDRs for
students to follow while demonstrating the steps for
locating information about a drug; Look up a drug
together in class.
Assign the students to look up 5 common drugs and
list specific information about each drug.
HSE.O.MAP.2.4
demonstrate the procedure for using a PDR.
Standard Number:
HSE.S.MAP.3
Essential
Question:
Objective Number:
HSE.O.MAP.3.1
Agencies and Safety Guidelines
Students will identify the legal and ethical implication of medication administration.
Should terminally ill patients have access to experimental drugs?
HSE.O.MAP.3.2
examine the drug approval process.
HSE.O.MAP.3.3
relate the function of the Drug Enforcement
Agency and the purpose of the Controlled
Substance Act.
HSE.O.MAP.3.4
determine the meaning of a controlled
substance.
HSE.O.MAP.3.5
recognize five schedules of controlled
substances, providing examples of each.
Objective:
determine the role of the FDA.
.
Learning Plan & Notes to Instructor:
role of the FDA
Use the Internet site www.fda.gov for the slide
presentation on an overview of the FDA. (After
going to the site, search the site for “an overview of
FDA”.)
examine the drug approval process
Possible assignment activity: research the steps for
drug approval at www.fda.gov)
function of the Drug Enforcement Agency
purpose of the Controlled Substance Act
Possible assignment activity: Using cooperative
groups, research the Controlled Substance Act of
1970, reviewing the Act and its purposes.
meaning of a controlled substance
 define controlled substance
 impact of drug dependency
five schedules of controlled substances
 Schedule I – examples are heroin, LSD
 Schedule II – examples are cocaine,
amphetamines
 Schedule III – examples are barbituates as
well as codeine and paregoric combination
3
HSE.O.MAP.3.6
HSE.O.MAP.3.7
select the proper method for storing and
dispensing a controlled substance.
implement the documentation associated
with controlled substances.
.
HSE.O.MAP.3.8
examine the legal considerations associated
with controlled substances and prescription
pads.
HSE.O.MAP.3.9
choose the professions that can legally
prescribe medication.
drugs
 Schedule IV – examples are chloral hydrate,
diazepam
 Schedule V – examples are Lomotil,
Donnagel
proper method for storing a controlled substance
proper method for dispensing a controlled substance
documentation associated with controlled
substances
 inventories and records of controlled
substances must be maintained separately
from all other records
 the record of administration must be
maintained daily and kept for 2 – 3 years,
according to state law
 Schedule II drugs stored and used must be
counted at the end of each workday, verified
by two workers for accuracy and recorded on
an audit sheet
 if a drug is dropped or spilled, a witness
should verify the action and document
Possible assignment activities: conduct an Internet
search for information on “record keeping for
controlled substances” and documentation; utilizing
one of the selected sites, prepare forms that
may be used in the record keeping process for
controlled substances.
legal considerations associated with
 controlled substances
 prescription pads
Contrast handwritten prescriptions with computer
generated prescriptions in reference to legal
considerations.
professions that can legally prescribe medication
 physicians
4
 physician assistants
 nurse practitioners
Differentiate between the terms prescribe, dispense,
and administer.
Standard Number:
HSE.S.MAP.4
Medication Orders and Prescriptions
Students will demonstrate knowledge and skills in the interpretation and documentation of
medication orders, including the parts of a prescription.
Essential
Schedule II controlled substances must have a written prescription and it cannot be renewed. Is
Question:
this practice effective in preventing drug abuse of those controlled substances?
Objective Number: Objective:
Learning Plan & Notes to Instructor:
HSE.O.MAP.4.1
determine the meaning of common
common pharmacology terms
pharmacology terms.
 administer
 adverse reactions
 ampule
 anaphylaxis
 buccal
 contraindication
 dispense
 indications
 narcotic
 over-the-counter (OTC)
 prescribe
 prescription
 sublingual
 suppository
 topical
 transdermal
 vial
HSE.O.MAP.4.2
differentiate the information found on a
information found on a prescription form
prescription form.
 physician’s name, address, telephone
number, and registration number
 patient’s name, address, and the date of the
prescription
 superscription
 inscription
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 subscription
 signature (sig)
 physician’s signature blank – DAW or generic
 refills
 label
prescription abbreviations
Examine JCAHO’s website and find the DO NOT
USE list for abbreviations that have been banned as
part of JCAHO’s 2004 patient safety goals. Propose
a reason for the banning of each abbreviation.
interpret medication orders
Practice interpreting sample prescriptions.
examine the prescription guidelines for controlled
substances
 Schedule I – not accepted for medical use in
U.S.
 Schedule II – written prescription required,
cannot be renewed
 Schedule III – written or oral prescription,
may be refilled only five times within six
months
 Schedule IV – written or oral, refills limited to
five times within six months
 Schedule V – written or oral, refills limited to
five times within six months
demonstrate the proper procedure for phoning in
prescription orders
Role play phoning in prescription orders and critique
each other.
Guest speaker: Pharmacist
HSE.O.MAP.4.3
utilize prescription abbreviation.
HSE.O.MAP.4.4
interpret medication orders.
HSE.O.MAP.4.5
examine the prescription guidelines for
controlled substances.
HSE.O.MAP.4.6
demonstrate the proper procedure for
phoning in prescription orders.
Standard Number:
HSE.S.MAP.5
Drug Classification and Actions
Students will:
 identify classification of drugs.
 demonstrate knowledge in factors that affect drug action.
 demonstrate knowledge in the undesirable actions of given drugs.
6
Essential
Question:
Objective Number:
HSE.O.MAP.5.1
HSE.O.MAP.5.2
HSE.O.MAP.5.3
How does the legal classification of drugs help with compliance of state and federal regulations
regarding the distribution and administration of medications?
Objective:
Learning Plan & Notes to Instructor:
examine how drugs are classified.
drugs are classified
 drugs used to treat or prevent disease
 drugs that cause a principal action on the
body
 drugs that act on a specific body system or
organ
 drugs prepared in the same form.
classify drugs using reference books.
classify drugs using reference books
 review use of the PDR
 Nursing Drug Handbook
relate therapeutic action of specific
therapeutic action of specific classifications
classifications of drugs.
 analgesics.
 anesthetics
 antacids
 antianxiety
 antiarrhythmic
 antibiotic
 anticholesterol
 anticoagulant
 anticonvulsant
 antidepressant
 antidiarrheal
 antidote
 antiemetic
 antihistamine
 antihypertensive
 antiinflammatory
 antineoplastic
 antipsychotic
 antitussive
 bronchodilator
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HSE.O.MAP.5.4
compare therapeutic action and side effects
of specific drugs.
HSE.O.MAP.5.5
determine common contraindications.
HSE.O.MAP.5.6
examine precautions and adverse reactions
of specific drugs.
HSE.O.MAP.5.7
select the classification, action, and side
effects of OTC drugs.
 contraceptive
 decongestant
 diuretic
 expectorant
 hypnotic
 hypoglycemic
 laxative
 muscle relaxant
 sedative
 vasodilator
 vasopressor
Review factors that affect drug action such as
absorption, distribution, biotransformation, and
elimination.
therapeutic action and side effects of specific drugs
Possible assignment activity: conduct an online
search for the most recent list of the top 50
prescribed medications in the U.S.; prepare a report
that compares the side effects and therapeutic
actions of the top 10 medications.
common contraindications
 a known hypersensitivity to drug
 impaired liver function
 impaired renal function
 pregnancy and lactation
precautions and adverse reactions of specific drugs
Review precautions and adverse reactions as
presented in the PDR and utilize same drugs as
used in objective 5.4.
classification, action, and side effects of OTC drugs
Select common OTC drugs from the PDR for
Nonprescription Drugs and examine the
classification, action, and side effects of each. OTC
drugs to include Tylenol, Aleve, Claritin, Advil,
Mylanta, ferrous sulfate, Benadryl, Tagamet,
8
HSE.O.MAP.5.8
HSE.O.MAP.5.9
assess alternative medication and their
action.
Robitussin, and Metamucil.
alternative medication and their action
Discussion of alternative medications may include
St. John’s Wort, Black Cohosh, Melatonin, Willow
Bark, Echinacea, Glucosamine, Ginseng, and
Gingko biloba.
drug interactions and their consequences
evaluate drug interactions and their
consequences.
Standard Number: Pharmacology Measurement
HSE.S.MAP.6
Students will apply mathematical:
 computations related to dosage calculations.
 principles to conversion equations used in pharmacology.
Essential
What would be the effect on the medical field if all medications were prescribed only using the
Question:
apothecary system?
How much do medication errors cause health insurance rates to increase?
Objective Number: Objective:
Learning Plan & Notes to Instructor:
HSE.O.MAP.6.1
compare the systems of measure commonly compare systems of measure
used in pharmacology.
 metric
 household
 apothecary systems.
Using an apothecary metric conversion clock is an
effective way to assistant students to visualize
equivalents.
Utilizing an apothecary/household to metrics
equivalents table is useful for this section.
Remind students apothecary is not widely used.
HSE.O.MAP.6.2
differentiate metric units of measure,
differentiate
household units of measure and the
 metric units
apothecary units of measure.
 household units
 apothecary units
HSE.O.MAP.6.3
use and interpret metric, household and
use and interpret
apothecary abbreviations.
 metric abbreviations
 household abbreviations
 apothecary abbreviations
HSE.O.MAP.6.4
utilize the fundamental units of the metric
fundamental units of the metric system
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system.



basic unit for volume is liter
basic unit for weight is gram
prefixes used with basic units are kilo-, milli-, and
microconvert quantities between systems of measure
Solve conversion problems and review the
equivalents tables; instruct its use in conversions.
use decimals, fractions, ratios, and proportions
Review basic math skills and provide sample math
problems for practice.
solve for x
Review basic math skills and provide students with
math problems solving for x.
HSE.O.MAP.6.5
convert quantities between the systems of
measure.
HSE.O.MAP.6.6
demonstrate the ability to use decimals,
fractions, ratios, and proportions.
HSE.O.MAP.6.7
demonstrate the ability to solve for x.
Standard Number:
HSE.S.MAP.7
Essential
Question:
Objective Number:
HSE.O.MAP.7.1
Dosage Calculations
Students will calculate drug dosages for both adults and children.
Does knowledge of various methods used for calculation of children’s drug dosages ensure the
child will be given the correct medication dose?
Objective:
Learning Plan & Notes to Instructor:
select steps in the calculation of drug
steps in the calculation of drug doses
doses.
interpret medication labels.
interpret medication labels
 name and address of the manufacturer
 trade or brand name of the medication
 generic name (or listing of active and inactive
ingredients)
 dosage strength in a given amount
 usual dosage and frequency of administration
 route of administration
 precautions and warnings
 expiration date
compare the medication label information to compare medication label information to medication
medication order.
order
Provide samples of medication labels and
medication orders for practice comparisons.
convert to the same units of measure.
convert to the same units of measure
HSE.O.MAP.7.2
HSE.O.MAP.7.3
HSE.O.MAP.7.4
10
HSE.O.MAP.7.5
HSE.O.MAP.7.6
articulate the proportion method and the
formula method for calculating drug doses.
compute drug doses using the proportion
method and the formula method.
Provide sample problems using the ratio and
proportion method and the formula method, working
the problems with the class before assigning
individual problems.
proportion method
formula method
compute drug doses
 proportion method
 formula method
Provide drug problems utilizing the proportion
method and the formula method.
utilize methods for calculating pediatric drug doses
 body weight (kg)
 BSA (body surface area)
HSE.O.MAP.7.7
utilize the methods for calculating pediatric
drug doses.
Standard Number:
HSE.S.MAP.8
Essential
Question:
Objective Number:
HSE.O.MAP.8.1
Technology
Students will apply knowledge of computers and their use within the health care system.
Has the use of computers enhanced every area of health care?
Objective:
Learning Plan & Notes to Instructor:
implement the use of software and
use software and hardware throughout the delivery
hardware.
of the CSOs
HSE.O.MAP.8.2
utilize the Internet as a resource/research
use the Internet throughout the delivery of the CSOs
tool.
Standard Number: Career and Technical Student Organization
HSE.S.MAP.9
Students will participate in the local chapter of the Career and Technical Student Organization ).
Essential
How does participation in a career and technical student organization impact professional
Question:
development and lifelong learning?
Objective Number: Objective:
Learning Plan & Notes to Instructor:
see www.HOSA.org
HSE.O.MAP.9.1
participate in the local chapter of the
appropriate Career and Technical
Organization (CTSO)
see Robert’s Rules of Order
HSE.O.MAP.9.2
use parliamentary procedures in chapter
meetings.
see HOSA Handbook
HSE.O.MAP.9.3
demonstrate team membership/leadership
and problem solving skills.
11
HSE.O.MAP.9.4
21st Century Skills
Information and
Communication
Skills:
participate in local, state, and national
projects impacting healthcare and
healthcare education.
Learning Skills and Technology Tools
21C.O.912.1.LS1.
21C.0.912.1.LS3
see HOSA Handbook
Student recognizes information
needed for problem solving,
can efficiently browse, search
and navigate online to access
relevant information, evaluates
information based on credibility,
social,
economic,
political
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety of
oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Teaching Strategies and
Culminating Activity
Students use search
engines to access current
information regarding
frequently prescribed
drugs, FDA drug approval
process, and FDA record
keeping guidelines for
controlled substances.
Students research the
origin of medications.
Students work
collaboratively in groups to
formulate a presentation
comparing and contrasting
the classifications and
therapeutic effects of the
top prescribed drugs and
the drug approval process.
Evidence of
Success
Mastery of
knowledge regarding
frequently
prescribed drugs,
record keeping
guidelines, and FDA
drug approval
process will be
demonstrated
through oral, written,
and multimedia
communications to
peers.
Students will develop a
presentation to
demonstrate the types of
drug forms.
12
Thinking and
Reasoning Skills:
21C.O.912.1.TT2
Student routinely applies
keyboarding skills, keyboard
shortcut techniques, and
mouse skills with facility, speed
and accuracy.
Student routinely utilizes
keyboarding skills to
complete classroom
assignments, both in
reaching subject areas
and producing written
documentation.
21C.O.912.1.TT10
Student implements various
Internet search techniques
(e.g., Boolean searches, metasearches, web bots) to gather
information; student evaluates
the information for validity,
appropriateness, content, bias,
currency, and usefulness.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
Students use search
engines to complete an
online search for current
information on most
frequently prescribed
drugs, record keeping
guidelines, and FDA drug
approval process.
Students engage in an
analysis of scenarios to
interpret and analyze
prescriptions, to include
medications, appropriate
medication forms,
dosages, and routes of
medication administration.
21C.O.912.2.LS1
21C.O.912.2LS2
21C.O.912.2.LS3
Students
demonstrate
mastery in the use of
keyboarding skills as
evidenced by
completion of
classroom
assignments.
Students
satisfactorily uses
various Internet
search techniques
as evidence by the
ability to work
independently to
gather information.
Students apply
knowledge and skills
to demonstrate
appropriate analysis
of real-world
healthcare situations
regarding
medication
administration.
13
Personal, and
Workplace, Skills:
21C.O.912.2.TT4
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
Students use the
Electronic Medical Record
(EMR) software and the
Virtual Medical Office to
analyze real-world
problems regarding the
medication administration.
21C.O.912.3.LS4
Student demonstrated ethical
behavior and works responsibly
and collaboratively with others
in the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public discourse
and participation in service
learning.
21C.O.912.3.LS5
Students exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively, and
monitors group progress
toward the goal without
undermining the efforts of
others.
Students will analyze realworld patient scenarios;
demonstrate positive
leadership as they work
collaboratively with peers;
engage in medication
preparation; and model
ethical practices as it
relates to working
independently and/or
groups.
Students work
collaboratively to perfect
skills in the calculation and
preparation of medication.
Students exhibit positive
leadership in assisting
each other to achieve the
learning goals of
advanced pharmacology.
Students
demonstrate
mastery of
medication
administration as
evidenced by the
final products
created by the
application of the
software.
Responsible work
habits and ethical
behavior is
evidenced by
satisfactory
application of
medical simulations.
Students will
perform medication
calculations with
100% accuracy and
prepare medication
for administration
with 100% accuracy
according to industry
standards.
14
21C.O.912.3.TT1
Student protects software,
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use and
shut down technology
equipment.
21C.O.9Student works collaboratively to
12.3.TT2
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
21C.O.9Student models ethical
12.3.TT5
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
B.01-B.11,
.17-28
Understands the personal
traits/behaviors associated with
successful entrepreneurial
performance.
Students acknowledge
responsibility in the use of
software, hardware, and
the use of the Internet.
Student and/or
parents sign
Internet/Computer
Use Agreement in
order to access
classroom/school
computers.
Through regular use of
cooperative groups,
student engage in finding
solutions and process
through group dynamics in
order to achieve
assignment goals.
The students model
ethical practices as it
relates to working
independently, in groups
and with various
technological resources.
Students apply HIPAA
regulations throughout
course work and
interaction with others.
Students achieve
assignment goals
while working
independently and
within cooperative
groups.
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management,
communication, and
Evidence of
Success
Student display
appropriate
leadership,
communication, and
Throughout
classroom
interaction and
activities, students
display ethical
practices in the use
and selection of
Internet resources
and patient personal
health information.
15
D.01-D.03,
.06, .08, .14,
.17, .21-.22
E.01-E.04,
.11
Culminating
Assessment:
Understand concepts,
strategies, and systems
needed to interact effectively
with others.
Understands concepts and
procedures needed for basic
computer operations.
interpersonal skills as they
engage in collaborative
work, decision-making
processes, operate
multimedia equipment,
and identify
entrepreneurial
opportunities.
interpersonal
traits/behaviors in
personal
applications and
collaboration with
others. Students
successfully use
basic computer
operations to
complete task and
projects.
Culminating Assessment
You are the medical assistant in a doctor’s family practice and you must correctly interpret three
prescriptions by explaining the name of the medication, the dosage, how the medication is to be
taken, and the number of refills allowed for each prescription. You must correctly identify the drug
classification for each prescription and educate the patient about potential side effects and the
action to take for each. You will be judged on the accuracy of your interpretation and your patient
education information.
You are a medical assistant in a doctor’s office and are in charge of administering all patient
medication. You will practice your pharmacy math skills by completing a number of scenarios
providing physician prescriptions and calculating the correct dosage for each, given the medication
in stock at your medical office. You will be judged the accuracy of your calculations.
Final Examination
Industry Accreditation/Certification
Industry
Accreditation/
Certification
NR-CMA Exam
Links and Other Resources
Links and Other
Resources
Related Websites:
See websites as listed in current textbooks.
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
16
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
17
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts:
Contacts
HSE Teachers: See HSE Directory
HSE Coordinators: Rebecca Davis [email protected]
Cynthia Sundstrom [email protected]
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
18