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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
Standardized assessment criteria covering all essential skills from the nine areas required by the American Veterinary Medical Association Committee on Veterinary Technician Education and Activities
The newly revised and updated Fourth Edition of Assessing Essential Skills of Veterinary Technology Students provides a comprehensive review of the required American Veterinary Medical Association Committee on Veterinary Technician Education and Activities (AVMA CVTEA®) essential skills for completion of a veterinary technology degree. Each essential skill includes assessment criteria as well as decision-making instructions necessary to demonstrate proficiency both academically and professionally.
The text is organized based on the categories provided by the AVMA CVTEA, making it easy for an instructor and students to locate the assessment criteria for a particular essential skill relative to their course.
Several guidelines from veterinary organizations regarding standard of care in veterinary medicine have been updated since the publication of the previous edition, including 2018 A AHA Infection Control, Prevention and Biosecurity Guidelines, 2022 AAHA Pain Management Guidelines for Dogs and Cats, 2021 AAHA/AAFP Feline Life Stages Guidelines, 2019 AAHA Canine Life Stages Guidelines, 2021 AAHA Nutrition and Weight Management Guidelines, 2023 AAHA Technician Utilization Guidelines, and others.
Written by highly qualified authors, Assessing Essential Skills of Veterinary Technology Students includes assessment criteria that addresses the knowledge, decision-making capabilities, and hands-on skills for the following:
- Pharmacologic fundamentals of drug administration, pharmacy essentials of drug dispensing, compliance with state and federal regulation, and monitoring of therapeutic responses.
- Ethics, jurisprudence, and communication in veterinary management.
- Husbandry, nutrition, and therapeutics of common domestic species, handling and restraint, patient assessment, and dental procedures in small animals.
- Fundamentals of and experiences with common surgical procedures, patient management and use of anesthetic equipment, proper surgical assistance, pain management, management of surgical equipment and facilities, and perioperative management.
- Diagnostic laboratory procedures and management of laboratory specimens and equipment, parasitology of common domestic species and diagnostic procedures for parasite, microbiologic procedure and evaluations and necropsy procedures.
- Avian, exotic, small, and large animal husbandry and nursing skills.
The Fourth Edition of Assessing Essential Skills of Veterinary Technology Students is an essential study resource for all undergraduate students enrolled in an AVMA CVTEA accredited veterinary technology program and an excellent teaching resource for instructors of veterinary technology courses.
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Veröffentlichungsjahr: 2024
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Table of Contents
Cover
Table of Contents
Title Page
Copyright Page
Dedication Page
List of Contributors
Preface
References
About the Companion Website
1 Veterinary Management
1.1 Procedures and Policies
1.2 Communication Skills
1.3 Ethics and Jurisprudence
References
2 Pharmacology
2.1 Pharmacologic Fundamentals of Drug Administration
2.2 Pharmacy Essentials of Drug Dispensing
References
3 Medical Nursing
3.1 Assessment of the Veterinary Patient
3.2 Nursing Care of the Veterinary Patient
3.3 Dental Procedures in Small Animals
References
4 Anesthesia
4.1 Perioperative Management of the Veterinary Patient
4.2 Management and Use of Anesthetic Equipment
References
5 Surgical Nursing and Assisting
5.1 Fundamentals of Common Surgical Procedures
5.2 Experience with Common Surgical Procedures
5.3 Management of the Veterinary Surgical Patient
5.4 Management of Surgical Equipment and Facilities
References
6 Clinical Laboratory Procedures
6.1 Management of Laboratory Specimens and Equipment
6.2 Diagnostic Laboratory Procedures
References
7 Radiography
References
8 Laboratory Animal Care and Procedures
References
9 Avian, Exotic Animal, and Small Mammal Nursing
References
Index
End User License Agreement
Guide
Cover Page
Table of Contents
Title Page
Copyright Page
Dedication Page
List of Contributors
Preface
About the Companion Website
Begin Reading
Index
WILEY END USER LICENSE AGREEMENT
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Assessing Essential Skills of Veterinary Technology Students
Fourth Edition
Edited by
Lisa E. Schenkel, DVM, CCRT, CVMA
Mercy University, 555 Broadway Dobbs Ferry, NY 10522
Amanda Colón, DVM
Mercy University, 555 Broadway Dobbs Ferry, NY 10522
Sandra Lynn Bertholf, MS, LVT
Mercy University, 555 Broadway Dobbs Ferry, NY 10522
Sabrina Timperman, DVM
Mercy University, 555 Broadway Dobbs Ferry, NY 10522
Laurie J. Buell, MS, LVT
Scottsdale, Arizona
Copyright © 2024 by John Wiley & Sons, Inc. All rights reserved, including rights for text and data mining and training of artificial intelligence technologies or similar technologies.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per‐copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750‐8400, fax (978) 750‐4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748‐6011, fax (201) 748‐6008, or online at http://www.wiley.com/go/permission.
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Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
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Cover Design: WileyCover Images: Courtesy of Kenneth Gabrielsen, Courtesy of Sandra Bertholf, Courtesy of Lisa E. Schenkel, Courtesy of Amanda Colón, Courtesy of Sabrina Timperman
To all of our veterinary patients, past, present, and future, and to those who choose to rise to the challenge to give them a voice.
List of Contributors
Laurie J. Buell, MS, LVTVeterinary TechnologistFormer Associate Professor and ProgramDirectorVeterinary Technology ProgramMercy UniversityDobbs Ferry, NY
Sandra Lynn Bertholf, MS, LVTAssociate Program DirectorAssistant ProfessorVeterinary Technology ProgramMercy UniversityDobbs Ferry, NYVeterinary TechnologistAnimal Medical of New CityNew City, NY
Amanda Colón, DVMAssistant ProfessorVeterinary Technology ProgramMercy UniversityDobbs Ferry, NYAssociate VeterinarianThornwood Animal HospitalThornwood, NY
Howard Gittelman, MS, DVMHospital DirectorAnimal Medical of New CityNew City, NY
Annmarie Gonzalez, BS, LVTVeterinary TechnologistRed Bank Veterinary HospitalTinton Falls, NJAdjunct InstructorVeterinary Technology ProgramMercy UniversityDobbs Ferry, NY
Jacquelyn Hickey, BS, LVTVeterinary TechnologistAnimal Medical of New CityNew City, NYAdjunct InstructorVeterinary Technology ProgramMercy UniversityDobbs Ferry, NY
Lisa E. Schenkel, DVM, CCRT, CVMAProgram DirectorAssistant ProfessorVeterinary Technology ProgramMercy UniversityDobbs Ferry, NYAssociate VeterinarianAnimal Medical of New CityNew City, NY
Nina Slivinsky, LVT, LATgFacility ManagerDepartment of Comparative MedicineNew York Medical CollegeValhalla, New York
Sabrina Timperman, DVMAssociate ProfessorVeterinary Technology ProgramMercy UniversityDobbs Ferry, NY
Preface
The importance of a qualified, skilled, and critically thinking veterinary technician/technologist on the veterinary team cannot be overstated. In today’s modern society where medicine is becoming more advanced and complex, a team of health care providers who work collaboratively, each contributing their expertise to provide the best possible care for their patients, is the ideal in any veterinary facility. As part of the journey of becoming a veterinary technician/technologist, the development of solid technical skills, critical thinking, and problem solving is essential. Everyone agrees how important it is to know how to complete a task, but that knowledge alone is not enough. Understanding how to work through a problem, analyze important data, come to appropriate conclusions, and determine the most appropriate response are skills all veterinary professionals must strive to attain. As veterinary technology educators, the goal is to guide our students, teaching them the required veterinary knowledge while at the same time providing the education that supports the development of their ability to think through problems, reason out correct interpretations, and determine the most beneficial course of action. As educators, the job of teaching these skills is crucial, but of equal importance is the role of assessing skills acquisition in a manner that is commiserate with current standards of care. Veterinary technology programs across the nation strive to meet both these objectives. The current landscape of veterinary technology education has changed over the years. Currently, there are 222 veterinary technology programs accredited by the American Veterinary Medical Association Committee on Veterinary Technician Education and Activities (AVMA CVTEA®). Of these, 28 are four‐year programs, 10 are online programs, and the remaining are two‐year programs. Regardless of what type of program a student attends, the goals and objectives are the same. All programs strive to teach their students the skills they will need to be successful members of the veterinary team. While differences in programs are inevitable, the goal is steadfast: Prepare each student to be the best technician/technologist possible so they can provide exemplary care.
Attaining this goal is of the utmost importance for veterinary technology educators, their students, and the profession. Variability exists in how different programs tackle the challenges of educating veterinary technology students, as it should. Each program is unique and needs to navigate how best to teach their population of students. What is consistent across programs is the decision‐making skills and tasks that each veterinary technology student must attain to graduate from an AVMA CVTEA accredited program. The evaluation of any student’s competency in completing these skills successfully, however, can inherently be subjective. It is important, therefore, to create a way to objectively evaluate students, ensuring that any student who graduates from an AVMA CVTEA accredited program has attained the level of competency consistent with an entry‐level veterinary technician/technologist. This book was created with this goal in mind. It provides educators with explicit, up‐to‐date assessment criteria for both the hands‐on‐skills and the decision‐making capabilities considered essential as of August 2023 (Committee on Veterinary Technician Education and Activities, 2023).
Employers need to know the level of competency that graduates from any AVMA CVTEA accredited program have in technical and cognitive skills to make employment decisions. Ensuring that all students who graduate from AVMA CVTEA accredited programs have been assessed with criteria that meets current standards of care will help elevate the profession and highlight why it is imperative to have an educated veterinary technician/technologist on every veterinary team.
To develop the assessment criteria in this book, the contributors used their experience teaching in a four‐year, bachelor‐of‐science‐degree program, along with their many years of practice in the veterinary field. The contributors hope this text will be a useful resource for all veterinary technology educators and students. Anticipated uses for this text include:
A guide for students, describing the criteria that will be used to assess the acquisition of the hands‐on‐skills and decision‐making capabilities needed for them to graduate from an AVMA CVTEA accredited program.
A resource for veterinary technology educators to ensure objective assessment of the hands‐on and decision‐making capabilities required by the AVMA CVTEA ensuring entry‐level competency for all graduates of AVMA CVTEA accredited programs.
A model for standard competency that veterinary technology programs can use to ensure graduates are achieving entry level competency of the AVMA CVTEA required skills.
Lisa E. SchenkelSandra Lynn BertholfAmanda ColónSabrina TimpermanDecember 2023
References
Committee on Veterinary Technician Education and Activities. (2023, August).
CVTEA Accreditation Policies and Procedures – Appendix G
. Retrieved from American Veterinary Medical Association:
https://www.avma.org/education/center‐for‐veterinary‐accreditation/committee‐veterinary‐technician‐education‐activities/cvtea‐accreditation‐policies‐and‐procedures‐appendix‐g
Committee on Veterinary Technician Education and Activities. (2023).
Programs accredited by the AVMA Committee on Veterinary Technician Education and Activities (CVTEA)
. Retrieved from American Veterinary Medical Association:
https://www.avma.org/Professional Development/Education/Accreditation/Programs/Pages/vettech‐programs.aspx
About the Companion Website
This book is accompanied by a companion website:
www.wiley.com/go/Schenkel/AssessingEssentialSkillsofVeterinaryTechnologyStudents4e
There, you will find valuable material designed to enhance your learning:
Excel
1Veterinary Management
Jacquelyn Hickey, BS, LVT
1.1 Procedures and Policies
The student demonstrates the ability to participate in the day‐to
‐
day functioning of veterinary facilities in a manner that is helpful to clients, patients, and the facility.
The student demonstrates the ability to display professional demeanor and appropriate conduct at all times with clients, patients, and co‐workers.
The student shows understanding of how to efficiently schedule appointments as well as to effectively admit, discharge, and triage patients by phone and in person.
The student displays understanding of the importance of pleasant, professional, and appropriate communication with clients.
The student displays understanding of effective phone communication and etiquette.
The student demonstrates appreciation of the importance of being responsive to the needs of the client and patient, while following the guidelines and policies of the facility.
The student shows knowledge of how to schedule appointments and procedures correctly and precisely, following the guidelines and policies of the facility.
The student shows awareness of the importance of obtaining all necessary and appropriate patient information, including, but not limited to, contact numbers, client concerns/requests, change in patient status, and so on. The student recognizes the significance of obtaining signed consent forms/treatment plans when appropriate.
The student shows understanding of the importance of clearly and accurately communicating proper at‐home patient care and any other necessary follow‐up care to clients.
The student displays knowledge of how to identify veterinary medical emergencies in a timely manner. The student recognizes the importance of responding appropriately and quickly triaging patients, as well as accurately obtaining and communicating vital information to the veterinarian.
The student demonstrates understanding of how to correctly develop and maintain individual client/patient records and prepare vaccination certificates and other appropriate forms.
The student shows knowledge of how to document the client’s name, address, phone number, and email address, as well as thorough patient identification information, including species, breed, age, gender, reproductive status, coloring, markings, microchips, identification numbers, insurance information, and so on, in the medical record.
The student displays knowledge of appropriate veterinary medical terminology and abbreviations.
The student shows the ability to write legibly and concisely and use correct spelling and grammar.
The student demonstrates the ability to record information accurately, using correct formatting and following the guidelines and protocols of the facility.
The student displays appreciation of the veterinary medical record as a legal document. The student demonstrates awareness of the proper method of correcting an error by making a single line through the incorrect entry so that it is still legible, initialing and dating the change.
The student displays knowledge that altering a record in any other manner could be perceived as deceptive. The student demonstrates awareness that, alternatively, an addendum could be added to the record referring to the prior entry.
The student demonstrates basic computer skills.
The student correctly uses electronic communications, word‐processing programs, and file management software.
The student displays information literacy while working with computer software.
The student demonstrates computer skills necessary for effective use of veterinary practice management and/or other computer software programs.
The student demonstrates understanding of patient veterinary medical record systems, including how to correctly enter new clients into patient record systems and how to properly develop patient records, such as vaccination certificates, health certificates, and travel documents.
The student displays knowledge of online veterinary services.
The student shows understanding of how to process online sample submission forms, submit online pharmacy requests, utilize veterinary learning communities, complete online finance plan applications, and other online veterinary services.
The student demonstrates knowledge of how to properly file and retrieve medical documents and radiographs.
The student shows awareness of filing systems used at various facilities and how to correctly file and retrieve information, including, but not limited to, patient records, radiographs, clinical laboratory findings, and surgical reports.
The student demonstrates the ability to correctly prepare and maintain logs and records in accordance with regulatory requirements.
The student displays knowledge of record‐keeping procedures in use at various facilities. The student shows the ability to complete and maintain all required logs and documentation in a manner that observes regulatory guidelines, including controlled substances, radiography, surgery, anesthesia, and laboratory logs.
The student demonstrates understanding of how to effectively control inventory.
The student shows familiarity with computerized and/or manual systems that are aimed at ensuring that adequate supplies are available and stock is rotated, while expenses and/or losses are minimized.
The student displays knowledge of pertinent governmental agencies and their regulations, as they apply to veterinary facilities and the practice of veterinary medicine and/or veterinary technology.
The student demonstrates understanding of the importance of compliance with the regulatory roles of OSHA, FDA, DEA, USDA, and so on, as they apply to the practice of veterinary medicine and/or veterinary technology.
The student demonstrates awareness of proper procedures for disposal of hazardous materials.
The student displays knowledge of types of hazardous materials (including, but not limited to, developer solution, pesticides, chemotherapeutic agents, anesthetic gases, etc.), and biohazards (blood, cultures, isolation wastes, laboratory wastes, patient tissues, etc.).
The student displays knowledge of the appropriate safety precautions for handling and storing hazardous materials and biohazards, including the use of personal protective equipment, in compliance with governmental regulations.
The student demonstrates knowledge of proper disposal procedures for hazardous materials (for example, chemotherapy waste in yellow bags and bioharzards in red bags), in compliance with governmental regulations.
The student shows awareness of how to properly identify, handle, and dispose of sharps.
The student demonstrates understanding of how to institute and follow appropriate sanitation and infection control procedures.
The student displays knowledge of potential routes of disease transmission.
The student shows appreciation of the importance of developing, implementing, and adhering to appropriate sanitation/infection control protocols in all areas of the facility, including laboratory and treatment areas, exam rooms, and other patient and staff areas.
The student demonstrates knowledge of the appropriate use of personal protective equipment (PPE) in preventing disease transmission.
The student displays knowledge of how to appropriately don and doff PPE.
The student displays knowledge of how to correctly identify patients that should be housed in isolation units.
The student demonstrates knowledge of the proper use of isolation units. The student shows knowledge of how to implement and adhere to sanitation/infection control protocols including, but not limited to cleaning, disinfection, sterilization, use of disinfectant foot baths, and the correct use of PPE.
The student demonstrates knowledge of how to efficiently handle day
‐
to
‐
day financial transactions.
The student displays cognizance of bookkeeping procedures in place at veterinary facilities.
The student displays knowledge of how to utilize manual and electronic systems to process daily client‐based financial transactions.
The student displays the ability to explain the costs of quality veterinary care in a manner that reinforces the veterinarian’s recommendations.
The student shows knowledge of how to participate in the operations of veterinary facilities in a manner that is beneficial to clients, patients, and the facility.
The student displays the ability to always behave in a professional manner.
The student shows appreciation for the importance of playing a valuable role as a member of the veterinary team.
The student displays the ability to make informed decisions as they pertain to the student’s daily responsibilities in a hospital setting.
The student demonstrates the ability to make decisions with regards to client and patient care that are in compliance with hospital policy and procedures and the ethical and legal standards of current veterinary practice.
1.2 Communication Skills
The student demonstrates the ability to effectively communicate in written, oral, and electronic formats.
The student displays knowledge of how to use each communication mode appropriately, as well as effectively obtaining and conveying information in a professional manner.
The student demonstrates understanding of appropriate interpersonal skills and team dynamics.
The student demonstrates the ability to interact with other team members in a cooperative, helpful, and professional manner.
The student follows directions and responds positively to constructive criticism and uses it to improve performance.
The student displays the ability to apply appropriate interpersonal skills in communicating with the public.
The student shows understanding of the veterinary technician’s/technologist’s role in promoting the profession.
The student shows appreciation of the role of the veterinary technician/technologist in conveying the importance of quality care to the public.
The student demonstrates the ability to utilize professional etiquette in all communications with the public, including electronic communications and in person.
The student demonstrates proper professional etiquette for telephone communications.
The student demonstrates knowledge of how to clearly communicate with clients in a precise, pleasant, professional, and appropriate manner.
The student demonstrates appreciation of the importance of being empathetic and responsive to the needs of the client while following the guidelines and policies of veterinary facilities.
The student displays knowledge of the legal requirements for establishing and maintaining a valid veterinarian
‐
client
‐
patient relationship.
The student shows knowledge of the criteria for a valid veterinary‐client‐patient relationship (American Veterinary Medical Association,
2023
).
The student shows knowledge of the necessity for establishing a valid veterinarian‐client‐patient relationship prior to vaccination, as well as drug administration, dispensing, and prescription.
The student demonstrates the ability to educate clients at a level that is understandable to the client.
The student shows the ability to communicate with clients appropriately and professionally, providing accurate information in a manner that is consistent with the client’s level of understanding.
The student prepares clear and accurate educational handouts for clients, such as postoperative or bandage care instructions, discharge information, and other patient information.
The student shows the ability to appropriately utilize crisis intervention and/or grief management skills when interacting with clients.
The student demonstrates appreciation of the impact that serious illness and/or the death of a pet can have on a client.
The student displays familiarity with the various stages of the grieving process and shows the ability to appropriately discuss serious illness and/or death with the client.
The student demonstrates knowledge of how to discuss the decision to euthanize in an appropriate manner with clients, showing empathy and concern, while remaining professional.
The student demonstrates awareness of appropriate behavior with clients during and after euthanasia.
The student displays knowledge of how to recognize severe or abnormal grieving and shows familiarity with appropriate resources for professional assistance.
The student demonstrates understanding of how to effectively communicate relevant and accurate information to clients and team members.
Based on the patient, client, staff, and the situation at hand, the student displays understanding of how to effectively communicate in order to gather and relay relevant and accurate information in a timely and appropriate manner.
1.3 Ethics and Jurisprudence
The student demonstrates clear understanding of laws pertaining to each member of the veterinary health care team and recognizes the necessity to observe them.
The student demonstrates knowledge and practical understanding of the applicable state practice act for veterinary technicians/technologists and assistants, in states where one exists.
The student displays knowledge of the applicable state practice act for veterinarians.
The student demonstrates knowledge and practical understanding of the code of ethics for veterinary technicians/technologists, as developed by the ethics committee of the National Association of Veterinary Technicians in America (NAVTA) (National Association of Veterinary Technicians in America,
2023
).
The student demonstrates appreciation of the potential legal and professional ramifications of violating federal and state laws that pertain to each member of the veterinary health care team.
In all interactions with clients and staff members, the student demonstrates knowledge of how to behave professionally and ethically in light of legal boundaries.
The student demonstrates appreciation of the potential legal ramifications of client and staff interactions.
The student demonstrates understanding of what is and is not appropriate and professional to discuss with clients.
The student exhibits dedication to providing high‐quality patient care.
The student demonstrates the requisite knowledge as well as motivation needed to provide high‐caliber patient care.
The student demonstrates appreciation of the importance of continuing education in providing high‐quality care.
The student displays recognition of the ethical responsibility to provide high‐quality patient care.
The student displays understanding of how to maintain confidentiality as it pertains to client and patient information.
The student demonstrates a clear understanding of the meaning of confidentiality as it pertains to clients and patients, recognizing its essential nature and respecting it at all times.
The student shows understanding of legal and ethical considerations regarding confidentiality.
As stated in the NAVTA Code of Ethics, the student protects “confidential information provided by clients” (National Association of Veterinary Technicians in America,
2023
).
The student demonstrates the ability to make informed decisions in accordance with ethical and legal boundaries.
The student demonstrates the ability to make appropriate decisions with regards to client interactions and patient care that are in compliance with the ethical and legal standards of current veterinary practice.
References
American Veterinary Medical Association. (n/d).
The Veterinarian‐Client‐Patient Relationship
(VCPR). Retrieved July 23, 2023, from
AVMA.org
:
https://www.avma.org/resources‐tools/pet‐owners/petcare/veterinarian‐client‐patient‐relationship‐vcpr
Bertholf, S. (2017). Veterinary management. In
Assessing Essential Skills of Veterinary Technology Students
, 3rd e. (ed. L. J. Buell, L. E. Schenkel, and S. Timperman), 1–4. Ames: John Wiley & Sons, Inc.
National Association of Veterinary Technicians in America. (2023).
About NAVTA‐National Association of Veterinary Technicians in America
. Retrieved July 23, 2023, from
NAVTA.net
:
https://navta.net/policies/#:~:text=Code%20of%20Ethics,‐Veterinary%20technicians%20shall&text=Veterinary%20technicians%20shall%20prevent%20and,the%20public%20about%20these%20diseases
.
2Pharmacology
Lisa E. Schenkel, DVM, CCRT, CVMA
2.1 Pharmacologic Fundamentals of Drug Administration
The student displays knowledge of how to correctly comply with the veterinarian’s pharmacy
(
medication) orders, both written and verbal.
The student displays understanding of the meaning of the terms
dose, dosage strength, dosage interval,
and
dosage
(or
dosage regimen
) and how to implement them correctly in the clinical setting.
The student shows knowledge of terms used in medication orders, including appropriate abbreviations, and how to apply them correctly in the clinical setting.
The student recognizes the importance of verifying patient identification, selecting the correct drug in the proper dosage form, and administering the prescribed dose via the appropriate route at the correct time.
The student demonstrates knowledge of various drug categories, mechanisms of action, major therapeutic uses, and common, clinically significant adverse effects.
The student demonstrates basic understanding of the clinical pathology underlying disease processes treated by frequently used drugs.
The student demonstrates fundamental understanding of primary mechanisms of action of commonly used drugs. Based on this knowledge, the student displays the basic ability to reason out the drug’s major therapeutic effects and applications, contraindications, and clinically important, mechanism‐based adverse effects.
The student identifies clinically relevant, idiosyncratic adverse effects of commonly used drugs.
The student describes proper techniques for preparing and administering vaccines, as well as explains common adverse effects associated with vaccine administration.
The student displays understanding of the basic immunologic concepts underlying immunization.
The student recognizes the importance of:
Using a new, sterile syringe and needle for each patient.
Only using diluents provided or recommended by the manufacturer.
Not mixing vaccines in the same syringe, unless recommended by the manufacturer.
Using recommended sites and routes of administration for individual vaccines and noting vaccination sites in patient records.
Administering vaccines within an appropriate time frame after reconstitution.
Administering the entire recommended dose to the patient.
The student demonstrates the ability to identify and explain potential adverse reactions to vaccines, including, but not limited to, transient lethargy, low‐grade fever, vomiting, diarrhea, anaphylaxis, local inflammation at the injection site, granulomas, and vaccination‐site sarcomas.
The student demonstrates the ability to distinguish clinically significant adverse reactions to vaccination and recognizes the urgent need for an appropriate response, including the immediate notification of a supervisor.
The student accurately calculates drug doses and dosages, correctly using weights and measures.
The student demonstrates understanding of relevant systems of weights and measures, including metric, apothecary and household systems, and describes their appropriate uses in the clinical setting.
The student accurately performs unit conversions, including, but not limited to:
Conversions between systems of measurement, such as pounds to kilograms.
Conversions within systems of measurement, as in milliliters to liters.
The student correctly calculates drug doses.
The student accurately identifies and correctly uses the supplied dosage strength (e.g., mg/mL, mg/tab) to convert from units of dose (e.g., mg, mEq) to units for administration (e.g., tablets, mL).
The student correctly measures doses, accurately reading calibrations on syringe barrels and droppers.
The student demonstrates knowledge of appropriate routes and methods of administration for commonly used drugs. If more than one administration route and/or method is commonly used for a drug, the student displays knowledge of the correct clinical indications for each.
The student demonstrates understanding of comparative rates of absorption and onsets of effect of various administration routes.
The student shows knowledge of drug types that should not be given subcutaneously or intramuscularly (e.g., agents that are extremely acidic or alkaline, vesicants, etc.).
The student displays knowledge of drugs that should not be administered intravenously (e.g., any drug not labeled for IV administration, repository preparations, suspensions or solutions with any sign of precipitation, etc.).
In selecting an appropriate route and method of drug administration, the student demonstrates the ability to consider the individual patient, the veterinarian’s instructions, and the prescribed drug to achieve the greatest therapeutic response while minimizing potential adverse responses. For example, the student considers individual patient status, correctly explaining that oral administration generally is contraindicated in a vomiting or dyspneic animal.
The student explains the proper administration of drugs by prescribed routes, including common enteral and parenteral routes, at prescribed dosage intervals, describing safe and effective techniques.
The student correctly describes commonly used enteral and parenteral administration routes.
The student describes proper techniques for administering oral medications. The student demonstrates understanding of how to avoid complications such as esophageal stricture by administering an appropriate volume of water by mouth, following administration of oral tablets and capsules.
The student explains correct techniques for administering drugs parenterally. The student identifies appropriate muscles and landmarks for IM drug administration. The student identifies appropriate veins for IV drug administration. The student identifies appropriate sites for SC drug administration.
The student displays knowledge of how to carefully monitor patients for therapeutic responses and adverse reactions to drugs.
The student properly defines the terms
therapeutic response, adverse reaction,
and
side effect
.
The student demonstrates the basic ability to recognize therapeutic effects of drugs and to distinguish them from adverse effects of drugs.
The student demonstrates the ability to accurately enter all information pertaining to drug and/or vaccine administration in patients’ medical records.
The student displays the ability to precisely record information in the patient’s record, including, but not limited to, the name of the drug, the dose administered, the route of administration, the site of administration, and when and by whom the medication or vaccine was administered.
The student uses correct drug names and properly uses veterinary abbreviations, where appropriate.
The student displays knowledge of DEA regulations regarding scheduled (controlled) substances.
The student correctly defines the terms
controlled or scheduled drug
. The student demonstrates practical understanding of the classification of controlled drugs into five schedules. The student accurately identifies common controlled drugs used therapeutically in practice and correctly classifies them as to Schedule (II–V) (Drug Enforcement Administration,
2023
).
The student demonstrates knowledge and appreciates the importance of compliance with all federal and state regulations governing the purchase, storage, administration, dispensing, labeling, inventorying, and disposing of scheduled drugs.
