MEDICATION PASSPORT
STUDENT (name and student number)
UNIVERSITY OF APPLIED SCIENCES
Study period
The Medication Passport’s goal is to ensure the student’s medication competence at different stages
during studies and when graduating to the profession. Another goal is to standardize student’s, teacher’s
and nurse mentor’s understanding of what knowledge and skills are needed for a safe delivery of
medication care, considering guidelines of the Ministry of Social Affairs and Health (2006) and Ministry of
Education (2006), as well as the medication competence descriptions for graduating health care
professionals. The Medication Passport has been created in collaboration with working life.
A correctly delivered, efficient, safe, economical, and rational medication care is central to patient safety
and the quality of service a client receives in social and health care. Licensed health care professionals are
responsible for the overall medication management in the various units of the health care system. In a
university of applied sciences, students in registered nurse, paramedic nurse, midwife, and public nurse
programmes participate during their clinical practice placement in medication delivery under the
supervision and guidance of nurse mentors. Participation in medication delivery requires adequate
theoretical knowledge and practical skills in pharmacotherapy, and a flawless competence in medication
calculations. When required, students have to show proof of the extent and completion of their studies and
medication calculations.
LOGO
MEDICATION PASSPORT
CONTENTS
1 Medication studies at the University of Applied Sciences
2 Medication skills
2.1 Foundations of the nursing profession for medication management
2.2 Multi-professional collaboration in medication management
2.3 Medication management as nursing practice at different stages of medication process
2.3.1 Medicine maintenance
2.3.2 Planning of medication care
2.3.3 Delivery of medication care
2.3.3.1 Medication administration via natural routes
2.3.3.2 Medication administration through injections
2.3.3.3 Medication, fluid therapy, and parenteral nutrition administration via
intravenous route
2.3.3.4 Delivery of blood transfusion therapy
2.3.3.5 Medication education of patients and promotion of client’s adherence to
medication care
2.3.3.6 Documenting medication care and securing the flow of information
2.3.4 Evaluation of medication care
2.4 Promotion of medication safety
3 Medication calculation skills
3.1 Medication calculations during clinical practice
3.2 Medication calculations in the University of Applied Sciences
4 Special skills in medication management
©Turku University of Applied Sciences 2010
1 Medication studies at the University of Applied Sciences
Write down the title of the study unit, describe shortly the relevant content of medication care, and the
date when you passed the course examination.
Title of study unit
©Turku University of Applied Sciences 2010
Date of successful
examination
2 Medication skills
This area includes four broader competency areas of medication management: 2.1 Foundations of the nursing profession for
medication management; 2.2 Multi-professional collaboration in medication management; 2.3 Medication management
as nursing practice at different stages of medication process; and 2.4 Promotion of medication safety. In medication
competence areas 2.1, 2.2, and 2.4, there is only one level of competence (as ’COMPETENT’) while in medication competence
area 2.3 there are the three levels of competence (as ‘OBSERVED’, ‘PRACTICED’, AND ‘COMPETENT’). You can confirm
‘OBSERVED’ and ‘PRACTICED’ yourself by writing down the date (See separate instructions and the criteria for ‘COMPETENT’).
Note: one learning goal may accumulate several entries of ‘COMPETENT’ from various periods of clinical practice.
2.1 Foundations of the nursing profession for medication management
Learning goal
COMPETENT
(date and nurse
mentor’s name)
Criteria
The student recognizes an ethical
perspective in the delivery of
medication care.

The student justifies the perspective
of nursing practice when decisions
about the patient’s medication care
are made.

While making decisions about
medication care, the student
systematically relies on verified
information.









While implementing medication
care, the student takes into
consideration the student’s
competence level and the
regulations governing medication
management.




©Turku University of Applied Sciences 2010
The student follows the ethical instructions in nursing practice and health
care, and is committed to applying them towards the patient’s interests in
medication delivery.
The student recognizes ethical questions and problem situations in
medication delivery, for instance when related to culture or worldview, and
adheres to ethical principles in his or her actions.
The student identifies the role and responsibility of nursing practice in the
medication process for a patient in outpatient and/or hospital care.
The student acts as a representative of the nursing practice in the team
implementing a patient’s medication (for instance during a doctor's round).
For her or his part, the student is responsible for the individual, efficient,
safe, purposeful, and economical delivery of medication care according to
the doctor’s prescription.
By relying on a variety of sources, the student makes use of the
multidisciplinary and reliable knowledge required in implementing safe
medication care.
The student is familiar with the central pharmacological and pharmacy
knowledge regarding medication care of different client groups and is
capable of applying this knowledge when making decisions about a client’s
medication care.
The student understands the link between the human anatomy and
physiology and the administration, phases, and effects of medicines in the
body.
The student knows the agents and the desired, side, adverse, and
interactions of the pharmaceutical products used in the treatment of the
most common illnesses.
The student is capable of critically assessing the applicability of medication
knowledge in implementing the medication care of a client.
The student justifies the decisions about and practical actions in a client’s
medication care with the best evidence based knowledge.
The student knows the most recent regulations, instructions, and
recommendations regarding medication care and its delivery and acts
accordingly.
The student understands the nurse’s responsibilities and obligations in
implementing medication care.
The student understands the significance of the regulations that govern
medication safety and adheres to them in his or her practice.
The student is familiar with medication instructions and licensing practices
in the respective organization and acts accordingly.
2.2 Multi-professional collaboration in medication management
Learning goal
COMPETENT
(date and nurse
mentor’s name)
Criteria
The student is familiar with the
medication plan of the clinical
practice organization and recognizes
the student’s own role and that of
the nurse in a multi-professional
team.

The student reports verbally and
documents the vital information
about implementing medication
care for the purposes of the work of
a multi-professional team.

The student collaborates with
various other parties involved in
medication care.

The student collaborates with the physician who is responsible for the
medication care of a patient as well as with other care personnel, and staff
at the hospital dispensary/wholesale pharmacy/pharmacy and at the
radiology department and centre/blood centre.
The student knows how to make use
of the information other parties
participating in medication care
have reported and documented.

The student ensures that vital, correct, and up-to-date information about a
patient’s medication care is forwarded to other professionals participating
in the medication delivery.
When planning the medication care of a patient, the student takes into
consideration the information and instructions provided by other health
care professionals.



The student recognizes the tasks and responsibilities of the various care
professionals participating in medication administration, management, and
delivery in the care facility in charge.
The student demonstrates having familiarized him/herself with the
medication plan of the clinical practice organization.
The student recognizes the situations that need to be reported to the
physician or other professionals participating in the medication
implementation, or require that the student ask them care instructions.
When necessary, the student negotiates the issues regarding medication
delivery with the physician or other professionals participating in the
medication implementation.
2.3 Medication management as nursing practice at different stages of medication process
2.3.1 Medicine maintenance
Learning goal
OBSERVED PRACTICED COMPETENT
(DATE)
(DATE)
Criteria
(name of
supervisor
and date)
For his/her part, the student is
responsible for the availability of
medicines necessary in outpatient
care.

The student can correctly
interpret a prescription.



The student uses the clinical
practice unit’s core medicine
selection of the clinical practice.
©Turku University of Applied Sciences 2010

The student ensures that the patient knows how to,
and is able to, acquire the necessary medicines.
In order to ensure the continuation of medication
care, the student collaborates with the patient’s
pharmacy, family, and home care professionals
when the patient is discharged or under clinical or
home care.
The student interprets different prescription
formats (for instance printed, phone, electronic
prescriptions).
The student identifies from the prescription
information what is vital for the patient, for
instance the amount, strength, dosage, expiration
date, and use instructions of the medicine.
The student uses the core medicine selection when
ordering medicines.
Learning goal
OBSERVED PRACTICED COMPETENT
(DATE)
(DATE)
Criteria
(name of
supervisor
and date)

The student estimates the quantity of medicines in
the clinical practice facility and ensures the
ordering of the necessary medicines.

The student takes into consideration the division of
responsibilities and labour when electronically
ordering pharmaceutical products for the clinical
practice facility.

The student takes into consideration the division of
responsibilities and labour when using the printedon-paper ordering system to order pharmaceutical
products to the clinical practice facility.
The student knows how to order
licensed pharmaceutical products.

The student orders
pharmaceutical products with a
special license.

The student orders pharmaceutical products
according to the practices and instructions of the
facility.
The student orders pharmaceutical products that
require a special license according to the practices
and instructions of the facility.
The student orders medicines that
contain alcohol.

The student orders pharmaceutical products that
contain alcohol according to the practices and
instructions of the facility.
The student orders narcotics and
medicines that mainly affect the
central nervous system.

The student orders narcotics and medicines that
mainly affect the central nervous system according
to the practices and instructions of the facility.
The student orders patientspecific drug doses (for instance
dose distribution and cytotoxic
drugs).

The student orders patient-specific drug doses
according to the practices and instructions of the
facility.
The student orders blood
products.

The student orders blood products according to the
practices and instructions of the facility.
The student ensures the
continuity of medication care and
acquires, during on-call hours, the
medicines the patient requires.

In outpatient care, the student
ensures the correct transportation
and storage of the patient’s
medicines.

The student estimates how much of the
pharmaceutical products the patient needs for
them to last past the on-call hours.
The student knows the facility’s practices of
acquiring pharmaceutical products during on-call
hours.
The student knows the instructions regarding the
transportation and storage of pharmaceutical
products.
The student educates the patient in correctly
storing pharmaceutical products at home.
The student stores medicines in
correct places and required
environments.

The student determines the
amount of medicines necessary to
be ordered for the clinical practice
unit.
The student orders and acquires
pharmaceutical products through
the unit’s electronic ordering
system.
The student orders and acquires
pharmaceutical products by using
the printed-on-paper ordering
system.




©Turku University of Applied Sciences 2010
The student follows the manufacturers’ and
regulations’ instructions about how to store
pharmaceutical products.
The student knows the appropriate storage
locations for different pharmaceutical products
(medicine cabinet, medicine room, and
refrigerator).
The student takes into account what storage
environment different pharmaceutical products
require (for instance temperature and light).
Learning goal
OBSERVED PRACTICED COMPETENT
(DATE)
(DATE)
Criteria
(name of
supervisor
and date)
The student correctly stores
narcotics and maintain their
proper accounts.

The student ensures the proper handling, storage,
and recording of narcotics.
The student correctly stores
medicines in patient-specific
doses.

The student ensures use of the appropriate storage
unit (for instance locked cabinet, protected
cabinet, protective cap on medicine vials) for
medications.
The student ensures the proper storage of a readyto-be-delivered medicine so that there is no risk of
a mix-up when medicines are delivered to the
patient.
The student ensures the availability and usability of
first-aid medicines.
The student observes the location of first-aid
medicines in the facility.

The student knows the first aid
medicines and their location in
his/her clinical practice unit.

The student ensures the proper
disposal of medicines without
hazards to health or the
environment.

Following the written instructions
of the hospital dispensary/storage
and care facility, the student
ensures the correct handling of
medicines that are in gaseous
form or otherwise require specific
skills or equipment because of
their form or handling.






The student takes into
consideration the principles of
efficiency, safety, utility, and
economy when acquiring, storing,
handling, and disposing of
medicines.




The student takes into
consideration the economic
aspects of acquiring medicines.
The student stores blood products
correctly.
The student recognizes the tasks
associated with the care and
maintenance of a medicine
cabinet and is responsible, for
his/her part, for those activities in
his/her clinical practice facility.
©Turku University of Applied Sciences 2010

The student sorts disposable pharmaceutical
products according to their qualities and the
instructions of the care facility.
The student sends unused, unusable, expired, or
banned pharmaceutical products to a
pharmacy/hospital dispensary/wholesale
pharmacy.
The student follows the instructions about how to
store, handle, and dispose of medicines that
contain gases and other medicines that require
special knowledge and skills.
The student orders gaseous pharmaceutical
products according to practices and instructions of
the care facility.
The student assesses the remaining amount and
the need to re-order gaseous pharmaceutical
products.
The student knows how to operate equipment used
to store and handle gaseous pharmaceutical
products and other pharmaceutical products that
require special knowledge and skills.
The student acts economically when delivering
medication.
The student recognizes the risk of misuse of
medicines and, in his/her practice, can reduce the
risk of misuse.
The student knows how monitor the loss of
pharmaceutical products.
The student uses the core selection of
pharmaceutical products at the care facility.
The student recognizes the economic aspects of
acquiring medicines: price, generic substitution,
reference pricing, and health insurance.

The student correctly stores blood products.

For his/her part, the student performs the tasks
related to the upkeep and maintenance of the
medicine cabinet.
2.3.2 Planning of medication care
Learning goal
OBSERVED PRACTICED COMPETENT
(DATE)
(DATE)
Criteria
(name of
supervisor
and date)
The student clarifies the
patient’s current medication
care (prescription medicines,
self-care medicines, herbal care
medicines).

The student assesses the
medication needs of the patient.

When planning patients’
medication care, the student
takes into consideration their
individual circumstances.

The student takes into
consideration the instructions
for care and testing regarding a
patient’s medication care.

The student receives various
medication prescriptions.




By relying on various sources, the student will gather
information about the patient’s condition and overall
situation relevant to the prescription of a medicine
and the delivery of medication care.
The student ensures that all information about the
patient’s medication care is clear, unambiguous, and
coherent with existing medication prescriptions.
The student understands the basis of a patient’s
medication care.
The student informs the physician and other
participants in the medication process about relevant
issues regarding the prescription of a medicine and
medication delivery.
The student takes into consideration the patient’s
special circumstances, for instance mobility or
cultural background.
The student knows the instructions about the
premedication or the restrictions regarding
medication care in conjunction with a procedure or
tests (for instance the need to temporarily stop
medication or change the dosage).
The student receives and correctly interprets
different kinds of prescriptions and verifies that they
are correct, unambiguous, appropriate, and current
(for instance continuous medication, single
prescription, prescription per protocol).
In case the prescription is unclear or incomplete, the
student requests clarification from the person who
wrote the prescription and reports information to
other members who participate in the medication
delivery.
The student exercises care when documenting
prescriptions in the patient journals.
The student documents information according to the
practices and instructions of the care facility.
The student appropriately and
unambiguously documents
prescriptions into patient
documents and documents used
in the delivery of medication in
the clinical practice unit (for
instance medication
administration schedule and
infusion schedule).
The student assesses risks
associated with a patient’s
medication.


The student clarifies the patient’s potential allergies,
antibodies, and possible earlier serious side effects.
When planning a patient’s
medication care, the student
takes into consideration the
goals of medication care, its
modes of implementation, and
the qualities of the medicine in
question.

The student ensures that when planning a patient’s
medication care, she/he has the appropriate
information about the medicine, its effects and
delivery, necessary for a safe and efficient
medication care.
When planning a patient’s medication care, the
student utilizes the information on the medicine
package and in different data bases of medication
(for instance Pharmaca Fennica).
©Turku University of Applied Sciences 2010


Learning goal
OBSERVED PRACTICED COMPETENT
(DATE)
(DATE)
Criteria
(name of
supervisor
and date)
The student knows the normal
doses, essential effects, and
maximum doses of the drugs
prescribed to a patient.

The student designs the delivery
plan of a patient’s medication
care.




The student knows the essential
side effects and potential
interactions of the drugs
prescribed to a patient.

The student knows the
interaction with alcohol of the
drugs prescribed to a patient.


Regarding medication planning, the student knows
the most important information about a
pharmaceutical product.
The student recognizes risk medicines and takes into
account their qualities when planning medication
delivery.
The student can compile a written plan (for instance
pharmaceutical card, fluid therapy plan, nutrition
plan).
The student knows also how to plan for the
necessary follow-up for medication (for instance
observation, measurements, and tests).
When planning for medication care, the student
takes into consideration the requirements of the
working environment (for instance shift change).
The student knows the crucial side effects of the
medicine prescribed to a patient.
The student knows how to take into consideration
the patient’s total medication when planning
medication delivery.
The student takes into consideration the possible
interactions with alcohol of the medicine prescribed
to the patient.
2.3.3 Delivery of medication care
Learning goal
OBSER
VED
PRACTI
CED
(DATE)
(DATE)
The student comprehends the
appropriate handling of
medicines.
COMPETENT
Criteria
(name of
supervisor and
date)




The student masters the aseptic
handling of medicines.

The student takes into
consideration occupational safety
when handling medicines.

©Turku University of Applied Sciences 2010
The student ensures the maintenance of the safety and
efficiency of the pharmaceutical product during the entire
medication process.
When preparing a pharmaceutical product for use, the
student adheres to the written instructions from the
manufacturer and the supplier.
When preparing a pharmaceutical product for use, the
student takes into consideration the different forms of
pharmaceutical products and the different modes of their
delivery to the patient.
The student takes into consideration a pharmaceutical
product’s compatibility with other medicines, fluids, and
packaging materials.
The student handles pharmaceutical products in an
aseptic and careful manner.
The student adheres to occupational safety regulations
and practices that promote occupational safety.
Learning goal
OBSER
VED
PRACTI
CED
(DATE)
(DATE)
The student masters the correct
portioning of drugs to patientspecific doses.
COMPETENT
Criteria
(name of
supervisor and
date)




The student takes into
consideration the specific
instructions for administering
narcotics.

The student prepares a medicine
for intravenous administration.




The student prepares for and acts
in situations that require
immediate action (for instance
anaphylaxis, resuscitation).




The student takes into
consideration the patient’s safety
while delivering medication care.




When calculating medication dosages, the student is
competent regarding different forms of medicines,
different routes of administration to the patient, and
patients of different age or with different ailments.
The student identifies medicine doses in a way that
ensures that the correct patient receives the correct
medicine at the correct time.
The student correctly distributes medicines onto the
medicine tray or dosette box.
The student practices double-checking when ensuring the
correctness of medicines.
The student knows the instructions and masters the
documentation regarding the storage of narcotics.
The student carefully handles the equipment used to
prepare medicines.
The student masters adding a medicine to the infusion
fluid.
The student masters the dilution of a medicine.
The student masters setting up the equipment for fluid
transfusion.
The student knows how to anticipate and prevent risks
and dangerous situations in medication care.
The student is familiar with resuscitation and other first
aid medicines.
The student can anticipate an allergic reaction to a
medicine.
The student can anticipate the medication care in
resuscitation.
The student considers the requirements set by the route
and mode of administration of a medicine and the
individual needs of the patient.
The student verifies the identity of the patient.
The student verifies the correctness of the medicine and
the time of its administration (prescription, dose, strength,
form, mode of administration).
The student prepares the patient for the administration of
a medicine.
When necessary, the student assists the patient with
taking the medicine.
The student ensures that the patient knows how to and is
able to take the medicine.
The student verifies that the
client/patient has taken the
medicine.

The student knows how to act in
situations where the patient has
not received the prescribed
medicine or has received
incorrect medicines.

The student is aware of the care facility’s procedures and
practices in an adverse event and knows how to report it
correctly.
The student acts correctly in
situations where the patient is
given medicines against his/her
will.

The student knows how to proceed in situations where the
client is administered a medicine against his or her will.
©Turku University of Applied Sciences 2010

2.3.3.1 Medication administration via natural routes
Learning goal
OBSER
VED
PRACTI
CED
(DATE)
(DATE)
COMPETENT
Criteria
(name of
supervisor and
date)
The
student
administers
medicines orally (tablets and oral
liquids).

The student administers a medicine according to the
instructions correctly and safely.
The student knows how to
administer medicines through a
nasogastric
or
PEG
tube
(percutaneous
endoscopic
gastronomy).

The student administers a medicine according to the
instructions correctly and safely.
The
student
administers
medicines per rectum (enemas,
suppositories, ointments).

The student administers a medicine according to the
instructions correctly and safely.
The
student
administers
medicines
through
the
respiratory passages (inhalation
liquid, powder, or aerosol).

The student administers a medicine according to the
instructions correctly and safely.
When required, the student uses aid equipment to
administer a medicine, for instance a spirometer or an
extension.
The
student
administers
medicines through the skin
(transdermal pads, ointments).

The student administers a medicine according to the
instructions correctly and safely.
The
student
administers
medicines to the eye (eye drops,
ointments, gels, and washes).

The student administers a medicine according to the
instructions correctly and safely.

The
student
administers
medicines through the nose
(drops, aerosols, ointments).
The student administers a medicine according to the
instructions correctly and safely.
The student administers
medicines into the ear (drops,
ointments).

The student administers a medicine according to the
instructions correctly and safely.
The
student
administers
medicines into the vagina
(tablets,
ointment,
vaginal
suppository, and ring).

The student administers a medicine according to the
instructions correctly and safely.
The student masters medicinal
administration
of
oxygen
according to the physician’s
prescription.

The student correctly, and with precautionary measures,
uses the equipment associated with supplying medical
oxygen.
The student turns the gas tank on and off.
The student uses the nasal cannula, oxygen mask, and
oxygen concentrator.
The student sets the oxygen concentration prescribed by a
physician (flow rate, use of venture mask).
When supplying medical oxygen, the student takes into
consideration the physician’s prescriptions and the
patient’s special needs (for instance COPD).




©Turku University of Applied Sciences 2010
2.3.3.2 Medication administration through injections
Learning goal
OBSER
VED
PRACTI
CED
(DATE)
(DATE)
COMPETENT
Criteria
(name of
supervisor and
date)
The student administers
subcutaneous injection.
a

The student administers a medicine according to the
instructions correctly and safely.
The student administers
intramuscular injection.
an

The student administers a medicine according to the
instructions correctly and safely.
The student administers
intradermal injection.
an

The student administers a medicine according to the
instructions correctly and safely.
The student knows the basics of
administering vaccinations and
the national vaccination program.

The student has the necessary preparation for delivering
vaccinations.
Under supervision, the student administers a medicine
correctly and safely.
The student is able to perform the techniques of various
vaccination procedures (sc, im) including injections and
oral vaccinations.
The student knows the contraindications of vaccinations,
adverse effects of vaccines, the procedures for their
reporting, and the treatment for anaphylaxis.
The student is able to guide clients in a vaccination
situation and give them instructions regarding treating
possible adverse effects.
The student can document vaccinations in the clients’
health- and medical records and vaccination card.
The student has the necessary preparation for delivering
epidural medication.
Under supervision, the student administers a medicine
correctly and safely.





The student knows the principles
of medication administered to
the epidural space.

The student knows the principles
of medication administered to
the central canal of the spinal
cord.

The student knows the principles
of medication administered into a
joint.




The student has the necessary preparation for
administering medication to the central canal of the spinal
cord.
Under supervision, the student assists a physician in
administering medicines.
The student has the necessary preparation
administering medication into a joint.
Under supervision, the student assists a physician in
administering medicines.
for
2.3.3.3. Medication, fluid therapy and parenteral nutrition administration via intravenous route
The student knows enough about
the intravenously administered
liquid or nutrient concentrate
and medicine before its
administration.

The student is aware of the
restrictions applied to
administering intravenous
medication by students.

©Turku University of Applied Sciences 2010

The student searches information from various sources
(for instance the medicine package, Pharmaca Fennica).
The student applies information when planning a patient’s
intravenous medicine-, fluid-, or nutrition treatment.
The student knows that a student under clinical practice is
not allowed to independently deliver intravenous
medication; instead, the clinical practice always takes
place under the supervision and responsibility of a nurse
mentor.
Learning goal
OBSER
VED
PRACTI
CED
(DATE)
(DATE)
COMPETENT
Criteria
(name of
supervisor and
date)
The student uses correctly the
equipment associated with the
administration of medicine, fluid
therapy, and parenteral nutrition.

The student masters the correct and aseptic handling of
the necessary equipment (syringes, infusion tubing, threeway stopcocks).
The student uses correctly the
technology associated with the
administration of medicine, fluid
therapy, and parenteral nutrition.



The student uses the infusion pump.
The student uses the perfusor
The student uses the pain control infusion pump and
casette.
The student defines the drip rate
as
per
the
medicine’s
prescription.

The student masters the calculation of the infusion rate
(ml/hr and gtt/min).
Prior to administering a medicine, the student verifies its
administration time.

The
student
takes
into
consideration
any
special
instructions associated with
administering a medicine.

The student takes into consideration the special
instructions regarding a medicine’s handling and storage
(light, temperature and special equipment).
Under supervision, the student
inserts a peripheral intravenous
cannula and monitors the
cannulation site.

The student uses a central
venous catheter to administer a
medicine.

The student is aware of the complications associated with
the cannulation of a peripheral vein.
The student observes the cannulation site and handles the
cannule correctly to prevent complications.
Under supervision, the student cannulates a peripheral
vein.
Under supervision, the student safely and correctly
administers a medicine through a central venous catheter.
The student observes the complications associated with a
central venous catheter and knows how to prevent them
through the student’s own actions.
Under supervision, the student maintains central venous
catheters (rinse, clean, change of infusion
equipment/three-way stopcocks etc.).
The student takes into consideration the patient’s overall
situation and the illnesses that can potentially affect the
fluid balance.
The student changes the infusion bag.
The student implements fluid therapy correctly and in an
aseptic manner.
The student observes the patient during and after
administering a medicine.
The student plans the monitoring methods necessary for a
patient (blood pressure, pulse, concentration of medicinal
substance etc.)
The student monitors the patient’s fluid balance and
nutritional state.
The student plans the necessary monitoring methods for a
patient (fluid balance, weight, swellings etc.).




The
student
implements
intravenous fluid therapy.



The student observes and
assesses
the
effects
of
intravenous medication care.

The student observes and
assesses
the
effects
of
intravenous fluid and nutritional
therapy.

The student ends fluid therapy.




The student ends fluid therapy correctly and in an aseptic
manner.
Under supervision, the student set a saline lock (the
saline flush).
©Turku University of Applied Sciences 2010
2.3.3.4 Delivery of blood transfusion therapy
Learning goal
OBSER
VED
PRACTI
CED
(DATE)
(DATE)
COMPETENT
Criteria
(name of
supervisor and
date)
The student is aware of the
limitations
regarding
blood
transfusion therapy that students
are subjected to.

The student observes the responsibilities and special
requirements associated with administering blood
products.
The student masters the
preparatory actions before a
blood transfusion.

The student starts and
implements a blood transfusion
according to instructions.

The student orders the laboratory tests necessary for a
blood transfusion.
The student can perform the verification procedures
associated with blood transfusion (verification of the
patient and the product, verification of the utility of the
product).
The student operates the appropriate fluid transfusion
equipment when administering blood transfusion therapy.
Under supervision, the student starts a blood transfusion
and takes the biological pre-test.
The student assesses the effect of
a blood transfusion.





The student takes correct action
after a blood transfusion has
been completed.
The student has passed the netbased
course
on
blood
transfusion (administered by the
Red Cross Finland).



The student knows the most common complications
associated with blood transfusion therapy.
The student monitors the patient during and after a blood
transfusion.
The student assesses the effects of a blood transfusion
(patient’s condition, pulse, temperature, laboratory tests).
The student can document blood transfusion.
The student comprehends the appropriate procedures
after a blood transfusion.
In an invigilated exam, the student has acquired a passing
grade in the on-line course.
2.3.3.5 Medication education of patients and promotion of client’s adherence to medication care
The student educates patients
about their medication care in a
planned and goal-oriented
manner, taking into account the
patients’ individual needs.





The student educates a patient
about safe and purposeful use of
medicines.
©Turku University of Applied Sciences 2010


When planning and implementing medication education,
the student takes into account the individual’s need for it
and his or her individual circumstances.
When instructing a patient about medication, the student
emphasizes the self-care duties and promotion of health
of a patient/family member.
The student ensures that the instructions meet the
individual’s needs, are based on correct and reliable
information, are timely, and are coherent with
information provided by other personnel participating in
medication care.
The student ensures that the patient understands and
accepts the instructions and knows how to safely and
rationally proceed with his or her medication care.
The student encourages the patient to ask questions about
his or her medication care.
The student instructs a patient/client according to a plan
and with set goals, while taking into account the patient’s
individual needs.
The student directs a client/patient to efficiently, safely,
and rationally administer his or her medication.
Learning goal
OBSER
VED
PRACTI
CED
(DATE)
(DATE)
The student uses a variety of
methods to educate patients
about their medication care.
COMPETENT
Criteria
(name of
supervisor and
date)


The student instructs different
target groups.

The student educates patients to
take a medicine and about
different techniques of taking the
medicine.

The student informs a patient
about special issues regarding
medication care.

The student assesses patients’
adherence to their medication
care and the factors that can
affect this adherence.






The student supports patients in
their adherence to their
medication care.



When the patient is unable to
receive or utilize guidance, the
student guides and educates the
patient’s caregivers in a planned
and goal-oriented manner.




©Turku University of Applied Sciences 2010
The student instructs a patient according to a plan and
with set goals, while taking into account the patient’s
individual needs regarding medication care and the
appropriate handling, use, storage, and disposal of
pharmaceutical products.
The student instructs patients from their perspective with
clear and uncomplicated instructions and using different
methods (orally, in writing, over the phone, by
mail/internet).
The student plans education of medication care and
implements it considering different target groups
(different groups of patients and family members).
The student educates a patient about using medicines in
different forms.
The student educates the patient about using a medicine
according to symptoms (for instance pain killers).
The student education the patient about how to use
equipment associated with taking medicines.
The student recognizes patients vulnerable to risk and/or
medicines with risks, when planning instructions.
The student directs the patient when it is possible that a
patient- or medication error has taken place.
The student recognizes that adherence to treatment is an
important factor determining the efficiency of medication
care.
The student assesses the patient’s adherence to
medication care using a variety of means and sources of
information (the patient, family member, follow-up
examinations).
The student identifies the factors that affect the patient’s
adherence to medication care.
The student motivates patients to commit themselves to
their medication care and to use the medicines according
to instructions.
The student recognizes how to enhance the patient’s
adherence to his/her medication care.
When supporting a patient’s adherence to his/her
medication, the student uses patient-centred methods.
When planning and implementing medication education,
the student takes into account the individual’s need for it
and his or her individual circumstances.
When instructing a patient about medication, the student
emphasizes the self-care duties and promotion of health
of a patient/family member.
The student ensures that the instructions meet the
individual’s needs, are based on correct and reliable
information, are timely, and are coherent with
information provided by other personnel participating in
medication care.
The student ensures that the family member understands
and accepts the given instructions and implements the
patient’s medication care safely and rationally.
2.3.3.6 Documenting medication care and securing the flow of information
Learning goal
OBSERVED
PRACTICED
PRACTICED
(DATE)
(DATE)
(DATE)
Criteria
The student documents a
patient’s medication and fluid
therapy plan.

The student documents the
delivery
and
effects
of
medication care.

The student documents the
instructions associated with
medication care.

When
documenting
and
passing along information
about medication, the student
takes into consideration the
associated regulations and
privacy clauses.

The student documents clearly and unambiguously the
patient’s medication and fluid treatment.
The student regularly verifies that the information
about a patient’s medication care and fluid therapy is
up- to-date.
The student documents the delivery and effects of a
patient’s ongoing medication care.
The student documents the delivery and effects of a
medication care determined according to a patient’s
needs.
The student documents the most important facts
about the teaching and instructions given to a patient
regarding his/ her medication care, and how efficient
those instructions have been


The student documents facts about the need and
planning for, and the delivery and assessment of,
medication according to existing regulations and the
national model for compiling patient journals in health
care.
2.3.4 Evaluation of medication care
Learning goal
OBSERVED PRACTICED COMPETENT
(DATE)
The student knows how to
assess and evaluate the effects
of medication care.
(DATE)
Criteria
(name of
supervisor and
date)




The student knows how to
assess the goals set for
medication care.

The student systematically
evaluates the progress and
outcome of a patient’s
medication care.

©Turku University of Applied Sciences 2010



The student plans the follow-up of a
patient’s/client´s medication care treatment.
The student identifies and assesses the medication
care’s therapeutic effects and possible adverse
effects and interactions.
When assessing the effects of a medicine, the
student uses different sources of information (for
instance the patient’s symptoms, measurements,
laboratory results).
The student is prepared to assess the
patient’s/client´s entire medication care by using
different sources of information (among others
SFINX).
The student knows how to assess the effects of the
medication care with respect to the results of the
treatment and possible adverse effects.
The student knows how to act appropriately based
on the assessment of the medication care’s effects.
The student assesses the progress and outcome of
different phases of the medication process.
When necessary and under supervision, the student
changes the delivery plan of the medication care.
The student identifies deviations from the prescribed
medication care and knows how to report them.
2.4 Promotion of medication safety
Learning goal
COMPETENT
(name of
supervisor
and date)
The student acknowledges his
or her professional duty to
promote and develop the
quality of nursing practice and
patient safety.
Criteria





The student understands the
importance of the culture of
safety and of medication plans
for the development of the
safety of the medication
process in a care facility.
The student understands the
importance that monitoring
and reporting adverse events
in medication care has to
improving patient safety.









©Turku University of Applied Sciences 2010
The student critically evaluates his/her own and the care facility’s actions regarding
medication maintenance, planning, and delivery.
The student assesses pharmaceutical management and the delivery of medication
care with criteria for efficiency, safety, economic efficiency, and purposefulness.
The student critically assesses and develops his/her own preparation for the delivery
of medication care at different phases of the process.
The student takes into consideration the requirements for occupational safety and
sustainable development when implementing medication care.
The student recognizes the nurse’s responsibilities in instructing other health care
staff and students about medication care and the development of medication
competence.
The student is knowledgeable about the safe-procedure products.
The student is familiar with the clinical practice facility’s medication care process
plan and takes that into consideration when implementing medication care.
The student utilizes the medication care plan as a tool in the management of
planned medication care process and the development of quality care.
The student suggests evidence-based improvements in order to develop medication
safety.
The student identifies risk phases associated with the medication care process.
The student identifies dangerous and adverse events associated with the
medication care process and reports them according to the practices of the care
facility.
The student acts on the principle of transparency with the patient/family member in
case of an adverse event.
The student encourages the patient/family member to actively participate in the
promotion of patient and medication safety.
The student utilizes the reported information in developing his/her professional
skills and the activities of the clinical practice facility.
3 Medication calculations
3.1 Medication calculations during clinical practice
Write down the types of medication calculations you have performed during your clinical practice (for instance calculating
dosages or drip rates).
Number and title of clinical
practice unit
Clinical practice placement
and specialization
Description of medication
calculations
COMPETENT (date and
nurse mentor’s name)
3.2 Medication calculations in the University of Applied Sciences
Write down the title of the study unit, the semester you took it in, and the date when you passed the examination in
medication calculations.
Title of study unit/semester
©Turku University of Applied Sciences 2010
Date of successful examination
4
Special skills in medication management
In your own words, write down the assignments in medication you have performed during your clinical practice period. The
term ‘special skills’ refers to skills requires in a specific nursing environment that are not described elsewhere in this
medication passport.
Number and title of practice
placement
Clinical practice placement
and specialization
©Turku University of Applied Sciences 2010
Description of the learning goals in
medication care that require special
skills
COMPETENT (date and
nurse mentor’s name)