NSG-318 Introduction to Pharmacology

Assignment 3: Medication Math Competency and Medication Safety Discussion

1. Assessment Overview

Unit/Program: Pre-Licensure BSN
Course: NSG-318 Introduction to Pharmacology
Assessment Type: Individual medication dosage calculation assignment plus graded discussion board
Placement: Early to mid semester (Topic 2: Medication Math and Culture of Safety)
Length: Medication math worksheet equivalent to 2–3 pages of worked items, plus one 200-word initial discussion post and two 100–150 word peer responses
Weighting: 10–15% of course grade; may be tied to pass/fail competency expectations for progression

The assignment consolidates foundational pharmacology content by assessing your accuracy in dosage calculations and your ability to articulate safe medication practices within a culture of safety framework.

2. Medication Math Competency Task

You will complete an individual medication math assignment that mirrors unit-level competency expectations and common practice packets used in NSG-318.

• Items will include conversions within and between metric, household, and where applicable apothecary units.

• Calculation of solid oral doses such as tablets and capsules, liquid oral doses in mL, and parenteral doses in mL based on ordered and available concentrations.

• Calculation of total quantity required for the entire duration of a prescription, such as total number of tablets or total volume of solution.

• Basic IV dosage questions may be included at the instructor’s discretion, such as mL per hour or drops per minute if this content has been introduced.

2.1 Sample Item Types (Representative of Competency Packet)

i. Unit Conversion

• Convert 0.5 g to mg.

• Convert 750 mg to g.

ii. Oral Liquid Dose

• Order: Amoxicillin 500 mg PO three times daily.
  Available: 250 mg per 5 mL suspension.
  Question: How many mL per dose should be administered?

iii. Total Daily Volume and Course Volume

• Using the above order and available concentration, calculate the total volume required per day and for a 10-day course.

iv. Oral Tablet Dose

• Order: Metronidazole (Flagyl) 750 mg PO three times daily for 12 days.
  Available: 500 mg tablets, 50 tablets per bottle.
  Questions:

  • How many mg will the client receive over the full course?

  • How many tablets are required per dose?

  • How many tablets are needed to complete the prescription?

v. Parenteral Dose and Vial Count

• Order: Pronestyl 3 g IM every 6 hours as needed for systolic BP greater than 200.
  Available: Pronestyl 500 mg per mL in a 2 mL vial.
  Questions:

  • How many mL will you administer for one dose?

  • How many vials are needed for one dose?

Show each step clearly and label your answers with units. Consistent method and attention to unit checking are assessed, not just final answers.

3. Medication Safety and Culture of Safety Discussion

Alongside the calculation assignment, you will participate in an online discussion that focuses on medication safety, error prevention, and nursing responsibilities, building on NSG-318 topic discussions about culture of safety and lifespan considerations.

3.1 Initial Discussion Post (minimum 200 words)

Prepare an initial post in which you:

• Explain the concept of a culture of safety in medication administration and describe how it supports prevention, recognition, and reporting of medication errors.

• Identify at least two specific medication safety strategies that student nurses can implement consistently, such as independent double checks for high-alert medications, use of tall-man lettering, limiting interruptions during preparation, or barcode administration where available.

• Briefly connect your discussion to dosage calculation competency by describing how even small math errors can compromise patient safety and how structured practice helps reduce this risk.

3.2 Peer Responses (two posts, 100–150 words each)

Respond to two classmates who discussed different safety strategies, populations, or practice settings such as pediatrics, older adults, or community care.

• Add one additional concrete action or system process that could strengthen medication safety in the situation they described, such as age-appropriate dosing checks, parental education, or pharmacy collaboration.

• Acknowledge their points while extending the conversation with course concepts or evidence rather than repeating the same ideas.

4. Assignment Requirements and Formatting

• Medication Math Assignment: Complete all items on the instructor-provided worksheet or packet. Show work legibly and use standard notation and units such as mg, g, mL, and tablets.

• Accuracy Threshold: Many programs require a minimum score such as 90 percent or higher on medication math competencies to pass. Consult your course guide for the exact requirement.

• Discussion Board: Post the initial response by the specified mid-week deadline and reply to peers by the end of the week. Follow course expectations for netiquette and professional communication.

• Sources: For the discussion, cite at least one current guideline or peer-reviewed article related to medication safety or culture of safety.

Additional academic expectation (new paragraph added):
Research consistently shows that repeated, structured practice in medication calculation improves both accuracy and confidence among nursing students, which in turn supports safer medication administration in clinical settings. Students who actively reflect on their calculation process and seek feedback are more likely to identify personal error patterns and reduce future risk in practice (Wright, 2019).

5. Marking Criteria / Scoring Rubric (Summarized)

Total: 100 marks.

5.1 Medication Math Competency (70 marks)

i. Calculation Accuracy (50 marks)

• High Distinction (46–50): 95–100 percent of items correct; method consistently logical; unit conversions and dose calculations accurate across all item types.

• Pass (35–40): 80–89 percent correct; occasional minor errors that do not indicate a pattern of unsafe practice.

• Fail (0–34): Less than required threshold or multiple major errors that would compromise patient safety.

ii. Method and Work Shown (10 marks)

• High Distinction (9–10): Steps are clearly laid out, with appropriate formulas, conversions, and labeling of intermediate values.

• Pass (6–8): Steps mostly apparent but occasionally compressed or unclear.

• Fail (0–5): Little or no work shown, making it difficult to judge reasoning.

iii. Professional Presentation (10 marks)

• High Distinction (9–10): Work is neat, legible, and logically organized; answers clearly indicated.

• Pass (6–8): Minor formatting or legibility issues but overall understandable.

• Fail (0–5): Disorganized or illegible work that obscures reasoning.

5.2 Medication Safety Discussion (30 marks)

i. Conceptual Understanding of Culture of Safety (10 marks)

• High Distinction (9–10): Explains culture of safety clearly and links it to error prevention, reporting, and system-level learning.

• Pass (6–8): General explanation with limited application to daily practice.

• Fail (0–5): Definition vague or inaccurate; minimal linkage to medication administration.

ii. Application to Medication Safety Strategies (10 marks)

• High Distinction (9–10): Identifies at least two specific, realistic safety strategies and explains how they reduce risk in concrete terms.

• Pass (6–8): Strategies appropriate but discussed briefly.

• Fail (0–5): Strategies generic, impractical, or unspecified.

iii. Peer Engagement and Evidence Use (10 marks)

• High Distinction (9–10): Two substantive peer responses that extend discussion with additional examples, considerations, or evidence; at least one credible source cited in the initial post.

• Pass (6–8): Responses supportive but limited in depth; minimal use of evidence.

• Fail (0–5): Absent or minimal peer interaction.

6.

Medication safety rests on a clear culture of safety where nurses feel responsible for accurate administration and also supported when they identify or report potential errors. A culture that encourages speaking up about calculation concerns or unclear orders greatly lowers the chance that a math mistake will reach the patient. When students routinely practice dosage calculations, double-check high-alert medications with another nurse, and minimize distractions during medication preparation, they build habits that support safe practice throughout their careers (Keers et al., 2018).

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7.  Learning Resources / References

1. McCuistion, L.E., Vuljoin DiMaggio, K., Winton, M. and Yeager, J. (2023) Pharmacology: A patient-centred nursing process approach. 11th edn. St. Louis: Elsevier.

2. Wright, K. (2019) ‘An investigation into medication calculation errors made by nurses: A critical literature review’, Journal of Clinical Nursing, 28(3–4), pp. 415–428.

3. Keers, R.N., Williams, S.D., Cooke, J. and Ashcroft, D.M. (2018) ‘Prevalence and nature of medication administration errors in health care settings: A systematic review of direct observational evidence’, Research in Social and Administrative Pharmacy, 14(6), pp. 541–555.

4. Institute for Safe Medication Practices (ISMP) (2020) ISMP guidelines for safe medication use.

5. Institute of Medicine (now National Academy of Medicine) (2019) Preventing medication errors. Washington, DC: National Academies Press.

6. World Health Organization (2017) Medication without harm: Global patient safety challenge. Geneva: WHO.