PST NTA Level 4

NTA Level 4 • Semester 1 • PST04105 Calculations of Dosage of Heparin Pharmaceutical Calculations • 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: Calculations of Dosage of Heparin Total Session Time: 60 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Calculating dosage of heparin Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |15 minutes |Presentation |Definition of Heparin | | | |Group | | | | |discussion | | |3 |30 minutes |Presentation |Calculation of Heparin dosage | | | |Group | | | | |discussion | | |4 |5 minutes |Presentation |Key points | | 5 |5 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 Heparin (15 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is a Heparin? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Heparin is a drug that has anticoagulant properties. • Heparin slows clotting time and is therefore used as anticoagulant • There are two types of Heparin preparations: o Unfractioned Heparin o Low Molecular weight heparins • Heparin salts are administered as sterile aqueous solutions by intravenous infusion, intermittent intravenous injection, or deep subcutaneous injection. STEP 3: Calculation of Unfractioned Heparin Dosing (30 minutes). |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |An intravenous infusion contained 20,000 units of heparin sodium in | |1000 mL of D5W. The rate of infusion was set at 1600 units per hour for| |a 160-lb. patient. | |Calculate: | |(a) The concentration of heparin sodium in the infusion, in units/mL; | |(b) The length of time the infusion would run, in hours; | |(c) The dose of heparin sodium administered to the patient, on a | |unit/kg/minute basis. | | | |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 | • The following are the answers of the above exercise: a) 20000 units/1000mL = 20 units/mL b) 20000 units/20 units/mL = 12.5hrs c) 160pounds = 72.7kg 12.5 hrs = 750 minutes 20000 units/750 minutes = 26.67 unit/minute 26.67 unit/minute / 72.7 kg = 0.37 units/kg/min Answers STEP 4: Key Points (5 minutes) • Heparin is used as anticoagulant; however, its use carries with it, the risk of hemorrhage • Bolus doses, given by direct intravenous injection, may be followed by intravenous infusion as a heparin drip • Low-dose heparin administration provides effective prophylaxis (rather than therapeutic effects) in a variety of surgical procedures STEP 5: Evaluation (5 minutes) • What is Heparin? • How do you calculate the dose of Heparin? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations 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 • PST04105 Calculations of Percentage Strength of Weight-In-Volume (%W/V) Pharmaceutical Calculations • Source Session/Topic 13 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 13: Calculations of Percentage Strength of Weight-In-Volume (%W/V) Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define the percentage %W/V of a given product • Calculate the amount of a product/active ingredient from a given percentage %W/V Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |25 minutes |Presentation |Definition of Percentage %W/V of a | | | |Brainstorming |Given Product | |3 |60 minutes |Presentation |Calculation of the Amount of a | | | |Group |Product/Active Ingredient From a | | | |discussion |Given Percentage %W/V | |4 |15 minutes |Presentation |Key Points | | 5 |15 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: Percentage %W/V of a Given Product (25 minutes ) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is percentage weight in volume? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Percentage weight-in-volume indicates the number of parts by weight (gm) of active ingredient contained in the total volume of the solution or mixture considered as 100 parts by volume • Weight of active ingredient in a specific volume of a solution, given its weight-in-volume percentage strength. o i.e. volume (mL)(represent gram)×%(expressed as a decimal)= gm of active ingredient • Example: 5 %( w/v) dextrose solution o This means that 5 gm of active ingredient (dextrose powder) in every 100 mL of the dextrose solution (i.e. 5 gm dextrose powder are in 100 mL of dextrose solution or 5 gm of dextrose powder plus enough water to make 100 mL solution) STEP 3: The Amount of a Product/Active Ingredient From a Given Percentage %W/V (60 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What is the percentage strength (w/v) of a solution of urea, if 80 mL | |contains 12 gm? | |How many gram of dextrose will be needed to prepare 200 mL of 5%w/v | |dextrose solution? | | | |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 | • The following are the answers of the above exercise: 80 mL of water weigh 80 gm 80 gm/ 12 gm= 100%/X% X = (12 × 100) / 80 = 15%, answer Weight of dextrose will be calculated as; 100%/5% = 200 mL/X mL X= (200 × 5) / 100 = 10 gm, answer STEP 4: Key Points (15 minutes) • Percentage weight in volume represents the number in grams of active ingredient/substance in 100 mL of the drug product STEP 5: Evaluation (15 minutes) • What is the meaning of percentage weight-in-volume? • What do you understand by the term sodium chloride 0.9%w/v (normal saline)? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations 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 • PST04105 Calculations of Percentage Strength Volume-In-Volume (%V/V) Pharmaceutical Calculations • Source Session/Topic 14 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 14: Calculations of Percentage Strength Volume-In-Volume (%V/V) Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define the percentage %V/V of a given product • Calculate the amount of a product/active ingredient from a given percentage %V/V. Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |25 minutes |Presentation |Definition of Percentage %V/V of a | | | | |Given Product | |3 |65 minutes |Presentation |Calculations of The amount of a | | | |Group |Product/Active Ingredient From a | | | |discussion |Given Percentage %V/V | |4 |10 minutes |Presentation |Key Points | | 5 |15 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: Percentage %V/V of a Given Product (25 minutes) |Activity: Buzzing (10 minutes) | | | |ASK students to pair up and buzz on the following question for 5 | |minutes | | | |What is percentage %V/V of a given product? | | | |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 | • Percentage volume-in-volume indicates the number of parts by volume (mL) of active ingredient contained in the total volume of the solution or mixture considered as 100 parts by volume • For example: 70 %( v/v) alcohol means that 70 mL of active ingredient (absolute alcohol) in 100 mL of the alcohol solution. • A 0.5%v/v solution of chloroform in water contains 0.5 mL of chloroform in 100 mL solution (i.e. 0.5 mL chloroform plus 99.5 mL water) STEP 3: The Amount of a Product/Active Ingredient from a Given Percentage %V/V (65 minutes) • Volume of active ingredient in a specific volume of a solution, given its volume-in-volume percentage strength. • i.e. volume (mL) × %(expressed as a decimal)= mL of active ingredient • This will involve the following; Example: • How many milliliters of liquefied phenol should be used in compounding the following prescription? Rx Liquefied phenol……………………2.5% Calamine lotion………….…ad 240.0 mL Sig. For external use Solution: Volume (mL) × %( expressed as a decimal) = mL of active ingredient 240 mL× 0.025 = 6 mL, answer |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question: | |In preparing 250 mL of a certain solution, a pharmacist used 4 mL of | |Liquefied phenol. What was the percentage (v/v) of Liquefied phenol in | |the lotion? | | | |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 | • The following is the answer for the above exercise %( expressed as a decimal) = mL of active ingredient/ volume (mL) 4 mL/250 mL =0.016 × 100 mL (to get percentage) =1.6% v/v, answer STEP 4: Key Points (10 minutes) • Percentage volume in volume represents the number in millilitres of active ingredient/substance in 100 mL of the drug product STEP 5: Evaluation (15 minutes) • What is the meaning of percentage volume-in-volume? • What do you understand by the term sodium chloride 0.5%v/v chloroform solution? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations 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 • PST04105 Calculations of Percentage Strength (mg %W/V, mg%W/W) Pharmaceutical Calculations • Source Session/Topic 15 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 15: Calculations of Percentage Strength (mg %W/V, mg%W/W) Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Calculating the amount of a product/active ingredient from a given percentage mg% w/v • Calculating the amount of a product/active ingredient from a given percentage mg% w/w Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |50 minutes |Presentation |Amount of aProduct/Active Ingredient| | | | |From a Given Percentage Mg %W/V | |3 |50 minutes |Presentation |Amount of aProduct/Active Ingredient| | | |Group |From a Given Percentage Mg %W/W | | | |discussion | | |4 |05 minutes |Presentation |Key Points | | 5 |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: Amount of a Product/Active Ingredient From a Given Percentage Mg %W/V (50 minutes) • The term milligrams percent w/v (mg %w/v) expresses the number of milligrams of a substance in 100mL of a liquid • It is used to frequently to donate the concentration of a drug or natural substances in a biological fluid, as in the blood. o For example: 30mg% non protein nitrogen, means that each 100 mL of blood contains 30 mg of non protein nitrogen |Activity: Small Group Discussion (20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |Calculate the amount of drug required to prepare 500 mL of 1000 mg% w/v| |solution? | | | |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 | • The following is the answer for the above exercise: The amount of drug will be calculated as 1000mg = 100ml Xmg = 500ml X = 1000mg x 500ml/100ml X = 5000mg X =5000mg, answer STEP 3: Amount of a Product/Active Ingredient From a Given Percentage Mg %W/W (50 minutes) • The term milligrams percent w/w (mg %w/w) expresses the number of milligrams of a substance in 100 gm of a product o For example: 500mg%w/w benzoic acid ointment, means that each 100 gm of the ointment it contains 500 mg of benzoic acid |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |Calculate the amount of phenol which should be used to prepare 240gm of| |5000 mg% w/w solution? | | | |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 | • The following is the answer for the above exercise: The amount of drug will be calculated as 5000mg = 100mg Xmg = 240mg Xmg = 5000mg x 240mg/100mg X = 12,000mg, answer STEP 4: Key Points (5 minutes) • The term milligrams percent w/v (mg %w/v) expresses the number of milligrams of a substance in 100mL of a liquid • It is used to frequently to donate the concentration of a drug or natural substances in a biological fluid, as in the blood STEP 5: Evaluation (10 minutes) • What is the meaning of mg%w/v? • What do you understand by 400mg%w/v dextrose solution? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations 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 • PST04105 Calculations of Ratio Strength (%W/W, %W/V, %V/V, Ppm) Pharmaceutical Calculations • Source Session/Topic 16 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 16: Calculations of Ratio Strength (%W/W, %W/V, %V/V, Ppm) Total Session Time: 120 minutes + 1 hours Assignment Prerequisites None Learning Tasks By the end of this session students are expected to be able to: • Calculating the ratio strength of a product from given %W/W , %W/V , %V/V and ppm Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |60 minutes |Presentation |Ratio Strength of a Product From | | | |Group |Given %W/W, %W/V, %V/V. | | | |discussion | | |3 |20 minutes |Presentation |Parts Per Million (Ppm) | | | |Group | | | | |discussion | | |4 |10 minutes |Presentation |Key Points | |5 |15 minutes |Presentation |Evaluation | |6 |10 minutes |Presentation |Take Home 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: Ratio Strength of a Product From Given %W/V, %V/V, and %W/W (60 minutes), • The concentration of weak solutions or liquid preparations is frequently expressed in terms of ratio strength • Because all percentages are ratio of parts per hundred, ratio strength is merely another way of expressing the percentage strength of solutions or liquid preparations (and less frequently, of mixtures of solids) o For example: 5% means 5 parts per 100 or 5:100, although 5 parts per 100 designates ratio strength; it is customary to translate this designation into a ratio; thus 5:100 = 1:20 • When a ratio strength for example 1:1000, is used to designate a concentration, it is to be interpreted as follows: o For solids in liquids = 1 gm of solute or constituents in 1000 mL of solution or liquid preparation o For liquids in liquids = 1 mL of constituents in 1000 mL of solution or liquid preparation o For solids in solids = 1 gm of constituents in 1000 gm of mixture |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |Express 0.02% as a ratio strength | |Express 1;4000 as a percentage strength | |A certain injectable contains 2 mg of a drug per milliliter of | |solution, what is the ratio strength (w/v) of the solution? | | | |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 | • The following is the answers for the above exercise: 0.02 parts per 100 1 part per X X = 1 part x 100/0.02 X (parts) = 5000 The ratio strength = 1:5000, answer. 4000(parts)/1(part) = 100 (%)/X (%) X = 0.025%, answer 2 mg = 0.002 gm 0.002 (gm)/1 (gm) = 1 (mL)/X (mL) X = 500 mL Ratio strength = 1:500, answer STEP 3: Parts per Million (ppm) (20 Minutes) • The strength of very dilute solutions is commonly expressed in terms of parts per million (ppm); that is the number of parts of the agent per one million parts of the whole. • For example, fluorinated drinking water, used to reduce dental carries, often contains 1 part of fluoride per million parts of drinking water (1:1,000,000). • The ppm concentration of a substance may be expressed in quantitatively equivalent values of percentage strength or ratio strength. Example: o Express 5 ppm of iron in water in percentage strength and ratio strength. o Solution: 5 ppm = 5 parts in 1,000,000 parts = 1:200,000, ratio strength, answer = 0.0005%, percentage strength answer. |Activity: Small Group Discussion ( 15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |The concentration of the drug additive in an animal feed is 12.5 ppm. | |How many mgs of drugs should be used in preparing 5.2 kg of feed? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are the answers of the above exercise. 12.5 ppm = 12.5 gm (drug) in 1,000,000 gm (feed) Thus, 1,000,000 gm / 12.5 gm = 5200 gm / X gm X = 0.065 gm = 65 mg, answer STEP 4: Key Points (10 minutes) • The concentration of weak solutions or liquid preparations is frequently expressed in terms of ratio strength. • The ratio and percentage strengths of any solution or mixture of solids are proportion, and either is easily converted to the others by the use of proportion. • The strength of very dilute solutions is commonly expressed in terms of parts per million (ppm) STEP 5: Evaluation (15 minutes) • What do you understand by the following : percentage strength w/w, %w/v, %v/v, ratio strength and parts per million. STEP 6: Take Home Assignment (10 minutes) |Activity: Take home Assignment (10 minutes) | | | |ASK each individual student to do the following assignment | | | | | |Express 1:200 as percentage strength. | |Express 0.05% as ratio strength. | |Express 100ppm as ratio strength. | |Express 0.005% as percentage strength | | | |ALLOCATE time for students to do the assignment and submit | | | |REFER students to recommended references | References Ansel, H.

NTA Level 4 • Semester 1 • PST04105 Calculations of Quantities of Each Ingredient Required for Compounding Pharmaceutical Calculations • Source Session/Topic 17 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 17: Calculations of Quantities of Each Ingredient Required for Compounding Total Session Time: 120 minutes + 1 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Calculate the amount of drug required for compounding from a given prescription • Calculate the ratio (factor) of quantity needed for compounding • Enlarge or reduce formula by using the factor • Determine dilutions of reduced and enlarged formula Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |20 minutes |Presentation |Amount of Drug Required For | | | | |Compounding From a Given | | | | |Prescription | |3 |30 minutes |Presentation |Ratio (Factor)of Quantity Needed For| | | |Small Group |Compounding | | | |discussion | | |4 |20 minutes |Presentation |Enlarging or Reducing of Formula by | | | | |Using the Factor | |5 |30 minutes |Presentation |Dilution of Reduced and Enlarged | | | | |Formula | |6 |05 minutes |Presentation |Key Points | | 7 |05 minutes |Presentation |Evaluation | | 8 |05 minutes |Presentation |Take Home 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: Calculating Amount of Drug Required for Compounding From a Given Prescription (20 minutes) When the amount of prescribed or ordered medicines deviates from the official quantities of a formula in a reference book the amount of each ingredient for compounding can be obtained or calculated Example: Dispense: Paracetamol syrup 250 mg tds 3/7, Available Paracetamol syrup 125 mg Paracetamol per 5 mL Solution; 250 mg (Paracetamol) × 3 × 3 = 2250 mg of Paracetamol. 5 mL of Paracetamol syrup contains 125 mg of Paracetamol X mL of Paracetamol syrup will contains 2250 mg of Paracetamol. (5 mL× 2250) / 125 = 90 mL of Paracetamol syrup to be dispensed, Answer STEP 3: Calculating Ratio of Quantity Needed for Compounding (30 minutes) In order to reduce or enlarge the formula the following ratio / factor are the mostly used; Factor = Total amount required / total amount of the official formula Example of reducing formula: Codeine phosphate syrup PCx: Codeine phosphate———————————-5 gm Purified water freshly boiled and cooled———15 mL Chloroform spirit————————————25 mL Syrup———————————————to 1000 mL Sig; 5mL q.i.d 4/7 Solution: Prescribed amount is: 5 × 4 × 4 = 80 mL Factor = 80 mL/ 1000 mL = 0.08 |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question: | | | |Ammonium chloride mixture PCx | |Ammonium chloride ——————————–10 gm | |Aromatic ammonia solution————————5 mL | |Liquorice liquid extract—————————–10 mL | |Water for preparations————————–to 100mL | |Sig; ammonium chloride mixture 10 mL tds 5/7 | | | |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 | The following are the answers of the above exercise: The amount of drug to be dispensed will be calculated as; 10 mL × 3 × 5 = 150 mL to be dispensed Factor = Total amount required / total amount of the official formula = 150 mL/ 100 mL = 1.5, answer STEP 4: Enlarging or Reducing of Formula by Using the Factor (20 minutes) • Pharmaceutical personnel may have to reduce or enlarge formulas for pharmaceutical preparations in the course of their practice • Official formulas and most other formulas for manufacturing are based on the preparation of 1000 mL or 1000 gm of product The pharmaceutical personnel may be called on to make a smaller or greater quantity and thus must reduce or enlarge the formula while maintain the correct proportion of each ingredient Examples: • Reducing of the formula Codeine phosphate syrup PCx Official amount |Codeine phosphate |5 gm | |Purified water freshly boiled and cooled |15 mL | |Chloroform spirit |25 mL | |Syrup |to 1000 mL | Sig; 5mL q.i.d 4/7 Solution; Prescribed amount is: 5 × 4 × 4 = 80 mL Factor = 80 mL/ 1000 mL = 0.08 Hence the formula will be as follows Codeine phosphate syrupPCx | |Official amount |Factor |Required | | | | |amount | |Codeine phosphate |5 gm |0.08 |0.4 gm | |Purified water freshly boiled|15 mL |0.08 |1.2 mL | |and cooled | | | | |Chloroform spirit |25 mL |0.08 |2.0 mL | |Syrup |to 1000 mL |0.08 |to 80 mL | • Enlarging of formula Ammonium chloride mixture PCx | |Official amount | |Ammonium chloride |10 gm | |Aromatic ammonia solution |5 mL | |Liquorice liquid extract |10 mL | |Water for preparations |to 100mL | Sig; ammonium chloride mixture 10 mL tds 5/7 The following are the answers of the above exercise The amount of drug to be dispensed will be calculated as; 10 mL × 3 × 5 = 150 mL to be dispensed Factor = Total amount required / total amount of the official formula = 150 mL/ 100 mL Factor = 1.5 Hence the formula will become; Ammonium chloride mixture PCx | |Official |Factor |Required amount | | |amount | | | |Ammonium chloride |10 gm |1.5 |15 gm | |Aromatic ammonia |5 mL |1.5 |7.5 mL | |solution | | | | |Liquorice liquid extract|10 mL |1.5 |15 mL |

NTA Level 4 • Semester 1 • PST04105 Calculations of Dilution and Concentration of Solids and Semisolids Pharmaceutical Calculations • Source Session/Topic 18 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 18: Calculations of Dilution and Concentration of Solids and Semisolids Total Session Time: 60 minutes Prerequisites None Learning Tasks By the end of this session students are expected to be able to: • Define dilution and concentration of Solids and Semisolids • Calculating dilution and concentration of Solids and Semisolids Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |20 minutes |Presentation |Definition of Dilution and | | | | |concentration of Solids and | | | | |Semisolids | |3 |25 minutes |Presentation | Dilution and Concentration of | | | |Group |Solids and Semisolids | | | |discussion | | |4 |05 minutes |Presentation |Key Points | | 5 |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: Definition of Dilution and Concentration of Solids and Semisolids (20 Minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is dilution and concentration of solids and Semisolids? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • The dilution of solids in pharmacy occurs when there is need to achieve a lower concentration of an active component in a more concentrated preparation (e.g., a powdered vegetable drug) • There is also a type of diluted pharmaceutical preparation, termed a trituration that represents a useful means of preparing and administering very potent therapeutic substances • Reducing or enhancing the strengths of creams and ointments is a usual part of a compounding Pharmaceutical personnel’s practice to meet the special needs of patients • The dilution of semisolids is a usual part of a compounding pharmaceutical personnel’s practice in reducing the strengths of creams and ointments to meet the special needs of patients STEP 3: Dilution and Concentration of Solids and Semisolids (25 Minutes) |Activity: Small Group Discussion ( 15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |If 30 g of a 1% hydrocortisone ointment were diluted with 12 g of | |Vaseline, what would be the concentration of hydrocortisone in the | |mixture? | | | |How many grams of zinc oxide should be added to 3200 g of 5% zinc oxide| |ointment to prepare an ointment containing 20% of zinc oxide? | | | |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 | • The following are the solutions of the above exercises: 30 g x 1% = 0.3 g hydrocortisone 30 g x 12 g = 42 g, weight of mixture 0.3 g x 100 = 0.71% (w/w), answer. 42 g Or, 30 (g) x 1 (%) = 42 (g) x x(%) x = 0.71% (w/w), answer. (2) 3200 g x 0.05 = 160 g of zinc oxide in 3200 g of 5% ointment 3200 g x 160 g = 3040 g of base (diluent) in 3200 g of 5% ointment In the 20% ointment, the diluent will represent 80% of the total weight 80 (%) = 3040 (g) 20 (%) x (g) x = 760 g of zinc oxide in the 20% ointment Because the 5% ointment already contains 160 g of zinc oxide, 760 g – 160 g = 600 g, answer. STEP 4: Key Points (5 minutes) • The dilution of solid dosage forms such as powders or semisolids dosage forms such as ointments and creams may be performed to alter the dose or strength of the product • The concentration of solid and semisolids dosage forms also known as fortification, by addition of calculated quantity of additional therapeutic agent, remains a viable practice in pharmaceutical compounding STEP 7: Evaluation (15 minutes) • What is dilution of solids and semisolids? • What is concentration if solids and semisolids? • How many grams of 20% benzocaine ointment and how many grams of ointment base (diluent) should be used in preparing 5 lb. of 2.5% benzocaine ointment? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons ← Previous TopicNext Topic →View all Pharmaceutical Calculations 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 • PST04105 Calculations of Weight by Aliquot Method Pharmaceutical Calculations • Source Session/Topic 19 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 19: Calculations of Weight by Aliquot Method Total Session Time: 120 minutes Prerequisites None Learning Tasks By the end of this session students are expected to be able to: • Define Aliquot Method • Calculate weight by using Aliquot Method Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |20 minutes |Presentation |Definition of Aliquot Method | | | |Brainstorming | | |3 |70 minutes |Presentation |Calculations of Weight by Aliquot | | | |Group |Method | | | |discussion | | |4 |10 minutes |Presentation |Key Points | | 5 |15 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 Aliquot Method (20 Minutes) |Activity: Brainstorming (10 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is Aliquot Method? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • An aliquot is a fraction, portion, or part that is contained an exact number of times in another. • Aliquot method is useful when a degree of precision in measurement is beyond the capacity of the instrument at hand, hence the pharmaceutical personnel may achieve the desired precision by calculating and measuring in terms of aliquot parts. STEP 3: Weighing by Aliquot Method (70 Minutes) • The aliquot method of weighing is a method by which small quantities of a substance may be obtained within the desired degree of accuracy by weighing a larger-than-needed portion of the substance, diluting it with an inert material, and then weighing a portion (aliquot) of the mixture calculated to contain the desired amount of the needed substance. • A stepwise description of the procedure is depicted in Figure 1 below and is described as follows: [pic] Figure 1: A stepwise description of weighting by Aliquot method Preliminary Step. Calculate the smallest quantity of a substance that can be weighed on the balance with the desired precision. • The equation used: 100% x Sensitivity Requirement (mg) = Smallest Quantity (mg) Acceptable Error (%) • Example: On a balance with an SR of 6 mg, and with an acceptable error of no greater than 5%, a quantity of not less than 120 mg must be weighed. 100% x 6 mg = 120 mg 5% Step 1. Select a multiple of the desired quantity that can be weighed with the required precision. • If the quantity of a required substance is less than the minimum weighable amount, select a‘‘multiple’’ of the required quantity that will yield an amount equal to or greater than the • Minimum weighable amount (A larger-than-necessary multiple may be used to minimum accuracy desired.) For example: • If the balance in the example in the preliminary step is used, and if 5 mg of a drug substance is • required on a prescription, then a quantity at least 25 times (the multiple) the desired amount, or • 125 mg (5 mg x 25) must be weighed for the desired accuracy. Step 2. Dilute the multiple quantity with an inert substance. • The amount of inert diluent to use is determined by the fact that the aliquot portion of the drug-diluent mixture weighed in Step 3 must be equal to or greater than the minimum weighable quantity previously determined. • By multiplying the amount of the aliquot portion to weigh in Step 3 by the multiple selected in Step 1, the total quantity of the mixture to prepare is determined. Example: • According to the preliminary step, 120 milligrams or more must be weighed for the desired accuracy. • If we decide on 120 mg for the aliquot portion in Step 3, and multiply it by the multiple selected in Step 1 (i.e., 25), we arrive at 3000 mg for the total quantity of the drug-diluent mixture to prepare • Subtracting the 125 mg of drug weighed in Step 1, we must add 2875 mg of diluent to prepare the 3000 mg of drug-diluent mixture Step 3. Weigh the aliquot portion of the dilution that contains the desired quantity. Since 25 times the needed amount of drug substance was weighed (Step 1), an aliquot part equal to 1⁄25 of the 3000-mg drug-diluent mixture, or 120 mg, will contain the required quantity of drug substance. Proof: 1⁄25 x 125 mg (drug substance weighed in Step 1) = 5 mg 1⁄25 x 2875 mg (diluent weighed in Step 2) = 115 mg 120 mg aliquot part |Activity: Small Group Discussion ( 30 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |A torsion prescription balance has a sensitivity requirement of 6 | |milligrams. Explain how you would weigh 4 milligrams of atropine | |sulfate with an accuracy of 5%, using lactose as the diluent. | | | |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 | • The following are the solution of the above exercise: o Because 6 milligrams is the potential balance error, 120 milligrams is the smallest amount that should be weighed to achieve the required precision. o If 120 milligrams, or 30 times the desired

NTA Level 4 • Semester 1 • PST04105 Calculations of Volume by Aliquot Method 109 Pharmaceutical Calculations • Source Session/Topic 20 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 20: Calculations of Volume by Aliquot Method 109 Background There is currently an ever increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholders’ workshop from18th to 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviwed and harmonized, the process of developing standardised training materials was started in August 2015 through Writer’s Workshop (WW) approach. The approach included two workshops (of two weeks each) for developing draft documents and a one-week workshop for reviewing, editing and formatting the sessions of the modules. The goals of Writers Workshopswere to build capacity of tutors in the development of training materials and to develop high-quality standardized teaching materials. The training package for pharmacy cadres includes a Facilitator Guide, Assessment plan and Practicum. There are 12 modules for NTA level 4 making 12 Facilitator guides and one Practicum guide. Acknowledgment The developmentof standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to St. Luke Foundation (SLF)/Kilimanjaro School of Pharmacy –Moshi for their tireless efforts to mobilize funds from development partners. Special thanks to John Snow Inc (JSI), Deutsche GesellschaftFür Internationale Zusammenarbeit (Giz), Merck Kgaa, BoehringerIngelheimGmbhand Bayer Pharma Ag and action medeor.V for the financial and technical support. Particular thanks are due to those who led this important process to its completion, Mrs Stella M. Mpanda, Director Childbirth SurvivalIntenational and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating the process. Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Mr.Wilson Mlaki St. Luke Foundation/Kilimanjaro School of Pharmacy Mr.Samwel M. Zakayo Pharmacy Council Ms. Ester A. Tuarira MUHAS Ms. Tumaini H. Lyombe MUHAS Mr, Wensaa E. Muro KSP Ms. Dilisi J. Makawia KSP Ms. Julieth Koimerek KSP Rev. Baraka A.M. Kabudi MEMS Mr. Kelvin E. Mtanililwa Royal Pharmaceutilcal Training Institute Ms. Rose Bulilo CEDHA Ms. Diana H. Gamuya CEDHA Dr.Melkiory Masatu CEDHA Dr.Benny Mboya CEDHA Mr. Habel A. Habel City College of Health and Allied Sciences Ms. Zaina Msami Meru District Council Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Basic Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the Basic Technician Certificate in Pharmaceutical Sciences (NTA Level 4) Curriculum. Target Audience This module is intended for use primarily by tutors of pharmaceutical schools. The module’s sessions give guidance on the time, activities and provide information on how to teach the session. The sessions include different activities which focus on increasing students’ knowledge, skills and attitudes. Organization of the Module The module consists of twenty (20) sessions; each session is divided into several parts as indicated below: • Session Title:The name of the session • Total Session Time: The estimated time for teaching the session, indicated in minutes • Pre-requisites: A module or session which needs to be covered before teaching the session. • Learning Tasks:Statements which indicate what the student is expected to learn by the end of the session • Resources Needed: All resources needed for the session are listed including handouts and worksheets • Session Overview: The session overview box lists the steps, time for each step, the activity or method used in each step and the step title • Session Content: All the session contents are divided into steps. Each step has a heading and an estimated time to teach that step as shown in the overview box. Also, this section includes instructions for the tutor and activities with their instructions to be done during teaching of the contents • Key Points: Key messages for concluding the session contents at the end of a session This step summarizes the main points and ideas from the session, based on the learning tasks of the sssion • Evaluation: The last section of the session consists of short questions based on the learning tasks to check the understanding of students. • Handouts: Additional information which can be used in the classroom while teaching or later for students’ further learning. Handouts are used to provide extra information related to the session topic that cannot fit into the session time. Handouts can be used by the students to study material