This Document Contains Chapters 21 to 22 CHAPTER 21 – Radiology and Nuclear Medicine The Language of Medical Imaging Chapter 21 Teaching Overview Virtually all of your students will have had an x-ray by the time they reach adulthood, and many may be familiar with some of the equipment and procedures that are used. It is important for them to understand the importance of radiology and nuclear medicine and the roles they play in modern medicine. Wilhelm Röntgen, a German physicist, discovered the x-ray in 1895 and once it was applied to medical diagnostics and treatment, the science of medicine advanced, as it never had before. It provided clinicians with never seen views into the human body and continues to do so today. Nuclear medicine evolved in more recent years and carries its own properties in the diagnosis and treatment of disease. As with other medical procedures, the practices of radiology and nuclear medicine have their own language (or terminology) that students need to familiarize themselves with as they enter the world of health care. As with all lessons in this Lesson Planning Guide, you can and should modify them to best meet the needs of your students, your schedule, and your curricula. Teacher to Teacher: • You may need to reassure your students that they do not have to completely understand the scientific process behind how radiological procedures are performed, just the basic concepts. Radiology is a specialized science that people go to school for many years to study. • Discuss with your students the importance of knowing about radiological procedures, not just in health careers, but also on a personal level. Have they, or do they know of someone who had a diagnostic X-ray or radiation therapy for the treatment of a disease? What would they say to a family member or patient that needs to undergo one of these procedures; how would they explain what will be done? Chapter 21: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 21.1 Describe the nature and characteristics of x-rays. 21.2 Identify the positions and views of the patient’s body used in x-ray examinations. 21.3 Discuss the different techniques for acquiring radiologic diagnostic images. 21.4 Describe the nature and characteristics of radioactive materials used in medical imaging. 21.5 Discuss the nuclear imaging procedures used in the diagnosis of disease. 21.6 Explain the different radiologic techniques used in the treatment of disease. 21.7 Describe the different nuclear medicine therapies and their effectiveness. 21.A Use the medical terms of medical imaging to communicate in writing and document accurately and precisely in any health care setting. 21.B Use the medical terms of medical imaging to communicate verbally with accuracy and precision in any health care setting. 21.C Construct medical terms used in medical imaging from their word elements (roots, combining forms, prefixes, and suffixes). 21.D Deconstruct medical terms used in medical imaging into their word elements (roots, combining forms, prefixes, and suffixes) 21.E Identify health professionals involved in medical imaging. 21.F Identify correct abbreviations for medical terms used in medical imaging. Note: These lessons are designed with ultimate flexibility in mind. When customizing the lessons for your own class, always choose activities that are most relevant to your curriculum, your students, and your teaching goals—especially if you do not have time to implement all the provided activities into your class period. Lesson 21.1: Production of X-Ray Images Total Time: 50 Minutes Lesson 21.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 21.1.1 Discuss the wavelength characteristics of x-rays. 21.1.2 Describe how x-rays interact with and affect matter. 21.1.3 Explain how x-ray images are recorded. 21.1.4 Describe the different alignments of the body in order to produce the most informative x-ray image. Prepare Your Materials: • Pictures of different areas of the body as seen by x-ray – (or slides or films, if available) • Dry erase board – (or chalkboard, etc.) • Large sheets of white paper – Two sheets per student; sheets should be large enough for each student to trace a body part. • Lesson 21.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 21.1 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: _________ Chapter 21—Lesson 21.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 15 min Activity Description: Students will be introduced to the production of X-ray images. Step 1: Spend a few minutes brainstorming with students about things they have heard about or know about X-rays. This will give you a baseline of how much experience your students have had with this topic. Step 2: Discuss with students the things that they were able to come up with in Step 1; let them share their personal experiences: 1. How were they positioned for the X-ray? 2. Were they able to feel the X-rays penetrate their body? 3. Did they get to look at the completed films once the procedure was done? Step 3: Break the students up into small groups and have them look at pictures from different areas of the body as seen by X-ray (use slides or films). Ask them to make a list about what is similar in each picture and what is different. Rotate the pictures through each group to ensure that the students are able to examine each picture. Step 4: Share the similarities and differences that the students identified as a group. Point out items that they will learn about later in this lesson. Pictures of different areas of the body as seen by X-ray (or slides or films, if available) 21.1.1 21.1.2 21.1.3 21.1.4 Lecture 20 min Lesson 21.1 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 21.1 PowerPoint Presentation 21.1.1 21.1.2 21.1.3 21.1.4 Active Learning & Practice 10 min Activity Description: Students will be introduced to the characteristics of X- ray wavelengths and how matter interacts with X- rays. Step 1: Identify the different types of wavelengths found in our environment (light, sound, microwave, & radio waves) and correlate how they are similar to the way X-rays work (invisibility & velocity). Talk about how matter (bone and metal) interferes with the X-ray wavelength, producing the picture that is seen. Step 2: Have the students find a partner and using large sheets of paper, have the students take turns tracing a body part (arm, leg, etc.). After they are done tracing, have them draw in what would be seen if an X-ray was taken of that body part. When finished, the students will share their drawings with the rest of the class and talk about what they have learned. Large sheets of paper Dry erase board or chalkboard 21.1.1 21.1.2 Review 5 min Activity Description: Review of the day’s lesson and objectives. Step 1: Go through Lesson 21.1 exercises in the textbook as a group; explain or clarify anything that is difficult for students. Step 2: Be aware of students’ pronunciation of the terms and help if they struggle. Remaining exercises may be assigned as homework. Textbook, Lesson 21.1 exercises 21.1.1 21.1.2 21.1.3 21.1.4 Homework Assignment • Students read Lesson 21.2 in the textbook and complete Lesson 21.2 exercises. • Finish Lesson 21.1 exercises, if needed. 21.1.1 21.1.2 21.1.3 21.1.4 Lesson 21.1 Masters • (none) Lesson 21.2: Nuclear Medicine Total Time: 50 Minutes Lesson 21.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 21.2.1 Describe characteristics and types of radiopharmaceuticals. 21.2.2 Detail imaging devices used in nuclear medicine. 21.2.3 Discuss common diagnostic uses of nuclear medicine imaging procedures. 21.2.4 Describe common nuclear medicine therapies. Prepare Your Materials: • Guest speaker • Paper • Pencils/pens • Dry erase board – (or chalkboard or butcher’s block paper) • Create a 10 to 15 question quiz from Lesson 21.1 • Smart device with Internet access: computer, tablet, cell phone. • Lesson 21.2 PowerPoint® presentation – Found with the Instructor Resources that can accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 21.2 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: _________ Chapter 21—Lesson 21.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Review of Production of X-ray Images. Step 1: Pass out the 10-question review quiz (this quiz can also be done orally, simply asking each question and calling upon students for the answers). The quiz can also be submitted for a grade. Step 2: Once the quiz (or oral review) is finished, go over the correct answers to be certain students are ready to move on. Dry erase board Create a 10-Question Review Quiz from Lesson 21.1 (Review Lesson 21.1 concepts) 21.1.1 21.1.2 21.1.3 21.1.4 Introduction 20 min Activity Description: Arrange for a guest speaker from your local hospital’s radiology department or free-standing radiology facility to talk about radiological and nuclear medicine treatments. This could be a radiologist or a radiology technician. Step 1: Introduce the guest speaker. Step 2: Allow the guest speaker to talk to students about his or her field. Step 3: Leave time at the end of the presentation for students to ask questions. Guest speaker (radiologist or radiologic technician) 21.2.1 21.2.2 21.2.3 21.2.4 Lecture 10 min Lesson 21.2 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 21.2 PowerPoint Presentation 21.2.1 21.2.2 21.2.3 21.2.4 Active Learning & Practice 10 min Activity Description: Compare and contrast the risks and benefits of using nuclear medicine vs. using radiology. Step 1: Divide the students into two groups. One group will argue for the benefits of using nuclear medicine for the treatment and diagnosis of disease; the other group will argue the benefits of using plain radiology for the treatment and diagnosis of disease. Step 2: Moderate this activity with the students. Paper Pencils/pens Smart device with Internet access (computer, tablet, cell phone) 21.2.1 21.2.2 21.2.3 21.2.4 Encourage students to consider the following topics: 1. The uses of radioactive materials in nuclear medicine and their risks to the body. 2. Any risk involved with the use of x-rays. 3. What types of diseases are better treated or diagnosed with nuclear medicine? 4. What types of diseases are better treated or diagnosed with the use of x-rays? 5. The different types of other commonly used radiological examinations and treatments (CT scan, ultrasound, and MRI). Step 3: After the discussion has ended, help the students come up with conclusions such as: both radiology and nuclear medicine are needed to diagnose and treat specific kinds of problems in the body; both have some risk when used, but the benefits generally outweigh the risks; and it is important to have both available in order to diagnose or treat patients. Step 4: Provide positive reinforcement to the students for their participation in this activity. Review 5 min Step 1: Have students complete Lesson 21.2 exercises in pairs. Step 2: When they are finished, go over the answers so students can ensure their understanding. Be aware of students’ pronunciation of the terms and help if they struggle. Any exercises that are not completed in class may be assigned as homework. Textbook, Lesson 21.2 exercises 21.2.1 21.2.2 21.2.3 21.2.4 Homework Assignment • Finish Lesson 21.2 exercises if needed. • Complete Chapter 21 Review exercises. • Instruct students to review the terms in the Word Analysis and Definition (WAD) Tables from Lessons 21.1 and 21.2 and practice pronouncing them correctly. Textbook, Chapter 21 Review exercises 21.1.1 21.1.2 21.1.3 21.1.4 21.2.1 21.2.2 21.2.3 21.2.4 Lesson 21.2 Masters • (none) End of Chapter Answer Exercises Page 707 A. Ans 1: E: weight Ans 2: D: ionization Ans 3: C: velocity Exercises Page 709 A. Ans 1: C: x-ray beam passes through the patient from back to front Ans 2: D: x-ray beam passes through the patient from front to back Ans 3: A: x-ray beam passes through the body at an angle Ans 4: B: x-ray beam passes through the structure from the middle to the side B. Ans 1: angiography Ans 2: angiogram Ans 3: angioplasty Exercises Page 711 A. Ans 1: B: mammogram Ans 2: B: no Ans 3: neoplasm Ans 4: bilateral B. Ans 1: B: IR Ans 2: C: CT Ans 3: D: US Ans 4: A: MRI Exercises Page 713 A. Ans 1: B: scintigraphy Ans 2: B: a radioactive agent Ans 3: C: scintigraphy Ans 4: B: iodine Ans 5: A: SPECT Exercises Page 715 A. Ans 1: D: stereotactic radiation Ans 2: B: conventional external-beam radiation therapy Ans 3: C: intensity-modulated radiation therapy Ans 4: A: proton beam therapy B. Ans 1: D: three dimensional Ans 2: C: below Ans 3: B: broken Ans 4: F: one Ans 5: E: cutting Ans 6: A: short Chapter 21 Review Ans 1: anterior Ans 2: transverse Ans 3: lateral Ans 4: medial Ans 5: cranial Ans 6: posterior Ans 7: sagittal Ans 8: transverse Ans 9: craniocaudal B. Ans 1: B: velocity C. Ans 1: mamm/o Ans 2: breast Ans 3: record of the breast Ans 4: fluor/o Ans 5: x-ray beam Ans 6: examination of the structure of the body by x-rays Ans 7: sagitt Ans 8: arrow Ans 9: pertaining to the vertical plane dividing the body into right and left halves Ans 10: scint/i Ans 11: spark Ans 12: recording of radioactivity with gamma cameras Ans 13: clon Ans 14: cutting Ans 15: pertaining to protein from a single clone of cells Ans 16: radi/o And 17: radiation Ans 18: image made by exposure to x-rays D. Ans 1: radiocontrast agents Ans 2: brachytherapy Ans 3: tracer Ans 4: ultrasound Ans 5: computed tomography E. Ans 1: B: oblique; opaque F. Ans 1: B: you see images on a screen as the scan is actually happening Ans 2: C: blood vessels Ans 3: A: to enhance the image being filmed Ans 4: C: peristalsis G. Ans 1: GI Ans 2: DR Ans 3: AP Ans 4: IR Ans 5: US Ans 6: MRI Ans 7: CT Ans 8: PET H. Ans 1: opaque Ans 2: claustrophobia Ans 3: teleradiology Ans 4: coronal Ans 5: tomography Ans 6: radiopharmaceutical I. Ans 1: brachy/therapy Ans 2: hypo/fract/ionation Ans 3: mono/clon/al Ans 4: mamm/o/gram J. Ans 1: mammography; mammogram; mammoplasty Ans 2: radiologist; radiographic; radiographer; radiographs K. Ans 1: T: therapeutic Ans 2: T: therapeutic Ans 3: T: therapeutic Ans 4: T: therapeutic Ans 5: D: diagnostic Ans 6: D: diagnostic Ans 7: D: diagnostic Ans 8: D: diagnostic L. Ans 1: True Ans 2: False Ans 3: False Ans 4: True Ans 5: True M. Ans 1: D: platelet, capillary N. Ans 1: radiocontrast agents Ans 2: ultrasonography Ans 3: intravenously Ans 4: tomogram Ans 5: front; back Ans 6: teleradiology Ans 7: scintigraphy Ans 8: concurrently O. Ans 1: B: No Ans 2: benign Ans 3: C: left and right Ans 4: D: radiologist CHAPTER 22 – Pharmacology The Language of Pharmacology Chapter 22 Teaching Overview All your students have been exposed to the use of both over-the-counter (OTC) and prescription medications at some time or another, either through the media (TV commercials, print ads, or news stories) or by visits to their physician. However, they may not be familiar with the formal branch of medical science known as pharmacology and the terminology associated with it. Any individual that works in healthcare needs to be familiar with the language of pharmacology. Many of these concepts may require additional clarification or explanation for students to successfully grasp the material. For instance, the routes of administration can be confusing to the students, especially when discussing the differences between intrathecal, intravenous, and intramuscular routes. They may also need assistance with learning the 5 rights of medication administration, as well as the different drug classifications, the organ systems they are used in, and their indications. Consider allowing your students extra class time to practice their terminology skills. Pay close attention to the pronunciation of words and aid as needed. As with all lessons in this Lesson Planning Guide, you can and should modify them to best meet the needs of your students, your schedule, and your curricula. Teacher to Teacher: • Encourage students to practice their terminology at home or with a classmate in order to master it. Flashcards are good tools for self-study or finding a classmate or family member to quiz them over the information also works well. • Having the students make the connection between their own health and lives and the medications they take will help them understand and retain the material as it’s presented. • A guest speaker from the local hospital or pharmacy may help to provide real-world examples to help students to learn about pharmacology. Chapter 22: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 22.1 Recognize the differences between the chemical name, generic name, and brand name of a drug. 22.2 Define the methods used for setting and referencing the standards for the effectiveness and purity of drugs used in the United States. 22.3 Define controlled substance schedules. 22.4 Differentiate the different routes of administration of drugs. 22.5 Explain the methods used to ensure safety and accuracy in drug administration by the different persons administering the drugs. 22.A Use the medical terms of pharmacology to communicate in writing and document accurately and precisely in any health care setting. 22.B Use the medical terms of pharmacology to communicate verbally with accuracy and precision in any health care setting. 22.C Construct medical terms used in pharmacology from their word elements (roots, combining forms, prefixes, and suffixes) 22.D Deconstruct medical terms used in pharmacology into their word elements (roots, combining forms, prefixes, and suffixes) 22.E Identify health professionals involved in the preparation and administration of drugs. 22.F Identify correct abbreviations for medical terms used in pharmacology. Note: These lessons are designed with ultimate flexibility in mind. When customizing the lessons for your own class, always choose activities that are most relevant to your curriculum, your students, and your teaching goals—especially if you do not have time to implement all the provided activities into your class period. Lesson 22.1: Drug Names, Standards, and References Total Time: 50 Minutes Lesson 22.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 22.1.1 Describe drug nomenclature. 22.1.2 Differentiate between controlled and noncontrolled drugs. 22.1.3 Discuss how standards for the quality, purity, and strength of medications are set and enforced. 22.1.4 Describe how hospitals and physicians determine which drugs they will prescribe. Prepare Your Materials: • Pharmacology guest speaker • Dry erase board – (or chalkboard or butcher’s block paper) • Lesson 22.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 22.1 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: _________ Chapter 22—Lesson 22.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 15 min Activity Description: Medication brainstorming activity. Step 1: Have the students brainstorm about medications that they have used, seen in advertisements, or have heard of before. List the medications on the board as the students participate. Help the students with pronunciation if needed. Discuss the differences between the chemical names of medications, generic names (acetaminophen) and their name-brand equivalents (Tylenol). Step 2: Ask the students if they know what the medications are used for. Help with this task as needed and place the indications on the board next to the medications. Step 3: Review the list on the board with the students. Reinforce to the students that they know more names of medications than they perhaps thought before starting this exercise. Let them know that there are more than 3,000 prescription medications available and countless more over-the-counter-drugs and it is impossible to know all of them. Dry erase board 22.1.1 Lecture 10 min Lesson 22.1 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 22.1 PowerPoint Presentation 22.1.1 22.1.2 22.1.3 22.1.4 Active Learning & Practice 15 min Activity Description: Pharmacology guest speaker. Step 1: Invite a guest speaker from the local hospital or pharmacy to come and talk with students about prescriptions, drug standards, and controlled substances. Ask the speaker to talk about real-world experiences in the pharmacy setting. Step 2: Allow extra time at the end of the session for the students to ask questions of the speaker. Guest speaker (pharmacist) 22.1.1 22.1.2 22.1.3 22.1.4 Review 10 min Step 1: Go through Lesson 22.1 exercises from the textbook as a group; explain or clarify anything that is difficult for students. Step 2: Reinforce correct pronunciation of each term as students read the exercises out loud. Textbook, Lesson 22.1 exercises 22.1.1 22.1.2 22.1.3 22.1.4 Homework • Students read Lesson 22.2 in the textbook and complete Lesson 22.2 exercises. • Finish Lesson 22.1 exercises if needed. Textbook 22.1.1 Lesson 22.1 Masters • (none) Lesson 22.2: The Administration of Drugs Total Time: 50 Minutes Lesson 22.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 22.2.1 Define terms relating to a drug’s ability to reach and affect a particular tissue. 22.2.2 Discuss the different routes for administering drugs. 22.2.3 Identify abbreviations used in writing medication orders. Prepare Your Materials: • Dry erase board – (or chalkboard or butcher’s block paper) • Markers • Tape or stickers • Lesson 22.1 Review Crossword Puzzle – Create using terms from Lesson 22.1 (a quick search on the Internet will yield many sites at which you can type in your own terms and definitions and have a crossword puzzle generated automatically) • Lesson 22.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 22.2 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Examples of printed patient education materials – Check to see if area physicians, stores with pharmacy outlets (Target, Walgreen, Costco, etc.) or medical facilities will provide a few of these that you can show to students. Instructor Lesson Plan Date: _________ Chapter 22—Lesson 22.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Step 1: Distribute Lesson 22.1 Review Crossword Puzzle to students. Step 2: Have students work on this crossword puzzle as individuals or in pairs. Step 3: When students are finished, go over the correct answers to ensure understanding. Lesson 22.1 Review Crossword Puzzle (Review Lesson 22.1 terms) Introduction 10 min Activity Description: Routes of medication administration. Step 1: Using Lesson 22.2 as a guide, list the different routes of medication administration on the board and label each name with a letter or a number. Step 2: Have students pair off and write the numbers or letters down on the tape. Then, have the students place the tape on their partner identifying the route of administration on the body. Step 3: After the students have completed this activity, provide them with the correct answers and discuss the anatomical terminology as it relates to locations on the body. Dry erase board Markers Tape or stickers 22.2.2 Lecture 10 min Lesson 22.2 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 22.2 PowerPoint Presentation 22.2.1 22.2.2 22.2.3 Active Learning & Practice 15 min Activity Description: Students will create patient education handouts on administration of various drugs. Step 1: Explain to students that part of the job of health professionals is patient education. Step 2: Ask students if they have ever seen pamphlets, brochures, handouts, or articles in their physician’s office. Ask them to describe the types of information they have seen, and where they often see it (many times it is in a display on a table or in a pocket-type shelf on the wall; it is sometimes handed out by members of the health care team.) Examples of printed patient education materials 22.2.1 22.2.2 22.2.3 Step 3: Allow students to examine some examples of printed patient education materials. Ask them to identify their characteristics (e.g., they have a title, they are brief, they use bullets, they include artwork, etc.) Step 4: Put students into groups and assign each group a particular drug and an audience (e.g., parents of small children, caregivers of seniors, adult patients, etc.) Step 5: Instruct students to create a patient education handout designed to inform the specified audience about the assigned drug. Review 10 min Activity Description: Review Lessons 22.1 and 22.2 exercises Step 1: Go over Lessons 22.1 and 22.2 exercises as a group, out loud. Step 2: Clarify or explain difficult content. Step 3: Correct pronunciation errors. Patient Education Handout Step 1: Have each group present their patient education handout to the rest of the class. Step 2: Discuss each group’s use of the terminology with regard to accuracy, pronunciation, and precision. Also discuss whether or not the handout is appropriate for the intended audience. Textbook, Lessons 22.1 and 22.2 exercises 22.1.1 22.1.2 22.1.3 22.1.4 22.2.1 22.2.2 22.2.3 Homework • Students read Lesson 22.3 in the textbook and • complete . Textbook, 22.2.1 Assignment complete Lesson 22.3 exercises. Lesson 22.3 22.2.2 22.2.3 Lesson 22.2 Masters • (none) Lesson 22.3: Accuracy and Safety in Drug Administration Total Time: 50 Minutes Lesson 22.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 22.3.1 Understand that every drug has side effects that can be harmful. 22.3.2 Describe patterns of taking multiple self-administered drugs. 22.3.3 Identify the five “rights” to be addressed by patients and caregivers in administering drugs. 22.3.4 Discuss the importance for accurate documentation of each administration of a drug and of any error in its administration. Prepare Your Materials: • Create 10 - 15 questions from Lessons 22.1 and 22.2 • Dry erase board – (or chalkboard or butcher’s block paper) • Notebook (or plain) paper • Lesson 22.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 22.3 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: _________ Chapter 22—Lesson 22.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Review of Drug Names, Standards, and References and The Administration of Drugs. Step 1: Ask students the 10 to 15 review questions from Lessons 22.1 and 22.2. Step 2: Go over the correct answers to the questions. Explain or re-teach any concepts or terms that cause confusion for students. Create 10-15 questions from Lessons 22.1 and 22.2 (Review Lessons 22.1 and 22.2 concepts) 22.1.1 22.1.2 22.1.3 22.1.4 22.2.1 22.2.2 22.2.3 22.2.4 Introduction 5 min Activity Description: The five rights of medication administration. Step 1: Ask the students what the five rights of medication administration are (Time, Route, Dose, Drug, and Patient); as they participate, write their answers on the board. Step 2: Divide the students into pairs and have them come up with a mnemonic using the first letter in each right (T, R, D, D, and P) in order to remember the five rights. • Example: Timmy Really Dislikes Dill Pickles. Students may change the order of the letters, as long as all letters are used. Step 3: Have the students share their mnemonic with the other students by writing them on the board. Let the students vote on which mnemonic is the best. Dry erase board Notebook or plain paper 22.3.1 22.3.2 22.3.3 22.3.4 Lecture 15 min Lesson 22.3 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 22.3 PowerPoint Presentation 22.3.1 22.3.2 22.3.3 22.3.4 Active Learning & Practice 15 min Activity Description: Students will write a story utilizing medical terms from Lesson 22.3. Step 1: Tell students it is time to activate their imaginations. Tell them they will write a story using at least 10 terms from Lesson 22.3. Step 2: Take a minute or two to help students brainstorm story ideas. Tell them to think about how they might use dialogue (conversation), and what types of events might happen in their stories. Step 3: Give students time to write their stories. Step 4: If there is time, allow students to share their stories with the rest of the class. Alternatively, if students need more time to finish the stories, they could be finished as homework. Textbook, Lesson 22.3 22.3.1 22.3.2 22.3.3 22.3.4 Review 10 min Activity Description Review Lesson 22.3 exercises Step 1: Allow students to work in pairs to complete Lesson 22.3 exercises. Step 2: When students are finished, go over the answers to the exercises out loud. Reinforce correct pronunciation while going over the answers. Step 3: Go over Chapter 22 Review exercises as a group out loud. Explain or clarify difficult content. Correct pronunciation errors. Textbook, Lesson 22.3 exercises Chapter 22 Review exercise 22.3.1 22.3.2 22.3.3 22.3.4 Homework Assignment • Finish writing stories, if needed. • Review the Word Analysis and Definition (WAD) Tables from Lessons 22.1, 22.2 and 22.3. Practice pronouncing the terms out loud. Textbook 22.3.1 22.3.2 22.3.3 22.3.4 Lesson 22.3 Masters • (none) End of Chapter Answer Exercises Page 725 A. Ans 1: B: specifies the chemical makeup of the drug Ans 2: C: name of the drug given by the manufacturer Ans 3: A: identifies the drug legally and scientifically B. Ans 1: C: generic name Ans 2: A: chemical name Ans 3: B: brand name Exercises Page 727 A. Ans 1: Antitussive Ans 2: narcotic Ans 3: DEA Ans 4: V B. Ans 1: stimul/ant Ans 2: anti/tuss/ive Ans 3: formul/ary Ans 4: an/alges/ic Ans 5: narco/tic Exercises Page 729 A. Ans 1: G: pertaining to the rectum Ans 2: D: under the tongue Ans 3: E: pertaining to the mouth Ans 4: F: going across the skin Ans 5: B: inside the cheek Ans 6: A: applied to a local area Ans 7: C: medication given via the GI tract Exercises Page731 A. Ans 1: IM Ans 2: SC Ans 3: ID Ans 4: IV B. Ans 1: aseptic Ans 2: intradermal Ans 3: port Ans 4: subcutaneous Ans 5: bolus Exercises Page 733 A. Ans 1: P Ans 2: together Ans 3: R Ans 4: worsen Ans 5: R Ans 6: work Ans 7: S Ans 8: pertaining to Ans 9: S Ans 10: specialist B. Ans 1: False Ans 2: False Ans 3: True Ans 4: False Ans 5: False Exercises Page 735 A. Ans 1: C: oral Ans 2: B: topical Ans 3: C: oral Ans 4: D: intravenous Ans 5: A: rectal Chapter 22 Review A. Ans 1: a.c. Ans 2: GI Ans 3: on Ans 4: t.i.d. Ans 5: p.r.n. Ans 6: p.c. Ans 7: IM Ans 8: q.i.d.; p.o. Ans 9: b.i.d.; t.i.d. B. Ans 1: 2: to provide an entry site for IV fluids C. Ans 1: sub- Ans 2: below Ans 3: -cutane- Ans 4: skin Ans 5: -ous Ans 6: pertaining to Ans 7: pertaining to below the skin Ans 8: pre- Ans 9: before Ans 10: -script- Ans 11: writing Ans 12: -ion Ans 13: process, action Ans 14: a written direction for the preparation and administration of a remedy Ans 15: inter- Ans 16: between Ans 17: -action Ans 18: to do Ans 19: n/a Ans 20: n/a Ans 21: the action between two entities to produce or prevent an effect Ans 22: n/a Ans 23: n/a Ans 24: tranquil- Ans 25: calm, serene Ans 26: -izer Ans 27: affects in a particular way Ans 28: agent that calms without sedating or depressing Ans 29: anti- Ans 30: against Ans 31: -tuss- Ans 32: cough Ans 33: -ive Ans 34: nature of, quality of Ans 35: against coughing D. Ans 1: A: Yes Ans 2: B: No Ans 3: A: Yes Ans 4: A: Yes Ans 5: B: No Ans 6: B: No Ans 7: A: Yes Ans 8: A: Yes Ans 9: A: Yes Ans 10: A: Yes E. Ans 1: ist; pharmacist Ans 2: ology; pharmacology Ans 3: ologist; pharmacologist Ans 4: derm; intradermal Ans 5: thec; intrathecal Ans 6: kinet; pharmacokinetics Ans 7: dynam; pharmacodynamics F. Ans 1: p.o. Ans 2: PDR Ans 3: USP Ans 4: p.r.n. Ans 5: OTC G. Ans 1: D: a route of administration Ans 2: D: prescription Ans 3: C: antitussive Ans 4: E: popular Ans 5: A: USP Ans 6: C: between the cheek and gum Ans 7: B: brand name Ans 8: A: II Ans 9: B: DEA Ans 10: D: pharmacy technician H. Ans 1: transdermal Ans 2: sublingual Ans 3: rectal Ans 4: oral I. Ans 1: D: alprazolam Ans 2: A: insomnia Ans 3: multivitamin; melatonin Ans 4: Tylenol # 2 J. Ans 1: C: when necessary Ans 2: E: three times each day Ans 3: D: twice each day Ans 4: A: intramuscular Ans 5: B: by mouth Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931
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