...Practice Problems – Week 7 Calculate the flow rate when using an electronic pump (mL/hr): 1. Infuse 600 mL LR over 3 hours. 2. Infuse Ampicillin 500 mg IVPB mixed in 50 mL NS over 10 minutes. Determine the infusion rate in gtts/min for the following: 3. Order: 1000 mL NS to infuse in 10 hours. Drip factor of administration set: 15 gtts/mL. 4. Order: 1000 mL NS to infuse in 8 hours. Drip factor of administration set: 20 gtts/mL. 5. Calculate the drip rate for 100 mls of IV Fluids to be given over a half hour via a giving set which delivers 10 drops/ml. 6. Ordered: 1 liter of Dextrose 5% in water over 8 hours using a giving set which delivers 10 drops/ml. Calculate the rate in drops/minute. 7. Calculate the drip rate for 500 mls of Dextrose 5% in water to be given over 4 hours via a giving set which delivers 15 drops/ml. 8. One liter of Dextrose 5% in water is charted over 3 hours. The drop factor is 10. The IV has been running for 1 hour and 15 minutes. 500 mls remain. How many drops per minute are needed so that the IV finishes in the required time? 9. One hundred milliliters of IV Fluids is charted over 2.5 hours. The drop factor is 15. Calculate the number of drops per minute. 10. The order reads: "Over the next 4 hours, infuse 500 ml of 5% Dextrose in Normal Saline. Add 20 MEq of KCl to solution." You know that the IV tubing set is calibrated to deliver 10gtt/ml. In drops per minute, what is the...
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...Converting Dosages to Doses https://hwguiders.com/downloads/hcp-220-week-6-checkpoint-converting-dosages-doses/ HCP 220 Week 6 Checkpoint Converting Dosages to Doses Resource: Ch. 8 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall your calculations in a Microsoft® Word document Complete the following exercises. Test Your Knowledge, p. 76 Problems 1, 2, 3, 4, 5, 6, 8 & 10 Critical Thinking, p. 77 Problems 1 & 2 Postyour responses along with a signed copy of the Certificate of Originality as an attachment under the Assignment link. HCP 220 Week 6 Checkpoint Converting Dosages to Doses https://hwguiders.com/downloads/hcp-220-week-6-checkpoint-converting-dosages-doses/ HCP 220 Week 6 Checkpoint Converting Dosages to Doses Resource: Ch. 8 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall your calculations in a Microsoft® Word document Complete the following exercises. Test Your Knowledge, p. 76 Problems 1, 2, 3, 4, 5, 6, 8 & 10 Critical Thinking, p. 77 Problems 1 & 2 Postyour responses along with a signed copy of the Certificate of Originality as an attachment under the Assignment link. HCP 220 Week 6 Checkpoint Converting Dosages to Doses https://hwguiders.com/downloads/hcp-220-week-6-checkpoint-converting-dosages-doses/ HCP 220 Week 6 Checkpoint Converting Dosages to Doses Resource: Ch. 8 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall your calculations in a Microsoft®...
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...HCP 220 Week 4 Checkpoint- Common Applications of Different Conversion Systems and Measurements of Time and Temperature https://hwguiders.com/downloads/hcp-220-week-4-checkpoint-common-applications-different-conversion-systems-measurements-time-temperature/ HCP 220 Week 4 Checkpoint- Common Applications of Different Conversion Systems and Measurements of Time and Temperature To avoid patient harm in the calculation of doses or dosages, pharmacy technicians must master methods for converting or changing calculations using different measurement systems. The exercises in this CheckPoint provide opportunities to practice these skills. Resources: Ch. 5–6 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Showall your calculations in a Microsoft® Word document Answerthe following questions about the prescription in the scenario: A physician wrote a prescription for Tylenol® 325 mg/5 mL with codeine 10 mg/5 mL liquid, 5 mL three times a day x 4 days as needed for cough. 1. What household device should the patient use to administer the medication? 2. How much Tylenol® (in milligrams) is contained in a teaspoonful? Refer to Table 5-2 on p. 39. 3. How much codeine (in milligrams) is contained in a teaspoonful? Refer to Table 5-2 on p. 39. 4. How much elixir (in ounces) should the pharmacist dispense for a 4-day course of therapy? Refer to Table 4-6 on p. 30. Completethe following exercises. 1. Critical Thinking, p. 47: Problems...
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...More ... * Search the Archive * Browse by clinical topic * Browse by issue date * Awards * Nursing Times Awards * Student Nursing Times Awards * Patient Safety Awards * Care Integration Awards * Write for Us * Nursing events * Courses * Subscribe from overseas * Francis report * Nursing Practice * Nursing Times Learning * Opinion * Student Nursing Times * Jobs * Subscribe * You are here: Home * Clinical Zones * Medicine management How to ensure patient safety in drug dose calculation 12 October, 2012 Medicines management is a core nursing skill. This review gives an introduction to and taster of our newly launched online Nursing Times Learning unit on drug calculations. Keywords: Patient safety/Drug calculation/Medicines management * This article has been double-blind peer reviewed * Figures and tables can be seen in the attached print-friendly PDF file of the complete article in the ‘Files’ section of this page Medication incidents accoun-ted for 11% of all patient incidents reported to the National Reporting and Learning System (2012) in England and...
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...Introduction to Personal and Professional Development The aim of this assignment is to select one development need and how this need will influence my Nursing practice. From my placement the one development need I need to improve on is my Numeracy skills, the specific area that I needed help was with converting measurements. It was identified more when during my shifts in placement I had been asked how to covert the dosages in mls. Which I found quite challenging. This developing need will enhance nursing practice practicing individually.This skill will enable me to let other professionals know what I am doing. Also learning and building up on my knowledge about drugs will enable me to know what they are used for. If this development need does not expand then this skill would be lacking. I would not know how much the patient would require and can lead to incorrect dosages. The first resource I looked at was Dosage Calculations example a patient is prescribed 75mcg of levethyroxin and is available in 25mcg. The answer to do this would be how many how many 25s are in 75 which is 3 tablets. (LAPHAM. R. AGAR.H (2007 p47) A patient is prescribed 2g of flucloxacillin and the drug is available in 500mg capsules. The first step is to convert everything to the same units. To convert grams to milligrams by 1000=2g= 2x1000mg=2000mg. The second step involves how many 500s are in 2000 so 2000 divided by 500= 4 capsules (LAPHAM . R. AGAR. H (2007 p47) Also looked...
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...HCP 220 Week 2 Checkpoint Mathematical Functions https://hwguiders.com/downloads/hcp-220-week-2-checkpoint-mathematical-functions/ HCP 220 Week 2 Checkpoint Mathematical Functions Accuracy and precision in the calculation of doses, dosages, and rates of infusion of intravenous solutions are often based on percents, ratios, and proportions. The exercises for this CheckPoint provide opportunities to perform various mathematical functions pharmacy technicians must master. Assume the role of a pharmacy technician. A pharmacist gives you a physician’s order sheet, a prescription, and asks you to prepare a 2% solution of sodium chloride (NaCl). You check the stock in the pharmacy but discover you have only a 3% solution of NaCl. Hint: 2g NaCl:100mL of solution::3g NaCL:x mL of 3% solution. Showall your calculations in a Microsoft® Word document Completethe following exercises. Refer to p. 22 for worked examples. 1. Solve the equation for x to determine how many mL of 3% solution you need. 2. Convert 3% to a fraction. 3. Convert 2% to a decimal. 4. Percents are often used to show the strength of solutions. Which solution is stronger, the 2% or the 3%? 5. What does 3% of sodium chloride mean, i.e., how many parts are in a 100? 6. Referring to the proportion regarding NaCl in the scenario, show the product of the means equals the product of the extremes. 7. Convert 25% to a fraction. 8. What percent of 15 ounces is 5 ounces? 9. Convert...
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...Pediatric calculations Accurate doses are especially important in giving medications to infants and children because even small errors can be dangerous due to their small body size. Two methods are used to calculate pediatric dosages: According to the weight in kilograms (kg) According to the child's body surface area (BSA) Calculations based on body weight 1. The first step is to convert the child's body weight into kg. The formula is 2.2 lb. = 1 kg. 2. The second step is to calculate the medication dose. a. Calculate the daily dose b. Divide the daily dose by the number of doses to be administered. c. Use either the ratio-proportion or formula method to calculate the number of tablets/ capsules or volume to be administered with each dose. Example: A child weighing 76 lbs. is ordered to receive 150 mg of Clindamycin q6h. The pediatric drug handbook states the recommended dose is 8-20 mg/kg/day in four divided doses. The Clindamycin is supplied in 100 mg scored tablets. 1. What is the weight in kg? 76 lbs÷2.2kg/lb. = 34.5 kg 2. What is the safe total daily dose? Minimum: 8 mg/kg/day X 34.5 kg = 276 mg/day Maximum: 20 mg/kg/day X 34.5 kg = 690 mg/day 3. Is this a safe dose? 150 mg/dose X 4 doses/day = 600 mg/day Yes this is within the recommended safe range. 4. Calculate the number of tablets to give. 100 mg: 1 tablet = 150 mg: x (multiply means 100...
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...(smaller strength). 2. An incision measured 55 mm. How many centimeters is this? 3. A syringe contains 0.5 mL of sterile water. How many cubic centimeters does the syringe contain? 4. The directions on a cough syrup are “take two tablespoons.” How many teaspoons are equivalent to two tablespoons? PART 3: DOSAGE CALCULATIONS Please solve the dosage calculation, showing your work. Each question is worth 2 points for a total of 12 points for this section. “Ordered” refers to what strength/dosage the physician requested. “On hand” refers to what is available. 1. Ordered: 5 mg po tid On hand: 2 mg scored tablets * How many tablets do you need for each dose? * How many tablets do you need for a sixty day supply? 2. Ordered: 200 mg po q8h On hand: 110mg/5 mL * How many mL’s do you need for each dose? * How many mL’s do you need for a one-day supply? 3. Ordered: 2.5 g On hand: 50 mg/mL * How many mL’s do you need to give the ordered amount? 4. Ordered: 240cc (a cc is the same as a mL) On hand: oz * How many ounces do you need to give the ordered amount? PART 3: DOSAGE...
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...Sharla A. Day 06/24/13 Teresa Sanders GEN/200 Example: In a previous faculty position I was assigned to cover a dosage calculation in a medical assisting course which was a small portion of a 12 credit course that had nearly 70 students enrolled. I was told that "we don't teach math" as "this is not a math class". The course was to be a self-directed course with students meeting for 1 hour weekly to ask questions about the content they were to have reviewed during the previous week and work on 3 - 5 problems as a group. Students were given one exam at the end of the quarter and were required to obtain a passing score of 100%. They were given 3 opportunities to test. Background: I had never taught dosage calculation prior to this. Students reported receiving information during orientation that they had to achieve a passing score of both 80% and 90% which conflicted with two versions of a handbook they received and the syllabus that stated a passing score of 100% was mandatory. If they did not achieve a passing score of 100% after 3 attempts, they failed the entire 12 credit course. I was not permitted to write any of the test questions and had no knowledge of information of types of questions on the 20 question exam. During the previous 7 quarters, a total of 6 different instructors had covered this portion of the course and the course coordinator was not one of the six. Conflict: at the end of the third test, 50% of the class failed to achieve the passing score of...
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...revealed that no correlation what so ever between work area and their level of knowledge and practice regarding administration of selected positive innotropics. 9-Conclusion Based on the findings of the current study, it can be concluded that critical care nurses have inadequate knowledge and practice regarding selected positive inotropics and no correlation were existed between years of experience ,work area and their level of knowledge and practice. 10-Recommendation - Repetition of the study on a larger population . - Monitoring nursing interventions regarding administration of positive innotropics - Carrying out educational programs about calculation of IV high alert medications doses. -Incorporation of inotropics topic in nursing and pharmacology curricula . -Training of nurses on metric system , IV drug dosage calculation and rate of its dilution....
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...University of Alabama – Birmingham Department of Civil Engineering Lab Summary 1 Dennis D Gray Shayla Olson Chelsea Caldwell Collin Hipps Jamieson Matthews David Pritchett Dustin Schultes Michael Ragan Mark Casson 02/15/13 CE 222 Materials Laboratory Craig A. Copham Introduction The purpose of this lab was to design, mix, and test a specimen of concrete based on a specified strength, and the ingredients used in the testing were cement, air, water, sand, and stone. There was a batch of concrete design to reach the maximum of 5000 psi. The concrete mix designed was done from ASTM ACI 211 Chapter 6. To determine the slump and air content ASTM C143 and C231 were used. To calculate the unit weight and making curing concrete test specimens in the laboratory ASTM C138 and C192 were used for these different test. Once the test specimens were completely equipped they were covered for a period of time and additional testing was done. Results Concrete Mix Design |Material |SG |Design Wt.(pcy) |Vol. (ft^3) |MC % |Abs. % | |Cement |3.15 |763 |763 |3.88 |782 | |Water |1 |305 |292.04 |4.68 |299 | |Stone |2.6 ...
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...Functions HCP 220 Week 2 Assignment Ratios and Percents HCP 220 Week 3 Checkpoint Equivalent Measurements and Measurement Symbols HCP 220 Week 3 DQ 1 and DQ 2 HCP 220 Week 4 Checkpoint Common Applications of Different Conversion Systems and Measurements of Time and Temperature HCP 220 Week 4 Assignment Measurements Using Metric, Apothecary, and Household Systems HCP 220 Week 5 Checkpoint Prescription and Drug Labels HCP 220 Week 5 DQ 1 and DQ 2 HCP 220 Week 6 CheckPoint Converting Dosages to Doses HCP 220 Week 6 Assignment Amount of Medication to Administer HCP 220 Week 7 DQ 1 and DQ 2 HCP 220 Week 8 CheckPoint IV Equipment HCP 220 Week 8 Assignment Dosage, Flow Rates, Pediatric Drugs HCP 220 Week 9 Capstone DQ ---------------------------------------------------------------- HCP 220 Week 1 Checkpoint Fractions and Decimals For more course tutorials visit www.hcp220.com Resource: Ch. 2 of Pharmaceutical Calculations for Pharmacy Technicians: A Worktext Show all your calculations in a Microsoft® Word document Complete the following exercises: 1. Based on the following prescription, how many capsules should the pharmacy technician dispense? Achromycin 250 mg #LXVI 2. A pharmacy technician is opening a box of instruments in various sizes. The technician is asked to arrange the instruments on the shelf in order from smallest to largest based on the instruments’ diameters. The diameters are marked ¼, 1/16, ½ and 7/16. List the instruments in the correct...
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...(2003) contradicted the popular idea that medication errors are primarily due to system errors such as physician order entry, the correct specification for unit dose, and the availability of the pharmacy to provide accurate medications. Instead, this research focused on nurses’ mathematical skills and competence in preventing medication errors. Polifroni showed that both nurses and nursing students lack the ability to consistently and accurately calculate medication dosages. Multiple studies were referenced indicating that medication calculation is not properly emphasized in nursing programs and called for more stricter testing and passing standards and for the increased need for more calculation practice. Poilifroni concluded that addressing system issues to prevent medication errors is an inadequate approach until the basic math skills of practitioners has been...
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...Medication Errors Stephanie Stephens January 9, 2016 NU1426 ITT TECH Nurses must always follow the six rights of medication administration thoroughly to ensure patient safety. These rights include right medication, right route, right time, right client, right dosage, and right documentation. When one of these rights is not followed a medication error has occurred and must be reported immediately. Medication error prevention is vital in the role of the nurse. There were many contributing factors leading to this medication error and there are many ways to avoid medications errors. Looking at the reasons why medications occur helps the nurse understand what areas to be most vigilant. The main areas of medication errors are distractions/ interruptions, medication education, interpretation of an order and poor calculations. Patients during their time in the hospital will receive medications. Distractions will occur throughout a nurses shift, losing concentration at the task at hand can lead to serious and harmful mistakes. It is important for the nurse to let her surrounding nurses know when she/he is pulling medications so that there isn't any distractions. Also, a quiet environment when taking telephone orders so that the order can be heard clearly and dictation from the provider is understood. Another medication administration error prevention for the nurse is to allow for delegation and to not take on to much. When a nurse is in the process of administering medication...
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...The Medicines Company Case Write-Up: Terence Cho, Felipe Duarte, Aleks Loiko, Robert Shaw, and James Wang Section 4, Group 10 Medicines Company’s drug, Angiomax, outperforms Heparin, but incurs significantly higher costs to produce, making the drug difficult to attractively price. This difficulty in pricing stems from a poor positioning strategy for Angiomax which does not maximize the perceived value (PV) that the drug provides to its key customer segments. Therefore, Medicines Co., must develop a positioning strategy that maximizes the perceived value of Angiomax. Medicines Co. must first determine the critical characteristics its key customer segments (doctors, hospital administrators, and pharmacists) value in an anticoagulant (Appendix A). Medicines Co. should then develop a positioning statement that highlights Angiomax’s strengths for its most compatible customer segment – doctors. The positioning statement for doctors would be “Angiomax outperforms Heparin in high-risk patients resulting in significantly fewer complications while performing angioplasty procedures”. The focus should be on doctors because of the high overlap between Angiomax’s benefits and doctors’ values in an anticoagulant. Additionally, by providing doctors with information (Appendix B) that quantifies the cost savings from reduced complications in high-risk patients, Medicines Co. bridges the gap between the true economic value (TEV) and the PV that doctors have for Angiomax. This solution...
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