C H A P T E R 1: Orientation to Medications
Learning Outcomes
1-1 Define terms to understanding administration of medications.
1-2 List the six sources and uses of drugs.
1-3 Define drug standards, indicating how they are determined and why they are necessary.
1-4 List names by which drugs are known.
1-5 List drug references, the purpose of each and purchase drug cards.
1-6 List the major drug laws and their main features.
1-7 List the federal agencies that enforce the drug laws and the importance of enforcing them.
Chapter Outline
Key Terms
Definition of Terms
Pharmacology
Drug Sources
Drug Uses
Drug Standards
Drug Names
Drug References
Purchasing Your Own Drug Cards
Drug Legislation
You and the Law
Summary
Chapter 1 Review
Teaching Strategies
Ask students to identify the key terms they are already familiar with. Discuss the
definitions of all the terms and be certain that students are clear about the meanings.
Point out any similarities that may be confusing to them and tell them to memorize those
words to avoid confusion later on. Ask volunteers to share their methods of learning
medical key terms.
Ask students to list the major sources of drugs and give examples of each.
If possible, obtain a film from the library or a pharmaceutical company explaining the
process of drug trials. Show the film to the class.
Take a field trip to a pharmaceutical company in your area to observe the step-by-step
process of manufacturing drugs. Ask students to summarize why, as health care workers,
they should understand the drug manufacturing process. Discuss how the company
followed drug legislation.
Invite a pharmacist into class (or visit a pharmacy) to discuss the process of testing for
generic drugs. Ask students why it is important they understand this process.
Ask a pharmaceutical representative to speak to the class about how he or she can make
a difference in patient care.
Visit a local pharmacy or invite a pharmacist into class to discuss what pharmacists teach
patients when they dispense a drug. Ask for print material that is sometimes given to
patients. Discuss in class how this material could be beneficial or harmful to the patient.
When students begin work in a health facility, ask them to make a list of all the drug
references that are available to them in their work environment. Are the materials up-to-
date? Why are up-to-date references important to the patient and the health care worker?
Ask students to complete the Chapter 1 Review. Discuss answers, clearing up any
misconceptions students may have. Review any material students had difficulty with.
Administer and grade the Chapter 1 Test in this Instructor’s Manual.
Develop and administer a performance test for preparing a drug card.
Gauwitz, Administering Medications, 9e IM-1 | 1
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Learning Outcomes
1-1 Define terms to understanding administration of medications.
1-2 List the six sources and uses of drugs.
1-3 Define drug standards, indicating how they are determined and why they are necessary.
1-4 List names by which drugs are known.
1-5 List drug references, the purpose of each and purchase drug cards.
1-6 List the major drug laws and their main features.
1-7 List the federal agencies that enforce the drug laws and the importance of enforcing them.
Chapter Outline
Key Terms
Definition of Terms
Pharmacology
Drug Sources
Drug Uses
Drug Standards
Drug Names
Drug References
Purchasing Your Own Drug Cards
Drug Legislation
You and the Law
Summary
Chapter 1 Review
Teaching Strategies
Ask students to identify the key terms they are already familiar with. Discuss the
definitions of all the terms and be certain that students are clear about the meanings.
Point out any similarities that may be confusing to them and tell them to memorize those
words to avoid confusion later on. Ask volunteers to share their methods of learning
medical key terms.
Ask students to list the major sources of drugs and give examples of each.
If possible, obtain a film from the library or a pharmaceutical company explaining the
process of drug trials. Show the film to the class.
Take a field trip to a pharmaceutical company in your area to observe the step-by-step
process of manufacturing drugs. Ask students to summarize why, as health care workers,
they should understand the drug manufacturing process. Discuss how the company
followed drug legislation.
Invite a pharmacist into class (or visit a pharmacy) to discuss the process of testing for
generic drugs. Ask students why it is important they understand this process.
Ask a pharmaceutical representative to speak to the class about how he or she can make
a difference in patient care.
Visit a local pharmacy or invite a pharmacist into class to discuss what pharmacists teach
patients when they dispense a drug. Ask for print material that is sometimes given to
patients. Discuss in class how this material could be beneficial or harmful to the patient.
When students begin work in a health facility, ask them to make a list of all the drug
references that are available to them in their work environment. Are the materials up-to-
date? Why are up-to-date references important to the patient and the health care worker?
Ask students to complete the Chapter 1 Review. Discuss answers, clearing up any
misconceptions students may have. Review any material students had difficulty with.
Administer and grade the Chapter 1 Test in this Instructor’s Manual.
Develop and administer a performance test for preparing a drug card.
Gauwitz, Administering Medications, 9e IM-1 | 1
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
