How to Give Medication Properly

How to Give Medication Properly

Johnnie Branson
Donna Glass
Freshman Composition I
13 May 2009
How to Give Medication Properly
The Medication Administration Techniques are very important considerations in direct support providing (DSP) practices. A DSP cares for mentally and developmentally challenged individuals. Also, assist the individuals with every aspect of their daily lives. Clients are able to lead more productive and normal lives, with the proper use of prescribed medications. DSP’s must accurately and safely prepare the clients medications several times a day. The providers are solely responsible for own actions, (whether or not a written order exists). Administering correct medication dosage, proper documentation of administration, assessing possible drug effects, recognizing unfavorable reactions, recognizing incorrect or illegible medication order, following health care agency policies and procedures, and proper witnessing and disposal of any controlled substances. If you ever plan on administering medication to anyone, yourself, your children or your family members, you will need to know these five rights of medication administration. It will prove to be very beneficial!
The patient should be notified of the order for the drug and provided with education about the medication they are to receive. Before administration, five factors often referred to as the "five rights" should be addressed. Medication records should be on hand at time of administration to ensure safe administration. By following these five simple steps so many lives could be saved and/or serious illnesses could be avoided.
Right patient. Identify patient by name badge or bracelet. Avoid just asking the client’s name or checking the name on the door. This is how miscommunications can sometimes happen.
Right drug. Check record for the name of the drug and compare it with the drug in your hand. A lot of drugs have similar spellings, and needs to be checked very carefully. To prevent medication errors,...

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