Different medications must be absorbed to be effective. For absorption, the drug must be administered in proper manner. To choose a route of administration we need to relate the dosage form, the advantages and disadvantages etc.
Title: "Comprehensive Care of Pediatric Patients on Ventilators: A Guide for 3rd Year BSN Students"
Slide Description:
Welcome to our presentation on the "Care of Child on Ventilator," designed specifically for 3rd-year Bachelor of Science in Nursing (BSN) students. In this comprehensive guide, we will delve into the essential aspects of providing high-quality care to pediatric patients requiring mechanical ventilation.
Slide 1: Introduction
- Provide an overview of the presentation's content.
- Highlight the importance of understanding pediatric ventilation care for nursing students.
- Set the stage for an in-depth exploration of the topic.
Slide 2: Pediatric Respiratory Anatomy and Physiology
- Explain the unique characteristics of the pediatric respiratory system.
- Discuss how these differences impact the care of ventilated children.
Slide 3: Indications for Pediatric Ventilation
- Enumerate common medical conditions necessitating ventilator support in children.
- Emphasize the importance of early recognition and intervention.
Slide 4: Types of Pediatric Ventilators
- Describe the various types of ventilators used in pediatric care.
- Highlight their features and functionalities.
Slide 5: Ventilator Settings and Modes
- Explain the key ventilator settings and modes relevant to pediatric patients.
- Provide practical insights into their adjustment and monitoring.
Slide 6: Nursing Assessment
- Outline the comprehensive nursing assessment required for children on ventilators.
- Discuss the importance of monitoring vital signs and respiratory parameters.
Slide 7: Pediatric Ventilation Troubleshooting
- Address common issues and complications that may arise during ventilation.
- Offer guidance on troubleshooting and appropriate nursing interventions.
Slide 8: Infection Control and Preventing Ventilator-Associated Pneumonia (VAP)
- Discuss the significance of infection prevention in ventilated pediatric patients.
- Share best practices for minimizing the risk of VAP.
Slide 9: Family-Centered Care
- Stress the importance of involving families in the care process.
- Provide strategies for effective communication and support.
Slide 10: Case Studies and Clinical Scenarios
- Present real-life case studies and clinical scenarios to enhance practical understanding.
- Encourage active participation and problem-solving among students.
Slide 11: Nursing Responsibilities and Ethical Considerations
- Detail the ethical considerations surrounding pediatric ventilation care.
- Highlight the responsibilities of nurses in advocating for their young patients.
Slide 12: Conclusion and Resources
- Summarize key takeaways from the presentation.
- Provide references and resources for further learning.
Slide 13: Q&A
- Open the floor for questions and discussions.
- Foster an interactive learning environment.
Slide 14: Thank You
- Express gratitude for the audience's participation.
- Provide contact information for further inquiries.
Different medications must be absorbed to be effective. For absorption, the drug must be administered in proper manner. To choose a route of administration we need to relate the dosage form, the advantages and disadvantages etc.
Title: "Comprehensive Care of Pediatric Patients on Ventilators: A Guide for 3rd Year BSN Students"
Slide Description:
Welcome to our presentation on the "Care of Child on Ventilator," designed specifically for 3rd-year Bachelor of Science in Nursing (BSN) students. In this comprehensive guide, we will delve into the essential aspects of providing high-quality care to pediatric patients requiring mechanical ventilation.
Slide 1: Introduction
- Provide an overview of the presentation's content.
- Highlight the importance of understanding pediatric ventilation care for nursing students.
- Set the stage for an in-depth exploration of the topic.
Slide 2: Pediatric Respiratory Anatomy and Physiology
- Explain the unique characteristics of the pediatric respiratory system.
- Discuss how these differences impact the care of ventilated children.
Slide 3: Indications for Pediatric Ventilation
- Enumerate common medical conditions necessitating ventilator support in children.
- Emphasize the importance of early recognition and intervention.
Slide 4: Types of Pediatric Ventilators
- Describe the various types of ventilators used in pediatric care.
- Highlight their features and functionalities.
Slide 5: Ventilator Settings and Modes
- Explain the key ventilator settings and modes relevant to pediatric patients.
- Provide practical insights into their adjustment and monitoring.
Slide 6: Nursing Assessment
- Outline the comprehensive nursing assessment required for children on ventilators.
- Discuss the importance of monitoring vital signs and respiratory parameters.
Slide 7: Pediatric Ventilation Troubleshooting
- Address common issues and complications that may arise during ventilation.
- Offer guidance on troubleshooting and appropriate nursing interventions.
Slide 8: Infection Control and Preventing Ventilator-Associated Pneumonia (VAP)
- Discuss the significance of infection prevention in ventilated pediatric patients.
- Share best practices for minimizing the risk of VAP.
Slide 9: Family-Centered Care
- Stress the importance of involving families in the care process.
- Provide strategies for effective communication and support.
Slide 10: Case Studies and Clinical Scenarios
- Present real-life case studies and clinical scenarios to enhance practical understanding.
- Encourage active participation and problem-solving among students.
Slide 11: Nursing Responsibilities and Ethical Considerations
- Detail the ethical considerations surrounding pediatric ventilation care.
- Highlight the responsibilities of nurses in advocating for their young patients.
Slide 12: Conclusion and Resources
- Summarize key takeaways from the presentation.
- Provide references and resources for further learning.
Slide 13: Q&A
- Open the floor for questions and discussions.
- Foster an interactive learning environment.
Slide 14: Thank You
- Express gratitude for the audience's participation.
- Provide contact information for further inquiries.
This slides contain detailed description of radiant warmer used in hospital setting, various modes , alarms, do's and don't of radiant warmer and nursing care management for the baby under radiant warmer
This Presentation is about burn in children it's defination ,causes , classification , methods of estimation of TBSA of burn , diagnose , medical , surgical and nursing management and complications.
kindly give your suggestion if you like this. Newborn care and safety are the activities and precautions recommended for new parents or caregivers. It is also an educational goal of many hospitals. it helpful for the students also for educative purpose.
This slides contain detailed description of radiant warmer used in hospital setting, various modes , alarms, do's and don't of radiant warmer and nursing care management for the baby under radiant warmer
This Presentation is about burn in children it's defination ,causes , classification , methods of estimation of TBSA of burn , diagnose , medical , surgical and nursing management and complications.
kindly give your suggestion if you like this. Newborn care and safety are the activities and precautions recommended for new parents or caregivers. It is also an educational goal of many hospitals. it helpful for the students also for educative purpose.
to download this presentation from this link
https://mohmmed-ink.blogspot.com/2020/11/diabetic-ketoacidosis.html
Diabetic Ketoacidosis, diabetus type 1 complection. diagnosisi and managment
Medication administration is route is often classified by the location at which the drug is administered, such as oral or intravenous. nurses have a unique role and responsibility in medication administration, in that they are frequently the final person to check to see that the medication is correctly prescribed and dispensed before administration. It is standard during nursing education to receive instruction on a guide to clinical medication administration and upholding patient safety known as the ‘five rights’ or ‘five R’s’ of medication administration. the medication is correctly prescribed and dispensed before administration.[1] It is standard during nursing education to receive instruction on a guide to clinical medication administration and upholding patient safety known as the ‘five rights’ or ‘five R’s’ of medication administration.These ‘rights’ came into being during an era in medicine in which the precedent was that an error committed by a provider was that provider’s sole responsibility and patients did not have as much involvement in their own care. The traditional framework used in teaching the rights has remained largely unchanged, but there has been no significant reduction in error rates reported in the literature since their introduction.[3] Sole reliance on the ‘five rights,’ the necessity of adding additional rights, and the lack of consideration for the role of the patient are a few of the points of contention named in the medical literature concerning the traditional ‘five rights.’
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Child Care: Administration of medication
1. Administration of Medication
in the Child Care Setting
Catholic Charities-Diocese of Joliet
ECSD Pre-service Conference
August 29, 2014
Deborah Fears, LPN BA
Linda Paschall, LPN BHA
Health Consultants
2. Introduction and Goals
Dispensing medicine properly to children is very
important in the child care setting. Given
incorrectly, medications may be ineffective or
harmful to the child.
Administering medication requires knowledge of
proper dosage, attention to time, and careful
observation of the child for the effects of the
medication after it is given.
Goals:
1. Staff are trained and designated to safely receive,
store, handle, administer, and document
medication use in the child care setting
2. Staff will be familiar with and demonstrate use of
dosing devices, medication measurement, and
common medications given in the child care
setting. 2
3. Objectives and Agenda:
Staff will be able to:
1. Implement policies and procedures for the
administration of medication in the child care
setting.
2. State the “5 Rights” that must be identified
before giving medication to a child.
3. Demonstrate correct use of different dosing
devices and correct measurement of
medications.
4. Observe for signs of anaphylaxis, adverse
reactions or life threatening conditions
5. Correctly complete the agencies written
documentation for receiving and giving
medicines. 3
4. When medicine is given in the
child care setting:
All staff members designated to
administer medication must receive
training by a health care professional
annually.
Staff designated to administer
medications are familiar with the
actions of medications, their
administration, dosages,
measurement, documentation and
specific policies and procedures of the
program. 4
5. When medicine is given in the
child care setting:
Medicines are given for acute(sudden
or short term) conditions like antibiotic
therapy or
for chronic (ongoing) conditions like
asthma.
Medications given at the child care
setting must be prescribed by a
physician or
OTC (over the counter) medication
given by permission of the parent with
prior approval of the physician.
5
6. When medicine is given in the
child care setting:
The Americans with Disabilities Act
(ADA) requires child care programs to
make “reasonable accommodations” for
people with disabilities and special
medical needs. Giving medicine is an
accommodation made in the child care
setting.
When talking with the parent or
prescribing health provider, determine if
the medication can be given before or
after the child is at the program,
eliminating the need for giving
medication at the child care setting. 6
7. When medicine is given in the
child care setting: Written
Authorization
Staff must have a written authorization
signed by the parent/guardian for
medication prescribed by the child’s
health care provider.
Staff must have a written authorization
signed by the parent/guardian for OTC
(over the counter) medication and
prior approval (standing order) by a
health care provider designating the
intended use of the medication.
7
8. When medicine is given in the
child care setting: Receiving
Medications
Both prescription and OTC medication
shall be accepted only in its original
container
Prescription medications shall be labeled
with the full pharmacy label and clearly
readable.
OTC medication shall be clearly labeled
with the child’s name. The container
must be in a condition that the name of
the medication and the directions can be
read.
8
9. When medicine is given in the child care
setting: Protect the safety of the child.
A designated, trained staff person shall
administer and document giving the
medication.
Prescription medication shall require a signed
authorization by the health care provider and
the parent and shall be kept on file and
updated regularly.
OTC medications may be dispensed in
accordance with the manufactures'
instructions with written permission by the
parent. However, a standing order for the
medication should be obtained from the
health care provider.
9
10. How to give medicine in the child
care setting: Receiving
Medications
Check the label of the original container
before accepting the medication from
the parent/guardian.
Always use the right technique:
◦ Note the expiration date. (Do not accept
and/or discard expired medications.)
◦ Make sure the medication is in a child-proof
container.
◦ Make sure the administration of medication
consent is completed properly, is current and
on file.
10
11. How to give medicine in the child care
setting: The “5 Rights”
1. Right child (Child’s first and last name).
2. Right medicine (generic or brand name).
3. Right dose (teaspoons: tsp, cubic
centimeters: cc)
4. Right route (mouth, nose, eye, ear
drops).
5. Right time (before meals, after meals)
and frequency (per day) or intervals (every
4 hours)
11
12. How to give medicine in the child
care setting: Follow-up
1. Administer medication and document
immediately!
2. Observe child and monitor
periodically for side effects and
allergic reactions.
3. Observe for the most dangerous type
of allergic reaction, Anaphylaxis.
4. An emergency care plan is posted in
each classroom and someone
trained in first aid and CPR should
be on duty.
12
13. How to give medicine in the child
care setting: Anaphylaxis
This is a severe allergic reaction which
is life-threatening. Anaphylaxis occurs
after the administration of a drug, eating
a particular food, or sting of an insect to
which the person is allergic.
If you observe or think a child is having
an anaphylactic reaction:
◦ Instruct someone to call 911 STAY WITH
THE CHILD
◦ Administer medication for allergic reaction if
prescribed.
13
14. When medicine is given in the
child care setting: Anaphylaxis
cont’d
Signs and symptoms of anaphylaxis may
include:
Hives/itching
Dizziness/weakness
Nausea/ vomiting
Abdominal cramps
Swelling of the face, hands, feet, and mucous
membranes
Wheezing
Shortness of breath
Difficulty breathing
Sense of impending doom/fear
Loss of consciousness
14
15. When medicine is given in the
child care setting: Allergic
Reactions
These reactions are related to the action
of the medication. It is difficult to predict
if someone will be allergic to a particular
drug even if they have taken the
prescribed drug before.
When an allergic reaction to a drug
occurs, the body’s immune system
reacts to a drug by producing
histamines. Histamines produce
symptoms of an allergic reaction and the
severity of the symptoms can change
quickly.
15
16. When medicine is given in the
child care setting: Allergic
Reactions cont’d
If you suspect a child is exhibiting
allergic symptoms, withhold the next
scheduled dose.
Document and report observations
immediately to the parent, inform them
to contact the physician and have
them pick up their child and go the
nearest emergency room.
16
17. When medicine is given in the child
care setting: Allergic Reactions cont’d
Signs of allergic reactions (not inclusive)
◦ Mouth- itching, swelling of the lips, tongue or
mouth
◦ Throat: itching/sense of tightness in the throat,
hoarseness and hacking cough
◦ Skin: hives, itchy rash, redness and swelling of
the face and extremities
◦ Abdomen: nausea, abdominal cramps, vomiting,
diarrhea
◦ Lungs: shortness of breath, repetitive coughing,
wheezing
◦ Heart: thready pulse, fainting, loss of
consciousness
§§ All above symptoms can potentially
progress to a life threatening situation. 17
18. When medicine is given in the child care
setting: Common Dosing
Instruments
The following are tips for using common
dosing instruments:
Syringes: Syringes are convenient for
infants who can’t drink from a cup.
◦ Draw up the correct dose at eye level and
squirt the medicine in the back of the child’s
mouth where it is less likely to spill out.
◦ Syringes can be measured out and caped for
later use. However these caps can be a
choking hazard if not removed before
administering the medication.
18
19. When medicine is given in the child care
setting: Common Dosing Instruments
cont’d.
The cap should be discarded or placed
where the child can not get it.
There are two kinds of syringes:
◦ Oral syringes for administering medications
by mouth
◦ Hypodermic syringes (for injections), which
can be used for oral medication when the
needle are removed. Parents should remove
the needle from the hypodermic syringe.
Always remove the cap before
administering by mouth.
19
20. When medicine is given in the child care
setting: Common Dosing Instruments cont’d.
Droppers: Safe and easy to use for
infants and children. Always measure
at eye level and administer quickly
because dropper tend to drip,
Cylindrical dosing spoons: The
spoon looks like a test tube with a
spoon at the end. Small children can
hold the handle and the spoon fits
easily into their mouth.
20
21. When medicine is given in the child care
setting: Common Dosing Instruments
cont’d.
Dosage cups: These are used for
children who can drink from a cup
without spilling. Be sure to check the
measurements on the side of the cups
for the correct number. Measure liquid
doses at eye level.
Medication pacifiers: These are used
for infants. The medication is measured
and poured into the medication holder
and the infants sucks the medication
through the pacifier. 21
22. When medicine is given in the child care
setting: Common Dosing
Measurements
Whether they measure teaspoons,
ounces or milliliters, dosing devices must
be used. Regular tableware must never
be used because it is not an accurate
measure. One type of teaspoon may be
twice the size of another.
If a product comes with a particular
device, it should be used. Do not use a
device from another product.
Read the measuring instruments
carefully, the numbers on the side are
small and sometimes difficult to read.
22
23. Four Ways To Help Preschoolers Take
Medicine.
1. Mix it up or Chase it dawn
When approved by the pharmacist or
doctor: mix foul tasting meds with yogurt,
applesauce, chocolate syrup. Or the treat
can be used as a reward and an aftertaste
chaser.
2. The Cold Method
If the child likes frozen treats, have her lick
one before giving her a teaspoon or syringe
of medicine. Use a strong flavor like orange
or grape. The cold also dullest the taste
buds.
23
24. Four Ways To Help Preschoolers Take
Medicine cont’d.
3. Take your medicine first.
Pretend to take your medicine first.
Make a big to-do about it. Have the child
agree to take his medicine too when you
have finished.
4. Give the child choices.
Being forced to swallow something
is disgusting. Let her decide
between a spoon or syringe,
popsicle flavor, etc. Give as much
choice as possible.
24
25. Procedures for giving topical
medications: Skin
Creams/Ointments
Wash hands, identify child, read medication consent.
Check expiration date. Remember “5 Rights”.
Explain the procedure to the child, provide privacy. (If child
needs to undress another caregiver should have clear view of
the adult and child.)
Put on disposable gloves
Remove any dressings if necessary. Place in a plastic bag.
Remove previously applied medication with a gauze pad
using a circular motion from the center to the outside of the
affected area. Discard each pad.
Change contaminated gloves.
Apply medication using a clean glove or applicator.
Apply dressing as instructed.
Remove gloves, discard equipment in plastic bag and wash
hands.
Document on medication log that medicine was given.
25
26. Procedures for giving Metered Dose Inhalers:
Wash hands, identify child, read medication
consent.
Check expiration date. Remember “5 Rights”.
Explain the procedure to the child, provide
privacy.
Have child stand up or sit erect.
Shake inhaler for about two (2) seconds,
Hold mouthpiece 1-2 inches from lips (or as
instructed), open mouth wide(if using a spacer,
place mouthpiece in mouth).
Breathe out normally, open mouth and begin to
inhale slowly, as the canister is squeezed.
Have child hold his breath for about 10 seconds
to allow medicine to settle into air passages.
Wait 1 or 2 minutes before the second puff.
Document and observe child for effects of the
medication.
26
27. Most Frequently Prescribed Medications in Child Care
Antibiotics(given by mouth) –used to
treat infections.
Acetaminophen( e.g.Tylenol) Used to
treat fever and pain.
Antihistamines (e.g. Benadryl)- used
to treat allergic reactions, such as
runny nose or hives.
Bronchodilators-used to treat asthma
attacks. Special equipment such as
inhalers and nebulizers are needed.
27
28. Most Frequently Prescribed Medications in Child Care
Decongestants(e.g. Dimetapp) used to
reduce stuffiness in ears, nose, and
chest.
Eye medication (liquid or ointment
administered directly into/or on the
eye) used to treat eye infections.
Iron (by mouth) used to treat anemia
Cough medicine (suppressant for a
dry cough or expectorant for a wet
cough)
Topical medications-used to treat skin
conditions such as diaper rash,
infections.
28
29. Most Frequently Prescribed Medications in Child Care
Medications for chronic conditions-used
to treat seizure disorder, cystic
fibrosis, and other chronic illnesses.
Psychotropic medications: used to
threat ADHD and other mental or
behavioral issues.
29
31. Agency Policy
The medication will be measured by Staff and, if the child
is able, given to the child who will self-administer
medication (with parental and physician consent) in the
presence of Staff.
The date, time given, dosage, amount of medication
administered, and the signature of the Staff person
giving the medication will be recorded in a log, and kept
in a locked file. The log will be kept with the medication
in the same locked box.
The Teachers and other Staff will be responsible for
routine observations of any child receiving medication
for adverse effects. Any side effects will be shared with
the Site Supervisor or designee. The Site Supervisor or
designee will then contact the child’s parent and the
child’s doctor documenting the observations.
34
32. Physician’s Signature Physician’s name printed
Name of Medication
Date to Begin Medication
Date to Stop Medication
Dosage
Time(s) to Give Medication
37