Med Remediation

[suni, BSN, RN]

For staff educators or instructors for Students , how do you do med remediation?

Reviewing the policy, 5 rights of med administration, quiz on meds verbal while preparing meds etc.

Thyank you

[iteachob, MSN, RN]

I am an academic educator......I quiz students on meds during clinical before they give them to the patient (every time). They are required to be prepared, and most of the time the patient will also "quiz" the student ("what is that for?").

Dosage calculations are also included on all unit exams.

[Whispera, MSN, RN]

Speaking of meds....when I was in my first year as an instructor, I learned that just because my students had learned in a previous semester, how to give injections, they didn't necessarily know how to do it. So, I always had them demonstrate drawing up an IM and demonstrate how to give it (saline in a little vial, into a styrofoam cup), while they told me what they were doing. If they were incorrect, we worked on it until they got it right.

[classicdame, MSN, EdD]

As a staff educator I find that remediation is difficult. Usually the issue is based on poor critical thinking, not poor math skills or technique. The math is easy - we just practice. Skills is the same - I usually assign a preceptor, then provide a skills check off form created for the individual. Critical thinking is harder. One side of their brain KNOWS the right thing to do, but the other side of the brain does not always apply it to appropriate situations. So I ask for projects, like critiques on articles, posters, teaching on that topic in New New orientation -something that looks like they "volunteered" so that the nurse is not embarrassed but actually learns something in the process. I am eager to see what ideas other educators have.

[JoMom4]

In the skills lab, I have set up a "simulation" of giving AM meds. We use a med cart and mannequin with an IV. There is an administration record and the student will give po, insulin, an IV push, and an IV piggyback med. I will list the patient's vitals and blood sugar ahead of time so that the student will determine if the beta-blocker or antihypertensive med should be given. I also have the student determine the regular insulin coverage based on a sliding scale ordered, and mix it with NPH. Determining the number of pills, how fast to push the med, is this a central or peripheral line?, checking for allergies...these help incorporate the "critical thinking" aspect of giving meds.

It can be a little time consuming, but works well for students who need extra confidence before giving meds to a real person.