Medication
Administration Training
(MAT) Course
INTRODUCTION
Review Agenda
 Parking Lot
 Let’s get to know each other

 Personal
information
What medication have you given?
 Video Component


Take out the following Handouts:
Handout Intro.1 Medication
Administration Training (MAT)
Overview
Handout Intro.2 Glossary
Written Test
Will be given at the end of the training
 You can use all of your handouts
 You will have as much time as you need
 Questions will be from the information
covered on the video and in your handouts

Medication Overview

Take out Handout 1.1 Medication
Effects
Case Scenarios
Jimmy has been out sick for two days with
an ear infection. Today, Jimmy’s mother
arrives and tells you that Jimmy is feeling
better and can return to your program.
She tells you that Jimmy is now taking
amoxicillin to treat the ear infection. At
1:55pm, you gave Jimmy his 2pm dose of
amoxicillin. Around 2:30pm Jimmy gets an
upset stomach.
Case Scenario Questions


In this scenario, what is the desired
effect of the amoxicillin?
 cure the infection
What is the undesired effect?
 upset stomach
Case Scenario Questions


What type of side effect is this?
mild side effect
What should you do?
notify the parent - the severity of
the reaction will determine the
urgency of contacting parents
Case Scenario
Kari has numerous allergies to medication
including many antibiotics. She is taking an
antibiotic called Septra® for an upper
respiratory infection she’s had for a week.
Since the medication is given twice a day she
is not getting any medication at day care.
When her mother drops her off at 8 AM, she
tells you that she gave Kari her AM dose about
½ hour ago. Her mom wants you to be on the
lookout for any diarrhea since she had some
last night. About 8:30AM you notice Kari
itching at her face and hands. Looking closely,
you see a faint red rash on Kari’s face.
Case Scenario Questions

What type of side effect is this?


mild allergic reaction
What should you do?

immediately notify the parent as she
appears to be having an allergic reaction to
the medication. Encourage the parent to
contact the child’s physician. If the reaction
is severe or progresses to anaphylaxis, call
911 for emergency help.
Medication Routes

Take out the following handouts:
Handout 1.2 Medication Routes
Handout 1.3 Overview of the Seven
Medication Routes for Certified
Providers
Medication Categories

Take out the following handouts:
Handout 1.4 Types of Medication
Handout 1.5 Package Insert
Handling of Medication

Take out the following Handouts:
 Handout
2.1 Administration Tools and Medication
Label Requirements
 Handout 2.2 Common Medical Abbreviations
 Handout 2.3 Permission Requirements ShortTerm and Long-Term Medication Administration
 Handout 2.4 Written Medication Consent Form
 Handout 2.5 Log of Medication Administration
 Handout 2.6 Best Practice Techniques for
Medication Documentation
Participant Exercise #1

Take out the following Handouts:
2.7 Participant Exercise #1 –
Scenario
 Handout 2.8 Participant Exercise #1 –
Documenting Administration of Medication
 Handout 2.9 Package/Insert for Participant
Exercise #1
 Handout 2.10 Participant Exercise #1 –
Documenting Administration of Medication
 Handout
Participant Exercise #1
Pair up
 5-10 minutes to complete this exercise

Scenario Answers

Do you have the required permission and
complete instructions to administer the Orajel
per the mother’s request?


Yes
Fill out the information needed on the Written
Medication Consent Form (Handout 2.8) and
a blank Log of Medication Administration
(Handout 2.10) for Missy Franklin.
Participant Exercise #1
At 1:30pm the same day, you notice that
Missy is irritable, sucking on her hand and
drooling. You decide she needs Orajel to
help soothe the discomfort. You administer
a pea-sized amount to her upper gum area
where a tooth is beginning to appear.
Document the administration in Missy’s
Log of Medication Administration
Scenario Answers

What is the maximum number of doses
you are allowed to give Missy today?
 Three

doses per day
When can you administer another dose of
Orajel to Missy?
 At
2:30pm if Missy is still having the
symptoms as listed in #7B on the Written
Medication Consent Form
Handling, Storage and Disposal

Take out Handout 2.11 Handling, Storage
and Disposal of Medication Checklist
Permission and Instruction Case
Scenarios

Take out the following Handout:
 Handout
2.3 Permission Requirements
Short-Term and Long-Term Medication
Administration
Scenario #1

Martha, a three-year-old child in your
program has asthma. She sometimes
needs her inhaler to help manage her
attacks, especially in the fall. When
Martha’s mother enrolled her in your
program five months ago, she provided an
extra inhaler for you to have available for
use in the event of an asthma episode.
Today you notice Martha is wheezing and is
telling you she is having a difficult time
breathing.
Questions

Using Handout 2.3, would this be a short-term
or a long-term medication?


What is the minimum parental permission you
must have on file in order to give Martha
Ventolin®, a prescription asthma inhaler?


Long-Term
Written permission from the parent
What are the minimum health care provider
instructions you must have on file in order to
give Martha Ventolin®?

Written instructions from the health care
provider – long term permission
Scenario #2

Jonathan is a two-year-old in your
program. His father arrives at your
program to drop Jonathan off in the
morning and tells you that Jonathan has
an ear infection and needs to get a dose
of a prescription antibiotic ear drops
while in the program. He asks that you
start giving Jonathan his medication
today.
Questions

Which Handout are you going to reference to determine the
minimum permissions and instructions needed?
 Handout 2.3

What permissions and instructions would you need to
continue to give the medication beyond ten days?
 The program must get the appropriate written
permissions and instructions per Handout 2.3 to
continue to give the medication “long-term”; written
parent instructions and written instruction from the
health care provider.
Scenario #3

Milo is a two-and-a-half-year-old in your
program. He is normally very active and playful
but today you notice he appears tired and
irritable. You take his temperature. It is 101F.
You contact his mother to have her take Milo
home. She tells you she will be there as soon
as possible but is about one hour away. Earlier
this month, she left Tylenol® chewables to be
administered as needed. She requests that the
medication be administered. The instructions
she gives you matches the instructions written
on the Tylenol® box for his age and weight.
Questions

Which Handout are you going to reference to
determine the minimum permissions and
instructions needed?
 Participants should reference Handout 2.3

What is the minimum parental permission you must
get in order to give Milo Tylenol®?
 The program would need written permission
from the parent.
Questions

What are the minimum health care provider
instructions you must get in order to give Milo
Tylenol® for today only?
 Since
the medication was left with the provider on a
“long-term” basis (more than 10 days), written
instructions from the health care provider would be
required.
Scenario #4

Quin is a six-month-old in your program. Her
mother arrives in the morning and tells you that
she went to the doctor yesterday and was told
that Quin has a lot of gas which has been
causing her to cry often and to be irritable. The
doctor has suggested that Quin be given overthe-counter Mylicon® for the next week. Her
mother tells you that she does not have written
permission from the health care provider but
asks if you could please start giving the
Mylicon® that she has brought with her today.
Questions

Which Handout are you going to reference
to determine the minimum permissions
and instructions needed?
 Participants

should reference Handout 2.3
What is the minimum parental permission
you must get in order to give Quin
Mylicon® for today only?
 The
program would need written
permission from the parent
Questions

What are the minimum health care
provider instructions you must get in order
to give Quin Mylicon® for today only?
 None.
The program would only need
written instructions from the health care
provider if the medication was going to be
administered more than ten days or if the
package instruction states “consult a
physician”.
Participant Independent Exercise
#1

Reviewing a completed Written Medication
Consent Form
Safety Precautions Related to
Medication Administration

Take out Handouts:
Handout 3.1 Glove Use for
Medication Administration
Handout 3.2 Sanitizing Surfaces
Contaminated by Blood or Body
Fluids
Let’s Review How to Remove
Gloves

Use Handout 3.1 to follow along
Hand Washing

Take out Handout 3.3 Hand
Washing
Safe Medication Administration

Take out the following Handouts:
Handout 4.1 Do’s and Don’ts for
Administering Medication to
Children
Handout 4.2 Special Situations
The Five Rights of Medication
Administration
Take out Handout 4.3 The Five
Rights of Safe Medication
Administration
 Take out Handout 2.4 Written
Medication Consent Form

Remember the Five Rights
Mary
Tasted
Dark
Rich
Chocolate
Medication Administration Phases

Take out the following Handouts:
Handout 4.4 Deciding Where
You Will Administer Medication
Handout 4.5 Medication
Administration Phases
Participant Independent Exercise
#2

Documentation and preparation for the
skills demonstration
Preparation and Administration Techniques

Take out the following Handouts:
 Handout 5.1 Oral Medication Administration: Tablets
and Capsules
 Handout 5.2 Oral Medication Administration: Crushed
Tablets
 Handout 5.3 Oral Medication Administration: Sprinkles
 Handout 5.4 Oral Medication Administration: Liquids
Medication Cup
 Handout 5.5 Oral Medication Administration: Liquids
Dosing Spoon
 Handout 5.6 Oral Medication Administration: Liquids
Oral Medication Syringe
 Handout 5.7 Oral Medication Administration: Liquids
with a Dropper
 Handout 5.8 Oral Medication Administration: Applying
Medication to the Gums
Practice Time – Oral Medication


It is now time for you to practice the
techniques we saw in the video.
I want you to bring Handouts 5.1 - 5.8,
Handouts 2.4 - 2.5 and Handouts 4.3 and
4.5 with you to the practice area. There are
stations set up in the practice area one for
 oral
tablets
 oral sprinkles
 oral liquids
 oral crushable
 oral
on the gums
Practice Time



Pick a partner. Each pair will go to a different
station to practice.
It doesn’t matter which form of medication you
practice first since you will practice all of the
techniques during this practice time.
When you get to your station, I want you to walk
through the Medication Administration Phases
as outlined on Handout 4.5. You should
verbalize each of the steps as you complete
them to your partner.
Practice Time
When you get to the step where you will
review the Five Rights as indicated on
Handout 4.5, I want you to locate the Five
Rights on the practice item medication
labels.
 In addition, you should review with your
partner where on Handout 2.4 this
information would be written.

Practice Time
When you get to the Administration Phase,
you will use Handouts 5.1 – 5.8 for the
specific steps.
 Once you feel comfortable with the
Medication Administration Phases, you
should focus on practicing the specific
administration steps for the remaining
forms of oral medication.

Topical, Inhaled and Medicated Patches

Take out the following Handouts:







Handout 5.9 Topical Medication Administration: Creams,
Gels, Lotions and Ointments
Handout 5.10 Topical Medication Administration: Aerosols
Handout 5.11 Medicated Patch Administration
Handout 5.12 Inhaled Medication Administration: Nasal
Drops
Handout 5.13 Inhaled Medication Administration: Nasal
Sprays
Handout 5.14 Inhaled Medication Administration: Oral
Metered Dose Inhaler
Handout 5.15 Inhaled Medication Administration: Oral
Metered Dose Inhaler with Spacer
Practice Time
Eye and Ear Medication

Take out the following Handouts:
Handout
5.16 Eye Medication
Administration: Drops
Handout 5.17 Eye Medication
Administration: Ointment
Handout 5.18 Ear Medication
Administration: Drops
Practice Time
Asthma

Take out the following Handouts:
Handout 6.1 Asthma Facts
Handout 6.2 Treatment Options for
Children with Asthma
What is Asthma?

Take out the following Handouts:
 Handout
6.3 Example of a Care Plan for a
Child with Asthma
 Handout 6.4 Asthma Action Plan

Let’s review the forms
Nebulizer Treatments

Take out the following Handouts:
Handout 6.5 Medication
Administration Using a Nebulizer
Handout 6.6 Care of a Nebulizer
Machine
Practice Time - Nebulizer
Let’s look at the nebulizer and parts
 You will have 5-10 minutes to practice

Participant Independent Exercises
#3 - #4
Information regarding asthma
 Asthma Action Quiz

Emergency Care

Take out Handout 7.1 Prevention of
Unintentional Medication Poisoning
Anaphylaxis and Treatment

Take out Handout 7.2 Symptoms
of Anaphylaxis
EpiPen® Use

Take out Handout 7.3 EpiPen®
Use and Storage
EpiPen® Practice Time
Pair up
 Practice giving the EpiPen®

First Aid Kit

Take out the following Handout:
Handout 7.4 First Aid Kit
Special Situations

Take out the following Handouts:
Handout 8.1 Medication Errors
Handout 8.2 Medication Error
Report Form
Children with Special Health Care
Needs

Take out the following Handouts:
Handout 8.3 Children with Special
Health Care Needs
Handout 8.4 Individual Health Care
Plan for a Child With Special
Health Care Needs
Fields Trips

Take out Handout 8.5 Checklist for
Administering Medication on a Field
Trip
Conclusion

Take out Handout Conclusion.1
Conclusion
Review Parking Lot items
 Complete Evaluation

Written Test Information


Each of you must successfully complete the
comprehensive written test.
You are encouraged to use your handouts as a
resource while taking the written test.
Written Test

You must pass the test with a score of eighty
percent (80%) or higher. If you do not pass the
written test on the first try, I will give you time to
review the test to see what questions you
answered incorrectly.

Once you feel comfortable, I will give you a
second opportunity to pass another version of
the test.
Written Test

Here are some tips when completing the
written test:
 There
is only one correct answer for all test
questions.
 When completing the multiple choice
questions, fill in the only one circle for the
answer. If two answers seem correct be sure
to choose the BEST answer.
Written Test
Read the true/false questions carefully
before determining if the statement is true
or false.
 Refer to your handouts when answering
questions, even if you think you know the
answer.

Written Test

There are certain questions on the test
that are considered critical test questions.
These questions are marked with a star
next to the test question. If you answer a
question with a star next to it incorrectly,
you will not pass the test and will need to
take another version of the test in order to
pass this course.
Written Test

The written test is meant to test your ability
to read and write so I will not be able to
read any of the questions to you. If you are
having a hard time understanding a
particular word I may be able to help you.
Pre-Demonstration Practice

Take out the following Handouts:
Handout 4.5 Medication
Administration Phases
Handout 5.4 Oral Medication
Administration Liquids: Medicine
Cup
Video Demonstration

Watch as a child care provider
completes a skills demonstration
Pre-Demonstration Practice
Instructions

It is now time for you to practice the skills
demonstration as we saw in the video.
This is designed to help you prepare to
demonstrate your competency.
Skills Demonstration Practice Time

Take out the following Handouts:
 Handout
4.3 The Five Rights of Safe
Medication Administration
 Handout 4.5 Medication Phases
 Handout 5.4 Oral Medication Administration
Liquids: Medicine Cup
 Participant Pre-Demonstration Practice Scenario
 Participant Pre-Demonstration Practice Written
Medication Consent Form
 Participant Pre-Demonstration Practice Log of
Medication Administration
 Participant Pre-Demonstration Competency Chart
Pre-Demonstration Practice
Instructions



I want you to break into partners. Pair up with
a person that you have not worked with
before. If there are an odd number, one
group will need to be in a group of three.
During the first practice time, one of you will
play the role of the trainer observing your
partner completing the competency.
It doesn’t matter who goes first.
Pre-Demonstration Practice
Instructions
Once you decide who will be the trainer,
that person will use the MAT Trainer
Evaluation Chart designed for this
participant practice demonstration.
 This is the same chart that I will use when
I evaluate your skills.

Pre-Demonstration Practice
As your partner completes each step you
will check off the skill on the chart.
 You should try not to interrupt your
partner’s demonstration if she makes an
error. Instead, write down your
observation.

Pre-Demonstration Practice

There are certain critical steps which are
marked with a star
on your chart. If
your partner does not complete a starred
step and begins the next step, you should
stop your partner and let her know of the
error so she can correct it.
Pre-Demonstration Practice


When you are performing the skills
demonstration remember to use Handout 4.5
Medication Administration Phases to review
each of the steps in the phase before beginning
the next phase.
This review will help to trigger you if you did not
complete a step. At this point, if you realize you
did not complete a step and have not yet started
the administration phase, it is acceptable for you
to verbalize the completion of the step.
Pre-Demonstration Practice
The only time you cannot verbalize a
missed step is for those marked with a
star.
 Critical steps marked with a star must be
performed at the time indicated in the
medication administration process or you
will not pass the demonstration.
 These cannot be correctly verbally so it’s
good to practice these skills.

Any Questions?

Time for your skills demonstration
Preparing for Teach Back


MAT Trainer Binders
How is curriculum structured in binder?







Trainer’s Overview for each Module
Competency and objectives for each unit
Materials needed
Time parameters for each module
Procedure
Refer to handouts vs. reading handouts
All content is on the video. Do not repeat
information!
Reviewing Handouts for MAT
Curriculum

DO NOT READ HANDOUTS
 All
content is on the video
Modules Highlighted
Modules 6 & 7– Practice Demonstration
Procedures
 There are no formal appendixes written for
these practice segments, you must follow
the instructions in the procedures.

Assignment of Teach Back

Review Folder
 Module
Unit Assignment
 Complete Module/Unit Trainer Binder
Contents
 MAT Trainer Evaluation Tool
Identifies the specific items that you must cover
when presenting your unit
 Identifies overall performance ratings

How Will the Teach Back Work

Remaining participants broken into two
groups:
 Group

Will complete MAT Trainer Evaluation Tool during
your presentation
 Group

One: Observation Group
Two: Participation Group
Will be assigned child day care provider roles
during your presentation

Could include:
 a difficult participant
 a participant having difficulty understanding the
content
 participant with a question
Practice Your Teach Back

While others are completing the skills
demonstrations you should practice your
teach back
Performing Your Teach Back





Prepare your training as if you were presenting
to child day care providers
Do not need to show the video segment
Use handouts already distributed
You can use any of the audio/visual devices and
materials provided
You have only ONE opportunity to present your
assigned teach back !
Time for Skills Demonstration
and Teach Back Practice Time
Review MAT Trainer Binder




Review Trainer Binder Appendixes
Resource Directory
How to Fill Out a Provider Roster
Trainer Supplies
 Video/DVD
 Master
Handouts
 Master Testing Materials
 Trainer Kit
Parking Lot Questions?
Thank you for your
participation!