PST NTA Level 4

NTA Level 4 • Semester 1 • PST04101 Interpretation of Various Medical Symbols and Abbreviations in a Prescription Dispensing • Source Session/Topic 3 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 3: Interpretation of Various Medical Symbols and Abbreviations in a Prescription Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Explain the Overview of Prescription Abbreviations and Symbols • Describe Various Medical Symbols and Abbreviations • Interpret Different Medical Symbols and Abbreviations from Filled Prescriptions Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board chalk and whiteboard markers • Handout 3.1: Master List of Prescription Abbreviations • Worksheet 3.1: Sample Filled Prescription Forms Serial No. 001-005 SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |15 minutes |Presentation |Overview of Prescription Abbreviations | |3 |30 minutes |Buzzing |Various Medical Symbols and | | | |Presentation |Abbreviations | |4 |60 minutes |Small Group |Different Medical Symbols and | | | |Discussion |Abbreviations of Filled Prescriptions | | | |Presentation | | |5 |05 minutes |Presentation |Key Points | |6 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Overview of Prescription Symbols and Abbreviation (15 minutes) • Abbreviations are shortened form of a word or name that is used in place of the full word or name • A symbol is a thing that represents or stands for something else, especially a material object representing something abstract • These abbreviations and symbols are Latin terms and they usually indicate the route of drug administration and the frequency of dosing • These abbreviations should be understood by the dispensers and are internationally recognised • In every prescription, prescribers use different medical abbreviations to order medication to a patient STEP 3: Various Medical Abbreviations (30 minutes) |Activity: Buzzing (5minutes) | | | |ASK students to pair up and buzz on the following question for 3 | |minutes | | | |What are the common medical symbols and abbreviations used in | |prescription writing? | | | |ALLOW few pairs to respond on the question and let other pairs add on | |points not mentioned WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Table 1: Abbreviations and Symbols for Frequency of Dosing | | | | | |Symbols |Definition | |Abbreviatio| | | | |n | |I |One | |o.d. |once a day | |Ii |Two | |b.i.d. |twice a day | |Iii |Three | |t.i.d. |three times a | | | | | |day | |Iv |Four | |q.i.d. |four times a | | | | | |day | |5X |five times | |q.h.s. |everynight at | | |a day | | |bedtime | |Rx |Take this | | | | | | | |q.4h |every four | | | | | |hours | | | | |q.6h |every six | | | | | |hours | | | | |q.o.d |every other | | | | | |hour | | | | |Prn |as needed | | | | |gtt. |Drop | | | | |a.c. |before meals | | | | |p.c. |after meals | Table 2: Abbreviations for Route of Drug Administration |Abbreviation |Interpretation | |p.o. |By mouth, orally (per oral) | |SL |Sublingual, under the tongue | |ID |Intradermal | |IM |Intramuscular | |IV |Intravenous | |IV PB |Intravenous piggyback | |SC |Subcutaneous. | |GT |Gastrostomy tube | |NJ |Naso-jejunal tube | |p.r |Per rectum | |p.v |Per vagina | |O.D (RE) |Right eye | |O.S (LE) |Left eye | |O.U BE) |Both eyes | |A.D |Right ear | |A.S |Left ear | |A.U |Both ears | STEP 4: Interpreting Medical Abbreviations of Filled Prescriptions (60 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |PROVIDE 5 different Sample Filled Prescription Forms to each group | | | |ASK students to discuss on the following question | | | |What are the interpretations of the abbreviations on the Sample | |Prescription Forms? | |REFER Students to Worksheet 3.1: Sample filled Prescriptions Forms | |Serial No. 001-005 | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using Master List of Prescription | |Abbreviations Handout | STEP 5: Key Points (5 minutes) • Abbreviations in the prescriptions have been drawn from Greek and Latin words. It is important to understand the interpretations of abbreviations used in the prescription before dispensing • In every prescription, prescribers use different medical abbreviations to order medicines to a patient STEP 6: Evaluation (5 minutes) • What are the most common used abbreviations in medical prescriptions? References Bentley, A. O., & Rawlins, E. A. (1977). Bentley's textbook of pharmaceutics (8th ed.). London, United Kingdom: Bailliere Tindall. Cooper, J. W., Gunn, C., & Carter, S. J. (2008). Cooper and Gunn's dispensing for pharmaceutical students (12th ed.). New Delhi, India: CBS. Rees, J. A., Smith, I., & Watson, J. Pharmaceutical practice (5th ed.). London, United Kingdom: Churchill Livingstone Medical Terminology Abbreviations. Retrieved from http://www.delmarlearning.com/companions/content/1401852467/student_resource s/termabbrev.pdf. Master List of Prescription Abbreviations. Every Patient’s Advocate. Retrieved from http://www.everypatientsadvocate.com/columns/prescriptionabbreviations. pdf. |[pic] |Handout 3.1: Master List of Prescription Abbreviations | |Abbreviation |From the Latin |Meaning | |Aa |Ana |of each | |Ad |Ad |up to | |a.c |ante cibum |before meals | |a.d |aurio dextra |right ear | |ad lib |ad libitum |use as much as one desires; freely | |admov |Admove

NTA Level 4 • Semester 1 • PST04101 Guidelines on Prescribing Medicines Dispensing • Source Session/Topic 4 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 4: Guidelines on Prescribing Medicines Total Session Time: 120 minutes Prerequisites • None Students Learning Tasks By the end of this session students are expected to be able to: • Define Standard Treatment Guideline (STG) • Explain the Importance of STG • Describe Categories of Athorized Prescribers Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |05 minutes |Presentation |Standard Treatment Guideline (STG) | |3 |30 minutes |Presentation |Importance of STG | | | |Brainstorming | | |4 |60 minutes |Presentation |Categories of Authorized Prescribers | | | |Small Group | | | | |Discussion | | |5 |10 minutes |Presentation |Key Points | |6 |10 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Introduction to Standard Treatment Guideline (STG) (5 minutes) Standard Treatment Guideline • STGs may be defined as ‘systematically developed statements to help practitioners or prescribers make decisions about appropriate treatments for specific clinical conditions’ • STGs or treatment protocols are a proven, effective strategy to promote appropriate prescribing, when used in conjunction with educational strategies to promote their use • As a minimum, they should contain information on clinical features, diagnostic criteria, non-drug and drug treatments (first-, second-, third-line) and referral criteria STEP 3: Importance of Standard Treatment Guidelines (30 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is the importance of Standard Treatment Guidelines? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Standard Treatment Guidelines are very useful in: • Providing guidance to health professionals on the diagnosis and treatment of specific clinical conditions • Orienting new staff about accepted norms in treatment • Providing prescribers with justification for prescribing • Providing a reference point by which to judge the quality of prescribing • Aiding efficient estimation of drug needs and setting priorities for procuring and stocking drugs STEP 4: Categories of Authorized Prescribers (60 minutes) |Activity: Small Group Discussion ( 40 minutes) | | | |DIVIDE students into manageable groups | | | |ASK students to discuss in groups on the following question: | | | |Who are the authorized prescribers? | | | |ALLOW students to discuss for 20 minutes | | | |ALLOW each groups to present | | | |CLARIFY and SUMMARIZE by using the contents below | The following are the authorized prescribers: • Assistant Clinical Officer Dispensaries • Clinical Officer Dispensaries, Health Centers • Assistant Dental Officer Health Centers, District Hospital • Dental Officer District Hospital, Regional Referral Hospital • Assistant Medical Officer Health Centers, District Hospital, Regional Referral Hospital • Medical Officer Health Center, District Hospital, Regional Referral Hospital • Specialists Regional Hospital, Zonal referral Hospitals, National and specialized Hospitals STEP 5: Key Points (10 minutes) • Standard Treatment Guidelines is defined as ‘systematically developed statements to help practitioners or prescribers make decisions about appropriate treatments for specific clinical conditions o Provide guidance to health professionals on the diagnosis and treatment of specific clinical conditions STEP 6: Evaluation (10 minutes) • What is STG? • What is the importance of STG? • Who are the authorized prescribers? References GoT (1998). Tanzania National Formulary (1st ed.). Dar es salaam, Tanzania: MOHSW. GoT (2013). Standard Treatment Guidelines& National Essential Medicines List Tanzania MainLand ( 4th ed). Dar-es-salaam, Tanzania: MOHSW. GoT (2014-2019). Staffing Levels for Ministry of Health and Social Welfare Departments, Health Service Facilities, Heath Training Institutions and Agencies. (Revised). Dar es salaam, Tanzania: MOHSW. ← Previous TopicNext Topic →View all Dispensing topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04101 Policies and Guidelines on Prescribing Medicines Dispensing • Source Session/Topic 5 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 5: Policies and Guidelines on Prescribing Medicines Total Session Time: 120 minutes Prerequisites • No Learning Tasks By the end of this session students are expected to be able to: • Define Essential Medicine and Essential Medicine List • Identify Hospital Formulary • Explain Tanzania National Formulary(TNF) • Distinguish between British National Formulary(BNF) and WHO Model formulary Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk, and whiteboard markers • Handout 4.1 NEMLIST SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |20 minutes |Presentation |Essential Medicine, Essential | | | |Brainstorming |Medicine List | |3 |30 minutes |Presentation |Hospital Formulary | | | |Buzzing | | |4 |20 minutes |Presentation |Tanzania National Formulary(TNF) | | | |Brainstorming | | |5 |30 minutes |Presentation |British National Formulary(BNF) and | | | | |WHO Model Formulary | |6 |05 minutes |Presentation |Key Points | |7 |10 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definition of Essential Medicine and Essential Medicine List (20 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following questions: | | | |What are the essential medicines? | |What is Essential Medicine List? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Essential medicines • Are medicines that satisfy the priority health care needs of the population o They are selected with due regard to public health relevance, evidence on efficacy and safety, and comparative cost-effectiveness o Are intended to be available within the context of functioning health systems ▪ at all times in adequate amounts ▪ in the appropriate dosage forms ▪ with assured quality and adequate information ▪ at a price the individual and the community can afford The essential medicine list • Is the list that gives information of medicines on the name, route of administration, pharmaceutical forms and strength and indicates the lowest level of health facility where the medicine may be available o It aims to identify cost-effective medicines for priority conditions, together with the reasons for their inclusion, linked to evidence- based clinical guidelines and with special emphasis on public health aspects and considerations of value of money. [pic]REFER Students to Handout 5.1: Essential Medicine List STEP 3: Hospital Formulary (30 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is Hospital Formulary? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | The Hospital Medicine Formulary • A list consisting of the most cost-effective, safe, readily available medicines of assured quality that will satisfy the health care needs of the majority of the patients in the hospital. • Formularies cover all the categories of medicines that patients needs o Constantly revised and updated to make sure that patients receive appropriate medications • Before a medicine is added to or removed from the formulary, teams of pharmacists, physicians and other healthcare professionals in the hospital do evaluation to make sure that they are safe, work well and are cost-effective • These formularies can differ from one institution/hospital to another STEP 4: Tanzania National Formulary (TNF) (20 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is Tanzania National Formulary? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Tanzania National Formulary provide guidelines which promote safe, rational, economic and effective use of medicines in the United Republic of Tanzania o Concentrates on medicines listed in the NEMLIST and STG o Users are therefore encouraged to use both books together as they complement one another STEP 5: British National Formulary (BNF) and WHO Model Formulary (30minutes) British National Formulary (BNF) • Is a pharmaceutical reference book that contains a wide spectrum of information and advice on prescribing and pharmacology, along with specific facts and details about many medicines • It is written by Royal Pharmaceutical Society of Great Britain together with the British Medical Association and it is used in many countries including Tanzania as a reference book. • It reflects current best practice as well as legal and professional guidelines relating to the uses of medicines. Contents include: o Guidance on the drug management of common conditions o Details of medicines with special reference to their uses, cautions, contra-indications, side-effects, doses, and relative costs ▪ Guidance on prescribing, monitoring, dispensing, and administering medicines WHO Model Formulary • Since its first publication in 2002, the WHO Model Formulary has become a source of independent information on essential medicines for pharmaceutical policy-makers and prescribers worldwide. • For each medicine, the Formulary provides information on use, dosage, adverse effects, contraindications and warnings, supplemented by guidance on selecting the right medicine for a range of conditions STEP 6: Key Points (5 minutes) • Essential medicines list aims at providing medicines informations of common disease in the country based on efficacy, safety and cost- effectiveness. • Since prescribers and dispensers are encouraged to prescribe/dispense medicines only when they are

NTA Level 4 • Semester 1 • PST04101 Prescription Errors Dispensing • Source Session/Topic 6 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 6: Prescription Errors Total Session Time: 120 minutes + 1 hour assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define prescription error • List common prescription errors • Identify common prescriptions errors Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board chalk, and whiteboard markers • Worksheet 6.1: Prescription Errors SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10minutes |Presentation |Definition of Prescription Error | | | |Brainstorming | | |3 |30 minutes |Presentation |Common Prescription Errors | | | |Buzzing | | |4 |60minutes |Presentation |Identification of Common | | | |Small Group |Prescription Errors | | | |Discussion | | |5 |05 minutes |Presentation |Key Points | |6 |05 minutes |Presentation |Evaluation | |7 |05 minutes |Presentation |Assignment | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning Tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definition of Prescription Errors (10 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is a prescription error? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Prescription errors encompass those related to the act of writing a prescription • Prescribing faults encompass irrational prescribing, inappropriate prescribing, under prescribing, overprescribing, and ineffective prescribing o These faults arise from erroneous medical judgement or decisions concerning treatment or treatment monitoring STEP 3: Common Prescription Errors (30 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 5 | |minutes | | | |What are the common Prescription Errors? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | The following are the common prescription errors: • Omission error • Wrong dose error • Extra dose error • Wrong dose form error • Wrong time error • Wrong drug • Wrong route of administration • Wrong frequency • Wrong duration of treatment, • Poor legibility of handwriting (unknown abbreviations) • Unintended omissions • Incomplete Medical Prescription (If any component of a Medical Prescription is not filled) STEP 4: Identification of Common Prescription Errors (60 minutes) |Activity: Small Group Discussion ( 40 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the errors in the provided prescriptions? | |[pic]REFER students to Worksheet 6.1 Prescription Errors SERIAL No. | |001-005 | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | Students should be able to identify the following Prescription errors: • Serial No.001 o Incomplete name of the patient o No signature o Duration of medicine missing (erythromycin) o Wrong frequency of paracetamol • Serial No. 002 o Name of the institution is not known o Strength of paracetamol is not known o Prescriber’s name is missing • Serial No.003 o Age of the patient is missing o Polypharmacy- no need to dispense two analgesics (paracetamol and aspirin) o Atenolol strength is not 5.0 but there is 50 mg or 100 mg, mistake in writing • Serial No.004 o Sex is not indicated (gender) o Doxycycline and magnesium should not be given together, they interact each other o Magnesium strength is not shown • Serial No.005 o No date o Tetracycline Bd ×2/52 o Wrong medicine for the indication i.e. amoebiasis is treated with Nitronidazole (Metronidazole, Ttinidazole, Secnidazole) o Medicine does not tell the dosage form i.e. is it tablet, ointment capsule. o Drug name should be generic and not trade name (Tulizamol should be written as Paracetamol) STEP 5: Key Points (5 minutes) • Medication errors are common in general practice and in hospitals. • Both errors in the act of writing (prescription errors) and prescribing faults due to erroneous medical decisions can result in harm to patients • Any step in the prescribing process can generate errors • Inadequate knowledge or competence and incomplete information about clinical characteristics and previous treatment of individual patients can result in prescribing faults, including the use of potentially inappropriate medications STEP 5: Evaluation (5 minutes) • What are prescription errors? • What are the common prescription errors? References Cornish, P.L, Knowles, S.R, Marchesano, R, Tam, V, Shadowitz, S, Juurlink, DN, Etchells, E, E. (2005). Arch Intern Med: Unintended medication discrepancies at the time of hospital admission. 2005;165:424–9. Dean, B., Schachter, M., Vincent, C, Barber, N (202). Lancet: Causes of prescribing errors in hospital inpatients: a prospective study. 359:1373–8. Dean, B., Vincent, C, Schachter, M., Barber, N (2005). Drug Saf:The incidence of prescribing errors in hospital inpatients: an overview of the research methods.. 28:891–900. Knudsen, P., Herborg, H., Mortensen, A,R., Knudsen, M., Hellebek, A .(2007). Qual Saf Health Care:Preventing medication errors in community pharmacy: root-cause analysis of transcription errors. 16:285–290. Lesar, T.S., Briceland, L., Stein, D, S. (1997). JAMA:Factors related to errors in medication prescribing.. 277:312–317. Spinewine, A., Schmader, K,E., Barber, N., Hughes, C., Lapane, K,L., Swine, C., Hanlon, J,T. (2007). Lancet: Appropriate prescribing in elderly people: how well can it be measured and optimised? 370:173–184. Tam, V,C., Knowles,

NTA Level 4 • Semester 1 • PST04101 Dispensing Procedures in Pharmacy Dispensing • Source Session/Topic 7 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 7: Dispensing Procedures in Pharmacy Total Session Time: 120 minutes Prerequisites • Session 1 Learning Tasks By the end of this session students are expected to be able to: • Define dispensing, dispenser, medicine and good dispensing procedures • Explain good dispensing procedures • Demonstrate good dispensing procedures Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk, and whiteboard markers • Worksheet 7.1: Demonstration on Good Dispensing Procedures • Worksheet 7.2: Sample Prescription Serial No. 001 SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definition of Dispensing, Dispenser, | | | | |Medicine and Good Dispensing | | | | |Procedures | |3 |35 minutes |Presentation |Good Dispensing Procedures | | | |Brainstorming | | |4 |60 minutes |Presentation |Demonstration of Good Dispensing | | | |Role play |Procedures | |5 |05minutes |Presentation |Key Points | |6 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. Step 2: Define Dispensing, Dispenser, Medicine and Good Dispensing Procedures (10 minutes) • Dispensing: The act of preparing medicines and/or medical supplies and distributing to users with adequate information, counseling and appropriate follow up • Dispenser: Any person who is licensed or authorized by the appropriate body to dispense medicines and/or medical supplies • Medicine: Any substance or mixture of substances used in the diagnosis, treatment, mitigation or prevention of a disease in human o Medicines include narcotic drugs, psychotropic substances and precursor chemicals, traditional medicines, complementary or alternative medicine; poisons, blood and blood products, vaccine, radioactive pharmaceuticals, cosmetics and sanitary items and medical instruments • Good Dispensing Procedures: Refers to the delivery of the correct medicine to the right patient, in the required dosage and quantities, in the package that maintains acceptable potency and quality for the specified period, clear medicine information counseling and appropriate follow up STEP 3: Good Dispensing Procedures (35 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What procedures to follow in Good Dispensing? | | | |ALLOW few students to respond? | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Dispensing Procedures • Procedure 1: Evaluation and interpretation of a prescription In this step a dispenser should do the following after welcoming and greeting the patient; o Make sure that all important parts of the prescription are correct and complete (refer session 1) o Arrange prescriptions in order so as to prevent possibility of confusion o Dispenser should have knowledge of transcribing the prescription o Make sure that the name of the medicine, dose, dosage, duration are correct o The prescription should be in writing or typed but must be signed by the prescriber in ink • Procedure 2: Selection and handling of the medicine. This includes: o Select stock container of pre-pack reading the label and cross matching the medicine name and strength against the prescription o Read the container label at least twice during the dispensing process. o Do not select the prescribed medicine according to the color or location of container o Do not open many stock containers at the same time ▪ This trend will lead to errors and/or expose the medicines to air and eventually leads to deterioration in quality o Open and close containers once at a time o While counting, pouring or measuring, the following points should be noted: ▪ Short and/or over counting should be avoided ▪ Clean counting tray and/or spoon used ▪ Graduated measuring cylinder and/or flask must be used for measuring liquid reduction ▪ If small volume is to be measured, small measuring cylinder/flask has to be used (if compounding is performed in the pharmacy) provide appropriate bottles with caps for repackaging liquid preparations o Dispense liquid preparations in suitable container ▪ Do not use patient’s own bottle ▪ Dispense each medicine in a different bottle In dispensing tablets and capsules: • Do not use fingers to count tablets as this can lead to contamination of medicines • Use a spoon to put tablets and capsules onto a counting tray • Count and put them in a labeled medicine container or pack • Close stock containers tightly after dispensing • Keep the spoon clean at all times • Do not keep the spoon inside the container • Labeling of dispensed medicines should be clear and legible • Use separate plastic boxes for different patient's requirements of medicines • To avoid mix-ups of medicines of different patients, it is a good procedure to assemble medicines of different patients in separate/different boxes, till they are billed and packed • Procedure 3: Labeling and packaging of the medicine in an appropriate container o The containers used for dispensing must be appropriate for the product dispensed o All containers intended for medicinal products must be protected and kept free from contamination o Medicines must be suitably contained, protected and labeled from the time of manufacture until they are used by the patient o The container must maintain the quality, safety and stability of the medicine throughout this period • Procedure 4: The provision of information and instruction to client o All medicines should be dispensed with adequate and appropriate information and counseling. Information must be structured to meet the needs of individual patients and questions and answers should be used to check the patient understands. o Written information should be provided to supplement verbal communication as appropriate. ▪ Counseling should

NTA Level 4 • Semester 1 • PST04101 Determining Quantities of Medicine for Dispensing Dispensing • Source Session/Topic 8 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 8: Determining Quantities of Medicine for Dispensing Total Session Time: 120 minutes + 1 hours Assignment Prerequisites • Session 1, 5 and 6 Learning Tasks By the end of this session students are expected to be able to: • Interpret Information in the Prescription for Medicine Quantities for Dispensing • Determine Quantities of Tablets/Capsules to be Dispensed • Determine Eye/Ear/Nasal Preparations to be Dispensed • Determine Quantities of Injectable Medicine to be Dispensed • Determine Quantities of Ointment/cream to be Dispensed • Determine Quantities of Syrup to be Dispensed Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Worksheet 8.1: Determine quantities of tablets and capsules to be dispensed • Worksheet 8.2: Determine eye/ear/nasal preparations to be dispensed • Worksheet 8.3: Determine quantities of injectable medicine to be dispensed • Worksheet 8.4: Determine quantities of ointment and cream to be dispensed • Worksheet 8.5: Determine quantities of syrup and solution to be dispensed SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Interpretation of Information for | | | | |Medicine Quantities to be Dispensed | |3 |20 minutes |Presentation |Quantities of Tablet and Capsule to | | | |Case study |be Dispensed | |4 |20 minutes |Presentation |Quantities of Eye/Ear/Nasal | | | |Case study |Preparations to be Dispensed | |5 |20 minutes |Presentation |Quantities of Injectable Medicines | | | |Case study |to be Dispensed | |6 |20 minutes |Presentation |Quantities of Ointment/Cream to be | | | |Case study |Dispensed | |7 |15 minutes |Presentation |Quantities of Syrup to be Dispensed | | | |Case study | | |8 |05 minutes |Presentation |Key Points | |9 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Interpretations of Information in the Prescription for Medicine Quantities to be Dispensed (10 minutes) • Whenever a dispenser is required to dispense medicines, make sure always to; • Identifying different information which provides information about medicines to be dispensed • Interpret of information of the prescriber so you can get quantities of medicine to be dispensed • Example: In a certain prescription of a specific patient the following medicines were prescribed: |Paracetamol tabs 1g tds x 5/7 | |Amoxicillin caps 500mg tds x 5/7 | Interpretation: • One Paracetamol tablet has a dosage strength of 500mg, so 1g means 2 tablets of Paracetamol o Thus calculation is 2 tablets x 3 times a day x 5 days = 30 tablets of Paracetamol o Therefore the patient will receive 30 tablets of Paracetamol • One Amoxicillin capsule has dosage strength of 250mg, so 500mg means 2 capsules o Thus 2 tablets of Amoxicillin x 3 times a day x 5 days = 30 tablets of Amoxicillin o Therefore the patient will receive 30 capsules of Amoxicillin STEP 3: Quantities of Drug to be Dispensed – Tablets and Capsules (20 minutes) |Activity: Case Study (15 minutes) | | | |DIVIDE students into small manageable groups. | | | |[pic]REFER students to Worksheet 8.1: Calculating quantities of tablets| |and capsules | | | |READ or ASK one student to read the scenario in the worksheet and | |CLARIFY | | | |ASK all groups to answer the three questions in the worksheet for 15 | |minutes. | | | |ALLOW few groups to present and the rest to add on points not | |mentioned | | | |CLARIFY and SUMMARIZE by using the content below | The Calculations • A Paracetamol tablet has dosage strength of 500mg, so 1g means 2 tablets of Paracetamol o One unit of Paracetamol tablet means one tablet, thus calculation for the total quantity Paracetamol tablets is 2 tablets x 3 times a day x 5 days = 30 tablets of paracetamol o Thus dispense total of 30 tablets of paracetamol • Ampiclox capsule has strength of 500mg, so 500mg means 1 capsule o One unit of Ampliclox capsule means one capsule. o Thus total quantity of Ampiclox Capsules to be dispensed is: 1 tablets x 3 times a day x 5 days = 15 capsules o Therefore dispense a total of 15 capsules of Ampiclox Capsules STEP 4: Calculation of Quantities of Drug to be Dispensed – Ear and Eye Preparations (20 minutes) |Activity: Case Study (15 minutes) | | | |DIVIDE students into small manageable groups. | |[pic]REFER students to Worksheet 8.2: Calculating quantities of ear and| |eye preparations | | | | | |READ or ASK one student to read the scenario in the worksheet and | |CLARIFY | | | |ASK all groups to answer the three questions in the worksheet for 15 | |minutes. | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the content below | • Information given: Prednisolone Eye drops 0.5% is available in 5ml bottle and assume 20 drops in 1ml Calculation for Prednisolone: o Firstly calculate total number of drops of prednisolone needed in 14 days as follows: 1drop x 4 times a day x 14 days = 56 drops o Then calculate number of mLs containing 56 drops of prednisolone Iml = 20 drops ? mls = 56 drops = 56 drops/20drops x 1 ml = 2.8mls o Dispense one bottle of 5mls of prednisolone. ▪ The patient should discard the remained prednisolone (2.2mls) after finishing the dose required (2.8ml) • Information given: Sodium Cromoglycate 2% is available in 5ml bottle.

NTA Level 4 • Semester 1 • PST04101 Medicines Packaging Materials Dispensing • Source Session/Topic 9 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 9: Medicines Packaging Materials Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define Packaging Material for Medicines to be Dispensed • Explain Importance of Packaging Materials for Medicines to be Dispensed • List Different types of Packaging Material for Medicines to be Dispensed • Describe Features of Suitable Packaging Materials • Select and Use Suitable Packaging Material for Medicines to be Dispensed Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Samples of Packaging Materials SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |05 minutes |Presentation |Definition of Packaging | | | | |Material for Medicines | |3 |10 minutes |Presentation |Importance of Packaging | | | |Buzzing |Materials for Medicines | |4 |15 minutes |Presentation |Types of Packaging Material for| | | |Brainstorming |Medicine to be Dispensed | |5 |35 minutes |Presentation |Features of Suitable Packaging | | | |Small Group |Material for Medicine | | | |Discussion | | |6 |35 minutes |Presentation |Selection and Usage of Suitable| | | |Small Group |Packaging Material for | | | |Discussion |Medicines | |7 |05 minutes |Presentation |Key Points | |8 |10 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definition of Packaging Material for Medicine to be Dispensed (5 minutes) • All medicinal products need to be protected and consequently need to be packaged in containers that conform to prescribed standards particularly with respect to the exclusion of moisture and light and the prevention of leaching of extractable substances into the contents and of chemical interaction with the contents • Packaging material: Any material, including printed material, employed in the packaging of a pharmaceutical product, excluding any outer packaging used for transportation or shipment o Primary packaging materials are those that are in direct contact with the product • Packaging may be defined as the collection of different components (e.g. bottle, vial, closure, cap, ampoule, blister) which surround the pharmaceutical product from the time of production until its use • Prepackaging: Is the process by which the pharmacy professional transfers a medication manually from a manufacturer's original commercial container to another type of container in advance (before clients come to medicine retail out lets) STEP 3: Importance of packaging materials for medicines (10 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the importances of packaging materials for medicine? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Importance of medicine packaging material ▪ Containment: This requires the packaging: ▪ not to leak, nor allow diffusion and permeation of the product; ▪ to be strong enough to hold the contents when subjected to normal handling ▪ Not to be altered by the ingredients of the formulation in its final dosage form ▪ Protection: The packaging must protect the product against all adverse external influences that may affect its quality or potency, such as: ▪ Light ▪ Moisture ▪ Oxygen ▪ Biological contamination ▪ Mechanical damage ▪ The compatibility: Of the packaging with the active pharmaceutical ingredients is very important in maintaining the integrity of the product ▪ Stability: it is necessary to know the possible interactions between the container and the contents ▪ The packaging itself should not interact with it so as to introduce unacceptable changes ▪ Importance of closures is to prevent moisture to reach moisture- sensitive medicines and also prevent loss of moisture from creams and other water-containing medicines such as ointments and pastes STEP 4: Types of Packaging Material for Medicine to be Dispensed (15 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What are the types of Packaging materials for medicines? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | The following are different types of packaging materials for medicines; • Ampoule: A container sealed by fusion and to be opened exclusively by breaking. The contents are intended for use on one occasion only • Bag: A container consisting of surfaces, whether or not with a flat bottom, made of flexible material, closed at the bottom and at the sides by sealing; the top may be closed by fusion of the material, depending on the intended use • Blister: A multi-dose container consisting of two layers, of which one is shaped to contain the individual doses o Strips are excluded • Bottle: A container with a more or less pronounced neck and usually a flat bottom. o They can be glass or plastic • Cartridge: A container, usually cylindrical, suitable for liquid or solid pharmaceutical dosage forms; generally for use in a specially designed apparatus (e.g. a prefilled syringe) • Injection needle: A hollow needle with a locking device intended for the administration of liquid pharmaceutical dosage forms • Injection syringe: A cylindrical device with a cannula-like nozzle, with or without a fixed needle and a movable piston, used for the administration, usually parenteral, of an accurately measured quantity of a liquid pharmaceutical form o

NTA Level 4 • Semester 1 • PST04101 Medicines Label Dispensing • Source Session/Topic 10 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 10: Medicines Label Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define a label of a Dispensed Medicine • List Essential Features of a Label • Explain the Importance/ Purpose of a Label of Dispensed Medicine • Design and prepare appropriate label Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Handout 10.1: General Labeling Requirements for Dispensed Medicines • Worksheet 10.1: Label for Medicine to be Dispensed SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |15 minutes |Presentation |Definition of a Label of | | | |Buzzing |Medicine to be Dispensed | |3 |30 minutes |Presentation |Essential Features of a Label | | | |Brainstorming | | |4 |10 minutes |Presentation |Purpose/ Importance of a Label | | | | |of Dispensed Medicine | |5 |40 minutes |Presentation |Design and Prepare Appropriate | | | |Exercise |Label | |6 |10 minutes |Presentation |Key Points | |7 |10 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definition of a Label of Medicine to be Dispensed (15 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is a label of a dispensed medicine? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Label: Any material which is printed or affixed to a packing material which provides the necessary information about medicine, and includes an insert • The main functions of a label on a dispensed medicine are to uniquely identify the contents of the container and to ensure that patients have clear and concise information about the use of the medicine • Each dispensed medicine must be appropriately labeled to comply with legal and professional requirements • All medicines to be dispensed should be labeled and the labels should be unambiguous, clear, legible and indelible ▪ If possible lettering should be printed STEP 3: Essential Features of a Label (30 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What are the essential features of a label of medicine to be | |dispensed? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • The information on the labels of dispensed medicines should be: ▪ Clear, accurate, and concise ▪ To avoid misunderstanding and obtain greatest benefits from therapy ▪ Abbreviations and unfamiliar expressions should not be used, especially for indications for use and dosage instructions ▪ Legible ▪ Easily readable, the print should not fade when exposed to water or sunlight ▪ Manufacturers’ labels fulfill established criteria for good readability ▪ Adequate and relevant ▪ Care should be taken to avoid confusion ▪ Too much information on the label may mean that none of it is noted ▪ Intelligible ▪ The information should be completely unambiguous and arranged to avoid confusion ▪ The terms used should be readily understandable by the lay/unprofessional person ▪ Graphic symbols for patient instruction should not be used alone but should always be combined with written instructions • Label information should include the following: ▪ Patient name ▪ Generic name, strength and dosage form of the medicine ▪ Dose, Frequency and Duration of use of the medicines ▪ Quantity of the medicine dispensed ▪ How to take or administer the medicine and cautionary statements, if applicable ▪ Storage condition ▪ The name and address of the dispenser [pic] Figure 9.1: Sample Label of Medicine STEP 4: Purpose/ Importance of a Label of Dispensed Medicine (10 minutes) • The purpose of a label for medicine to be dispensed is: ▪ To describe and identify a prescribed medicine ▪ To contribute to optimal therapeutic outcome and to avoid medication errors ▪ To achieve appropriate handling and storage ▪ To allow the product to be traced if there are problems with either the manufacturing, prescribing or dispensing process • The importance of label for medicine to be dispensed: ▪ Label information for prescribed medicines should be considered to supplement and reinforce oral communication between the patient and healthcare provider ▪ Label should provide the patient with all the information necessary so that the medicine may be taken or used appropriately ▪ The presentation of label elements is important for patient understanding ▪ Written instructions on the use of medicines are very important rather than verbal information STEP 5: Design and Prepare Appropriate Label (40 minutes) |Activity: Exercise (20 minutes) | | | |DIVIDE students into small manageable groups. | | | |[pic]REFER students to Worksheet 10.1: Label for Medicine to be | |Dispensed | | | |READ or ASK one student to read the scenario in the worksheet and | |CLARIFY | | | |ASK all groups to answer the question in the worksheet for 15 minutes.| | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the content below | The label on the medicine packaging usually includes: • The name of Patient o the generic name for the

NTA Level 4 • Semester 1 • PST04101 Generic and Brand Names of Medicines Dispensing • Source Session/Topic 11 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 11: Generic and Brand Names of Medicines Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define Generic (non-proprietary) and Brand (proprietary) Medicines • Explain Global and National Initiatives on Generic and Brand Medicines • Distinguish between Generic and Brand Medicines • List Advantages and Disadvantages of Generic and Brand Medicines Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definition of Generic | | | | |(non-proprietary) and Brand | | | | |(proprietary) Medicines | |3 |25 minutes |Presentation |Global and National Initiatives on | | | | |Generic and Brand Medicines | |4 |30 minutes |Buzzing | Generic and Brand Medicines | | | |Presentation | | |5 |30 minutes |Brainstorming |Advantages and Disadvantages of | | | |Presentation |Generic and Brand Medicines | |6 |10 minutes |Presentation |Key Points | | 7 |10 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definition of Generic (Non-Proprietary) and Brand (Proprietary) Medicines (10 minutes) Generic medicine • The generic or scientific or non proprietary name is the term given to the active ingredient in the medicine that is decided by an expert committee and is understood and used internationally o Thus, paracetamol/acetaminophen is the non-proprietary name (generic name) while Crocin/Metacin/Meftal/Tylenol etc are brand names Brand medicine • A brand name drug is a medicine that’s discovered, developed and marketed by a pharmaceutical company o This name is given to a medicine by the pharmaceutical company that makes it o This is also called the "proprietary name" • A generic drug is a chemically equivalent, lower-cost version of a brand- name drug, costing 30-80% less! • A brand-name drug and its generic version must have the same active ingredient, dosage, safety, strength, usage directions, quality, performance and intended use STEP 3: Explain Global and National Initiatives on Generic and Brand Medicines (25 minutes) • Once a new drug is discovered, the company files for a patent to protect against other companies making copies and selling the drug • At this point the drug has two names: a generic name that’s the drug’s common scientific name and a brand name to make it stand out in the marketplace o This is true of prescription drugs as well as over-the-counter drugs • An example is the pain reliever Tylenol®. The brand name is Tylenol® and the generic name is acetaminophen o Generic drugs have the same active ingredients as brand name drugs already approved by the Food and Drug Administration (FDA) o Generics only become available after the patent expires on a brand name drug o Patent periods may last up to 20 years on some drugs • The same company that makes the brand name drug may also produce the generic version or a different company might produce it • It is a well-known fact that generic drugs are “drugs that are usually intended to be interchangeable with an innovator product that is manufactured without a license from the innovator company and marketed after the expiry date of the patent or other exclusive rights” • When it is said that doctors should prescribe generic drugs, it means that they should prescribe drugs manufactured by other companies after expiry of patent of parent drug of the innovator company • The patent for paracetamol expired in 2007 after which numerous generic versions have been developed and sold under various “brand names.” o If one were to prescribe it only by the name “paracetamol” (generic name), it is up to the pharmacist to select and dispense a particular brand. ▪ A simpler and better alternative for cost reduction would be to prescribe the cheapest “brand” of paracetamol. • Thus, a better way to prescribe would be to prescribe the cheapest brand of the drug and include the generic name of the drug in parenthesis, in case that particular brand is not available. STEP 4: Distinguish Between Generic and Brand Medicines (30 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the differences between Generic name (Non-proprietary name) | |and Brand name (Proprietary name) of medicine? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Although the active ingredients are the same, the excipients (inactive ingredients) may differ o This is only important in rare cases when a patient has an allergy or sensitivity to one of the excipients • The product may also be slightly different in: o Colour o Shape or markings o Taste o Preservatives o Packaging • The biggest difference is cost; generic drugs are generally less expensive than brand name comparators STEP 5: Advantages and Disadvantages of Generic and Brand Medicines (30 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What are the advantages and disadvantages of generic names | |(Non-proprietary names) and Brand names (Proprietary names)? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and

NTA Level 4 • Semester 1 • PST04101 Giving Appropriate Medicine Information to Patients Dispensing • Source Session/Topic 12 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 12: Giving Appropriate Medicine Information to Patients Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define Interaction, Side effects, Precaution and Contraindication • Give Appropriate Instructions on the Use of Prescribed Medicine(s) • Give Appropriate Information on Precautions, Interactions, Side effects and Storage of Dispensed Medicines • Check Patient Understanding on the Use and Precautions of Dispensed Medicine(s) Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • Handout 12.1: Warnings/cautions to Patients • Worksheet 12.1: Sample Prescriptions • Worksheet 12.2: Giving appropriate instructions on the use of prescribed medicine • Worksheet 12.3: Giving appropriate precautions, interactions, side effects and storage of medicines • Worksheet 12.4: Checking patient understanding on the use and precautions of dispensed medicines SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definitions of Drug Interaction, | | | | |Side effects, Contraindication and | | | | |Precautions of Medicines | |3 |30 minutes |Presentation |Appropriate Instructions on the Use | | | |Role play |of Prescribed Medicine(s) | |4 |30 minutes |Presentation |Appropriate Information on | | | |Role play |Precautions, Interactions, Side | | | | |effects and Storage of Dispensed | | | | |Medicines | |5 |30 minutes |Presentation |Patient Understanding on the Use and| | | |Role play |Precautions of Dispensed Medicine(s)| |6 |10 minutes |Presentation |Key Points | |7 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definitions of Drug Interaction, Side effects, Contraindication and Precautions of Medicines (10 minutes) • Drug Interaction: is a situation in which a substance (usually another drug) affects the activity of a drug when both are administered o However, the effect of medicine may be modified by food, smoking, alcohol or environmental pollutants o A drug interaction may occur when one drug potentiates or diminishes the action of another drug o These actions may be desirable or undesirable o Drugs may also interact with various foods, alcohol, tobacco, and other substances • Side effect: is an action or effect of a drug (medicine) other than that desired ▪ Commonly it is undesirable effect such as nausea, headache, insomnia, rash, confusion, dizziness, or an unwanted drug-drug interaction • A side effect is an undesirable action of the drug and may limit the usefulness of the drug • Contraindication: is something which suggests that someone should not be treated with a specific drug or not continue with a specific treatment because circumstances make that treatment unsuitable • Precaution: is an action taken in advance to protect against danger, harm, or possible failure STEP 3: Give Appropriate Instructions on the Use of Prescribed Medicine(s) (30 minutes) Activity: Role Play Demonstration on giving appropriate information on the use medicine (20 minutes) EXPLAIN that this will be a role play demonstration between a patient and a health care provider. You (the tutor) will play the Dispenser and lead the conversation of the instructions on the use of medicines prescribed to the patient, who will be a student volunteer. ASK a student to volunteer to play the patient role. [pic]Refer student volunteer to Worksheet 12.2: Role Play Demonstration so that he/she can read the description of the patient. [pic] Refer students to Worksheet 12.1: Sample Prescription Serial No. 001190 TELL the rest of students to observe carefully EXPLAIN that the patient will listen carefully and provide answers to dispenser as will be asked to do so. EMPHASIZE that the Dispenser should concentrate on presenting the instructions on how to use the prescribed medicines. START the role play. LEAD a discussion after the role play. DE-ROLE yourself and the student, once the role play is over. ASK students if they have any questions about the role play. • At a stage of giving information to the patient, a dispenser must instruct and counsel the patient on the following information: ▪ Why the patient needs to take medication ▪ If a patient understands why the medication was given then he/she will be tempted to take medication ▪ Drug name, strength and dosage formation and route of administration ▪ Dose of medicine ▪ Dose interval/ frequency ▪ For example after every 6 or 8 hours ▪ Dosage of medication ▪ Duration of taking medication ▪ Any other special instructions, such as there are some drugs which work efficiently if taken before or after food, for examples: ▪ Magnesium sulphate anti acids will work effectively if taken one or two hours after food ▪ Alcohol reduce potency of different medicines so patient should be advised not to take alcohol when under medication and it should not be taken with medicines such as metronidazole, phenobarbitone and antihistamines. ▪ Patients should be told on cautions of different medicines o Storage of medicines: Patient should be advised to keep medicines away from the reach of children as some drug colors might attract children's attention o The Direct observed treatment (DOT) Strategy ▪ This is the treatment strategy that emphasizes the use of the most effective standardized, short-course regimen, and of fixed- dose drug combinations (FDCs) under observation to facilitate adherence to treatment and to reduce the risk of the development of drug resistance ▪ This means a supervisor watches the patient when swallowing tablets ▪ It ensures that a patient takes the right drugs, in the right doses and at the right time intervals. ▪ Examples of