Course Facilitator's Guide Course Facilitator's Guide Course Facilitator's Guide Course Facilitator's Guide

Course
Course Facilitator’s
Facilitator’s Guide
Guide
Last Revised: 10/10/2020 0:08 a10/p10
Course Name
Intravenous Therapy
Course Type
Non-Credit
Course Information & Description

This course discusses intravenous therapy, including types of intravenous devices, and various
types of therapy, complication of intravenous therapy and venipuncture techniques.
Please Note:
List any other important details that students should know prior to signing up for this course.
Nature of the Course

This course is “blended” (also referred to as “hybrid”). The term is used to identify many different
course configurations, but in this case it means the course is designed as a blended
combination of:
 Face-to-face (f2f) hands-on laboratory experiences
 Asynchronous homework (asynchronous meaning: done at a time and location of the

student’s choosing)
Rx Tennessee is funded by a grant from the U.S. Department of Labor, Employment and Training Administration. This
project is funded by 100% federal funding in the amount of $12.6M. Roane State Community College is a TBR and AA/EEO employer and
does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities. The following person
has been designated to handle inquiries regarding the non-discrimination policies: Director of Human Resources/Affirmative Action, 276
Patton Lane, Harriman, TN 37748 (865) 882-4679, humanresources@roanestate.edu. Page 1 of 27
Course Facilitator’s Guide
Course
Guide
 Synchronous discussions (synchronous meaning: live, online whole class sessions
conducted to discuss and elaborate on homework and to answer questions)
 Clinical experiences to enable students to obtain the required experience
Sixteen face-to-face laboratory sessions have been planned to give the students the necessary
time to learn the IV Therapy skills and take tests. As you work with this model, you may find that
you need to adjust that number of face-to-face experiences if you find that students do not
understand or retain the information as well as necessary to pass the certification examinations.
Alternatively, you may find that the live synchronous sessions are most helpful and you may
decide to reduce the number of face-to-face experiences and expand the number of
synchronous sessions. In many ways, these decisions will be dependent on the teaching style
of the instructor.
Breakdown of Course Hours

# of hours required for certification
Description What’s Included Total Hours
Sixteen (16) face-to-face meetings or For class, laboratory work and tests 48 hrs.
Synchronous of three (3) hours each
One (1) hour weekly for six weeks (6) To complete the study guide 6 hrs.
weeks (Asynchronous) questions (~50 pp., or less)
One (1) hour plus weekly for six (6) weeks To complete a discussion board 6 hrs.
(Asynchronous) activity & the exercises for the
textbook chapters
Optional Clinical Component – 8 hours Clinical Component 8hrs.

spread across weeks 6 and 7 of the course
Course
Guide
Objectives
Course objectives are provided in the content presentations. Course objectives are listed first,
followed by unit objectives. Only course objectives are listed in the syllabus for students, but unit
objectives are included in each content presentation.
Course Objectives
Upon completion of this course you will have the knowledge, skills, and attitudes that will
support you in your role as an IV Therapist, you will:
1. Describe the legal parameters for IV therapy; identify INS standards, Evidence
Based Nursing Practice and standards of care.
2. Discuss IV related infections and explain infection control measures for IV therapy.
3. Relate fluid and electrolytes, normal and abnormal findings, and the need for IV
therapy.
4. Identify types of solutions, catheters and need for IV therapy.
5. Apply techniques for venipuncture and discontinuing the IV/INT.
6. Examine IV complications and discuss how to prevent and/or treat them.
7. Perform basic IV skills accurately and safely.
Specifically the student will be able to: (course specific)
 Discuss the principles of intravenous therapy safety

 Construct the elements of accurate documentation of intravenous therapy
 Use terminology associated with intravenous therapy
 Determine appropriate sources of drug information to research prescribed
intravenous therapy
 Apply the six rights of intravenous therapy/medication administration
 Utilize basic knowledge to complete the nursing responsibilities to deliver safe
patient care during intravenous therapy.
 Identify and perform techniques for venipuncture and discontinuing the IV/INT.
 Identify IV complications and discuss how to prevent and/or treat them.
 Identify appropriate IV medication administration skills
 Discuss the basics of blood transfusions, identify the skills needed to monitor
transfusions and identify transfusion complications and appropriate nursing
interventions.
 Calculate IV drip rates correctly.
 Perform basic IV skills accurately and safely.
Course
Guide
Pre-Course Information
List any information that students will need prior to enrolling in this course.
Recommended Textbook
We recommend the Study Guide available through Becksford at www.CVAS.org
IV Therapy: Level I Course Materials, second edition
CVAS: Certified Venous Access Specialists Association
Course
Guide
For the First Day of Class

Bring the following on the first day of class:
Proof of Liability Insurance

You can obtain cost effective liability insurance to cover you during this course and any others
you take during the year after you purchase the insurance. HPSO.com provides a year’s-worth
of liability insurance for about $35.00. To purchase from HPSO:
 Go to the Health Providers Service Organization’s website at http://www.hpso.com

 Under “Get a Quick Quote – Individual” use the drop down menu to select your state,
then press “Get Started.”
 Use the dropdown menu to select “Medical Assistant” for your profession or area of
study.
 Check “no” to the question “Are you a member of a professional association?”
 Select “Student” for your status as a healthcare professional, then click the “Continue”
button.
 Choose to apply & pay online or print out and mail the application & payment.
Proof of Current Healthcare Provider Level CPR Certification

Cardio-Pulmonary Resuscitation (CPR) certification at the “healthcare provider” level is required
for this course and for all healthcare jobs. Bring your current CPR certification card or a receipt
that shows that you are enrolled in and have paid for a Healthcare Provider Level CPR course
that will be completed before the start of the second week of class. Most employers require
American Heart Association certification.
Other Course Materials and Supplies

 Audio headset with a microphone, (Logitech is a reliable brand)
 Scrub suit & clean athletic shoes or nursing shoes
Course
Guide
Dress Code
For all face-to-face class sessions you are required to:
 Wear scrub suits of a solid color with no graphic designs.

 Pull loose hair back and fasten it with clips or a band.
 Keep your nails short. Do not use nail polish.
 Cover all visible tattoos.
Course
Guide
Course Materials and Course Map

Module A: Weeks 1-2
Topics, Activities, and Learning Materials
 Module A.1: Legal and Infection Control Presentation (with student handout)
 Module A.2: Anatomy and Physiology Presentation (with student handout)
 Lab Orientation
 Module A Quiz (Week 2, Day 2 covering units A.1 and A.2)
 Module A Worksheet (Week 2, Day 2)
 Module A Checklists
o IV Therapy Module A.1 Tourniquet Palpation Checklist
Module B: Weeks 3-4
 Module B.1: Fundamentals of IV Therapy Presentation (with student handout)

 Module B.2: Fluids and Electrolytes Presentation (with student handout)
 Lab
 Module B Quiz (Week 4, Day 2 covering B.1 and B.2)
 Module B Worksheet (Week 4, Day 2)
 Module B Checklists
o IV Therapy Module B.1 Inserting an IV Checklist
o IV Therapy Module B.1 Discontinuing an IV Checklist
o IV Therapy Module B.1 Changing Bag Checklist
Module C: Weeks 5-6
 Module C.1: Advantages and Disadvantages of IV Therapy Presentation (with student

handout)
 Module C.2: Pharmacology Presentation (with student handout)
 Lab
 Assessment One (Week 5 )
 Module C Quiz (Week 6, Day 2 covering C.1 and C.2)
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Course
Guide
 Module C Worksheet (Week 6, Day 2)

 Solving Long Division Equations without a Calculator
 Module C Checklists
o IV Therapy Module C.1 Saline Flush for Heparin Lock Checklist
o IV Therapy Module C.1 Purging Air From a Line Checklist
Module D: Weeks 7-8
 Module D.1: Blood Transfusions Presentation (with student handout)

 Module D.2: IV Therapy Expanded Presentation (with student handout)
 Lab
 Module D Quiz (Week 8, Day 1 covering D.1 and D.2)
 Module D Worksheet (Week 8, Day 2)
 Final Assessment (Week 8, Day 2)
Recommended Weekly Course Schedule

Note to Instructors: We recommend that you replace the number of hours cited for each
activity with the actual times you plan to schedule the course events.
Note to students: We recommend that you devote at least an hour each night of the week to
completing your asynchronous homework assignments.
Week 1
In-Class Activities
 List all in-class activities for Week 1
Homework & Activities

 List homework & activities (including discussion questions) for Week 1
Course
Guide
Week 2
In-Class Activities

Week 3
In-Class Activities

Week 4
In-Class Activities

Week 5
In-Class Activities

Course
Guide
Week 6
In-Class Activities

Week 7
In-Class Activities

Week 8
In-Class Activities

Possible Class Projects

A list of possible enrichment and remedial projects
Course
Guide
Contents of Student Tracking Folders

Recommend to students that they keep a personal file with photocopies of the items they
provide to you for their folder. For each student, compile a paper or electronic file record that
includes the following items:
 Course registration form completed and signed by student

 Clinical hour log (if applicable)
 Photocopy of student’s driver’s license
 Photocopy of student’s CPR card or certification (Accept American Red Cross CPR, but
note that employers generally do not accept it. If asked, recommend that students obtain
American Heart Association CPR certification.)
 Photocopy of student’s high school diploma or GED
 Certificate verifying possession of required liability insurance (student can print off the
certificate after signing up for the insurance on the HPSO site)
As the following are completed by the student, add them to the student’s file:
 Copy of student’s graded tests 1, 2, and final exam
 Copy of student’s course certificate of completion
Licensing
The course materials for this course have been developed with funds from the Rx-TN Grant
(see complete grant credit statement on the first page of this document). One of the grant
stipulations is that the materials be licensed as “CC BY.” That means that, rather than
copyrighted, they are licensed under a Creative Commons Attribution license. Translated, that
means that whatever was produced with grant funds can be used as well as changed by others
if they merely credit the grant. A complete explanation of all Creative Commons (CC) licenses is
provided at http://creativecommons.org/licenses/
Note that we have used CC-licensed illustrations and materials when possible in producing
these materials and have sought to follow grant guidelines by not including copyrighted
information or images. When we could not find appropriate illustrations or photos we created
them and they have been licensed and marked as “CC BY the Rx-TN grant.” Rx-TN-created
images can be used for other purposes with the requirement that attribution (credit) be made to
the Rx-TN grant.
Course
Guide
Note that we also used illustrations and photos created by other individuals, and those
images are all marked where they appear in the course materials with the appropriate credit
information. If you use one of these images for other purposes, you should credit the original
creator using the licensing and credit information we provided. In many cases you can use
these materials and alter them for your own purposes; however, if you access the above CC
URL for an explanation of all CC licenses, you will see that there are several options for
licensing, one of which is the designation “SA” or “share alike.” That designation means that you
should use and share the image with the same licensing restrictions that the original author
placed on the image. Refer to the above URL for examples similar to these:
 CC BY-NC-SA: When you use this image, attribute the work to the original creator (if
you alter it, note that what is shared is an alteration of the original work), do NOT use it
for commercial purposes (NC), and share it with the same licensing restrictions used by
the original author (SA), that is, CC BY-NC-SA.
 CC BY-ND-SA: When you use this image, attribute the work to the original creator and
DO NOT alter it (ND), and share it with the same licensing restrictions used by the
original author (SA), that is, CC BY-ND-SA.
 CC BY-SA: When you use this image, you can alter it and you can use it for commercial
purposes, but however you use it, be sure to attribute the original work to the original
author and share it using the same licensing that the original author used (SA), that is,
CC BY-SA.
Tech Support
It is essential to provide technology training for students in this target audience because they
frequently have no experience taking online instruction. We have provided a list of things they
should be able to do with D2L and with Adobe Connect (if you will be using that system for live
class meetings or instructor-student Q&A or help sessions). We recommend taking about 2
hours to cover these topics with your students during the first class meeting.
Provide the training in a computer lab, and/or ask the students to bring along a laptop if they will
be accessing the course materials from it, and their microphone headset (if applicable).
Students should be encouraged to think about what system they will use to access the course
EARLY in the process and to test their system and audio equipment using whatever testing
arrangements you have at your institution (e.g., online course “test flight” sessions, one-on-one
connection tests, etc.). If they will be accessing the course from a public computer (such as in a
library) they should also make arrangements to test their connection and their ability to access
the course materials prior to the first or second class meeting. Your instructors may also be new
to online instruction, so be sure to ask them if they are familiar with the following list of
suggested topics on the D2L system and Adobe Connect, and then, if necessary, offer them
training on these systems to help them be successful.
Course
Guide
Recommended Course Tools
Desire2Learn (D2L)
D2L Tutorials
 D2L Video Tutorials Index at http://community.brightspace.com/resources/videos
 D2L Course Administration Tutorials at

http://documentation.desire2learn.com/en/Course%20Administration
 D2L Import Course Components from a File

http://documentation.desire2learn.com/en/importing-course-components-from-file
Topics to Cover in D2L Training

Note that your institution may have changed the name of some of the standard elements of D2L
listed below. For example, your institution may have changed the names of the standard top
menu bar items. (If your institution uses a different learning management system, cover the
basics of the online course using the tutorials and resources provided by your LMS).
 Basic navigation of the web site for the community college or college of applied
technology, including the link to D2L (be sure to distinguish between D2L and the name
for it that your college uses).
 How to Google D2L for your institution to go to login page directly and how to
bookmark/favorite it.
 Username and passwords: how to set in your college’s web portal or database system
and caution that your college’s web portal has to be the place to set passwords, not D2L.
 Universal login system at your institution (networks, computer labs, D2L).
 Basic D2L homepage overview (“My Home”).
 Caution about D2L News announcements (maintenance, scheduled down time, etc.)
 Individualized profile setup in D2L “My Settings/Welcome.”
 Basic D2L course navigation.
 How to use D2L’s “Classlist” to email other students and the instructor.
Course
Guide
 The D2L Email center: how to read, reply, reply all, forward. Brief discussion of To:
/CC/BCC/Subject (They very rarely know what those mean.)
Course
Guide
 Basic overview of D2L “Content,” including the “search” feature and +/- open close
feature for modules.
 D2L Dropbox: Describe what it does, how to submit a file. Walk them through a file
submission and allow them to practice.
 D2L Discussion: Describe what it does, how to compose/post; and how to reply. Walk
them through practice of one post and one reply.
 Grades and quizzes: Provide a view and overview only of these. Caution them to read
the warning EVERY time, because every instructor/course/quiz may have different
quizzing policies and set up.
 Provide the contact information for the HelpDesk and/or technical help, as well as your
institution’s technology department, with a phone number that will provide help 24/7, as
well as an email address and office # where they can obtain help.
Adobe Connect
If you would like to use Adobe Connect with these materials, please speak with your institution
about purchasing and obtaining a license for this software.
Adobe Connect Tutorials

 Getting started with Adobe Connect
http://www.connectusers.com/learning_center/getting_started/
 Adobe Connect Tutorials at http://www.connectusers.com/tutorials/

 Adobe Connect System Requirements at http://helpx.adobe.com/adobe-connect/tech-
specs.html
Topics to Cover in Adobe Connect Training

 Equipment required with Adobe Connect (headphones with microphone, broadband
Internet connection – not modem, etc.)
 Importance of a quiet environment to connect to and participate in class.
 Logging in to Adobe Connect
 Turning on and checking your audio, testing your audio equipment, adjusting volume
 Basic navigation of Adobe Connect – discuss “pods” and the fact that different
instructors may configure their web layout differently
Course
Guide
 How to bookmark/favorite the URL for Adobe Connect
 Cautions about muting your microphone, especially if you have a lot of noise in your
location.
 How to use the raised hand, green check and red “x,” “step out” function, and other
notification icons
 Chat box functions
 Downloading files from the file box
 Using the webcam
 When you’re a presenter: sharing screens, etc.
 Breakout rooms and how to operate in them
 What to do during a class if you are “bumped” from the system (how to attempt to return
to the virtual classroom, who to contact, and contacting the instructor immediately to let
them know you are experiencing problems).
 Inform students that their entry and exit from the virtual classroom is registered and can
be referred to later by the instructor.
 Provide the contact information for the HelpDesk and/or technical help, as well as your
institution’s technology department, with a phone number that will provide help 24/7, as
well as an email address and office # where they can obtain help.
Camtasia
If you would like to use Camtasia to record your own narration for these materials, please speak
with your institution about purchasing and obtaining a license for this software.
Camtasia Tutorials at http://www.techsmith.com/tutorial-camtasia.html
Course
Guide
Appendix A: Course Orientation Paperwork Requirements

(Example Registration Form)
(Insert name of institution)

Continuing Healthcare Education
Course Registration Form
Please Print Clearly
Date: _______________________ Date of Birth: _______________________
Name: ________________________________________________________
Address: ______________________________________________________
City: ___________________ State: _______ Zip: ______________________
Daytime Phone: ________________ Evening Phone: __________________
Email address: _________________________________________________
Employer: ____________________ Work Phone: ____________________
Course Title: _________________ Course Date: _____________________
 Yes! I would like more information about other RSCC Continuing Education Courses.
Please send to me by:  Mail  Email
Are there any courses you would be interested in taking? If so, please list them below.
_______________________________________________________________
Is this the first non-credit course you have taken with (insert name of institution)?
 Yes
 No
Signature: ______________________________________
Course
Guide
(Insert name of institution)
Continuing Healthcare Education
Course Registration Form
Special Needs
We are committed to providing the best learning environment possible. Please let us know in
advance of any physical or learning disabilities that will require special accommodation.
Refund Policy for Individual Payments

Continuing Healthcare Education strives for “Excellent Customer Service” and will work to
ensure this happens by offering credible, timely courses led by field expert consultants. Our
goal is to make lifelong learning exciting and worth your investment of both time and money. To
do this we design our classes to “make” with a small number of participants and therefore it is
critical that we know the commitment of your course registration. With that in mind, our Refund
Policy serves you, the participant, by providing a 100% refund when CHE personnel are notified
of your cancellation within 48 hours of the event, workshop, course, etc. It also serves the
participants in the class by letting us, CHE, decide two days in advance if the class will “make”
or not. Thank you for choosing (Insert name of institution) to assist you in our pursuit of
lifelong learning.
Continuing Education Unit (CEU)

A Continuing Education Unit, or CEU, is intended to acknowledge the credibility of both your
attendance to this class and/or your accomplishment of the class content. Each 10 hours of
instruction results in 1.0 CEU. For example, if you attend a 3 hour class, you will be awarded
0.3 CEU or if you attend a 15 hour class, you will be awarded 1.5 CEUs. (Insert name of
institution) is given the right to provide CEUs due to the fact we are accredited by the Southern
Association of Colleges and Schools (SACS). The Office of Continuing Education at (Insert
name of institution) maintains a database containing the history of all CEUs awarded and can
produce a transcript, per the student’s written request, of CEUs earned through (Insert name of
institution) Continuing Education.
I have read and understand (Insert name of institution) Continuing Healthcare Education
Special Needs and Refund Policies as stated above.
Participant’s Signature: _________________________________________________
Date: ________________________________________
Course
Guide
Appendix B
Clinical Requirements Checklist
Name: _____________________________
Date Completed: ________________________
Instructor: _________________________________________
Instructions
Bring this list with the following items on each clinical rotation day. Instructors will mark on this
form. Students cannot attend clinical until all requirements are completed.
1. ____ Completed health form with test results printout and background check (on file, or
completed with certified background. Wavier form if no hepatitis vaccine/flu vaccine).
2. ____ Health Insurance/liability insurance (HPSO student insurance)
3. ____ Copy of Driver’s license
4. ____ Copy of current CPR card
5. ____ Stethoscope, and wrist watch
6. ____ Clinical Evaluation folder with clinical evaluation sheets.
7. ____ (2) black ink, non-erasable pens,
8. ____ complete uniform, clean shoes
9. ____ hair not touching the collar, approved jewelry, clean, short fingernails
Course
Guide
Appendix C
Letter to Clinical Preceptors
Dear Preceptor:
Thank you for your willingness to be a preceptor for the Continuing education students from
(insert name of institution). The students that will be under your supervision are enrolled in a
course that involves content and skill-based experiences designed to prepare them to take the
(insert name of certification exam) certification examination. Clinical preceptors play an
essential role in the education of the next generation of phlebotomists, and the clinical
experiences and mentoring that you provide to these students is an essential part of their
preparation for professional practice.
 Students will be participating in clinical experiences during their sixth, seventh and
eighth weeks of an eight or nine week course that includes content lectures, exercises
and hands-on laboratory experiences.
 All (inset name of institution) students have personal liability insurance and have
completed health provider-level CPR training.
 Students will have practiced most skills and procedures in class prior to coming to your
facility, and are only allowed to proceed with skills signed off by their primary instructor.
Students must complete the listed skills prior to taking the (insert name of certification
exam) certification exam.
o Phlebotomy: students must have a minimum of 30 live venipuncture sticks and

10 live dermal/capillary sticks.
o ECG: students must have a minimum of 10, 12-lead ECG’s performed on a

patient
o IV students must have a minimum of 5 successful IV’s performed on a patient.
o CCMA students must gain experience on each Medical Assistant skill as

available.
Course
Guide
Students are required to obtain verification of their successful skill performed and their clinical
hours, and it is their responsibility to make sure the log is available to you for documentation.
We have attached a student clinical form for your reference. Others in your organization may
sign off on the completion of successful skills, but at the end of the clinical experience we ask
that YOU sign the forms to verify that the student fulfilled both the required clinical hours and the
skills.
Also on the student clinical form are other clinical objectives the student must demonstrate.
Please use this checklist to assess (or have the assigned mentor assess) the student’s abilities
at the end of their clinical experience with you. That checklist, along with the following notes and
cautions, should serve as a guide in your planning of the clinical experiences they receive at
your facility:
 Please ensure that each student is assigned a mentor and is supervised at all times
when working with patients. Students should never be left alone to perform a procedure
on a patient.
 Seek to gradually increase student skill levels by allowing them to initially observe or
perform procedures with assistance. Allow them to observe your expert staff performing
more difficult procedures prior to attempting those challenges.
 Please remember that only successful procedures should be verified and documented.
Thank you again, and if you have any questions please feel free to contact me at the number
and email below.
Sincerely,
(Insert contact information of your institution’s clinical facilitator)
Course
Guide
Appendix D
Continuing Education NHA Program Clinical Form
Student Name: _________________________________
Clinical Site: ___________________________________
Course Title: ___________________________________
Date: ______________________________
Total Hours: ________________________
Instructions
Student is to complete all shaded areas and areas labeled “student rating” before submitting to
preceptor. When the preceptor returns the completed form, the student must sign
acknowledging the evaluation in the space provided.
Evaluation Scale and Grading Rubric:
Preceptor Adjusted
Preceptor Rating Guide and Description
Rating Score
4 4.0 Exceptional (performed above expectations and course knowledge)
Appropriate for Experience Level

3 3.6
(functioning at the expected level for point in program)
Needs moderate improvement

2 3.2
(needs further education and practice to improve)
Needs significant improvement

1 2.8
(needs intensive assistance and education to improve)
0 1.2 Unsatisfactory
Course
Guide
Learner Characteristics:
Student Rating: ________ Preceptor Rating: ________
The student demonstrated attendance within the stated program policy, independently sought
out appropriate learning experiences, participated in a multi-skilled approach to patient care,
practiced required skills, sought advice to improve skills, demonstrated the superior delivery of
patient care required of a (Phlebotomy, ECG, IV, CCMA) student as stated within the program
policy.
Professionalism/Attitude:
The student’s behavior demonstrated integrity, empathy, self-motivation, self-confidence,

teamwork, diplomacy, respect, patient advocacy, careful delivery of service, appropriate time
management, appropriate appearance and personal hygiene. The student reported to clinical
assignments on time and in full uniform.
Communication Skills:
The student performed and reported patient assessments completely and proficiently. He or she
interacted with patients and other healthcare professionals on a “student role” at an appropriate
level.
Ethics and Values:
The student demonstrated integrity by respecting patients, bystanders, the organization and
other allied health professionals; the student demonstrated compassion and empathy toward
patients and others.
Phase/Shift Objectives:
The student reviewed current objectives and performed the tasks to the standards outlined. The
student requested and accepted constructive criticism and took personal responsibility for self-
improvement.
Course
Guide
Psychomotor Skills:
The student was able to thoroughly describe all elements of applicable procedures and could
accomplish psychomotor skills independently and proficiently.
Interview:
The student completed comprehensive patient interviews while demonstrating active listening.
Exam:
The student completed an appropriate physical exam on each patient seen, and obtained vital
signs and assessment as needed.
Treatment:

Interventions and skills performed were complete, satisfactory and timely.
Pt. # Pt. Condition Age Gender Pt. Interview Exam Treatment performed
(vital signs/intervention)
1 M F T Y N Y N
2 M F T Y N Y N
3 M F T Y N Y N
4 M F T Y N Y N
5 M F T Y N Y N
6 M F T Y N Y N
7 M F T Y N Y N
8 M F T Y N Y N
9 M F T Y N Y N
10 M F T Y N Y N
Rx Tennessee is funded by a grant from the U.S. Department of Labor, Employment and Training Administration. This project is funded by 100% federal funding in the
amount of $12.6M. Roane State Community College is a TBR and AA/EEO employer and does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and
activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of Human Resources/Affirmative Action, 276 Patton Lane, Harriman,
TN 37748 (865) 882-4679, humanresources@roanestate.edu.Page 26 of 27
Preceptor Comments
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Student Comments
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Preceptor Name (Print): _________________________________________
Preceptor Signature: ___________________________________________
Student Signature: ___________________________________________
Date: ______________________________________
Revised 03/16

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Course Information & Description

Nature of the Course

 Face-to-face (f2f) hands-on laboratory experiences

 Asynchronous homework (asynchronous meaning: done at a time and location of the

 Clinical experiences to enable students to obtain the required experience

Breakdown of Course Hours

Description What’s Included Total Hours

Optional Clinical Component – 8 hours Clinical Component 8hrs.

Specifically the student will be able to: (course specific)

 Discuss the principles of intravenous therapy safety

IV Therapy: Level I Course Materials, second edition

CVAS: Certified Venous Access Specialists Association

For the First Day of Class

Proof of Liability Insurance

 Go to the Health Providers Service Organization’s website at http://www.hpso.com

Proof of Current Healthcare Provider Level CPR Certification

Other Course Materials and Supplies

 Wear scrub suits of a solid color with no graphic designs.

Course Materials and Course Map

Topics, Activities, and Learning Materials

Module B: Weeks 3-4

Topics, Activities, and Learning Materials

 Module B.1: Fundamentals of IV Therapy Presentation (with student handout)

Module C: Weeks 5-6

Topics, Activities, and Learning Materials

 Module C.1: Advantages and Disadvantages of IV Therapy Presentation (with student

 Module C Worksheet (Week 6, Day 2)

Module D: Weeks 7-8

Topics, Activities, and Learning Materials

 Module D.1: Blood Transfusions Presentation (with student handout)

Recommended Weekly Course Schedule

Homework & Activities

Homework & Activities

Homework & Activities

Homework & Activities

Homework & Activities

Homework & Activities

Homework & Activities

Homework & Activities

Possible Class Projects

Contents of Student Tracking Folders

 Course registration form completed and signed by student

Recommended Course Tools

 D2L Course Administration Tutorials at

 D2L Import Course Components from a File

Topics to Cover in D2L Training

 Universal login system at your institution (networks, computer labs, D2L).

 Basic D2L homepage overview (“My Home”).

 Individualized profile setup in D2L “My Settings/Welcome.”

 Basic D2L course navigation.

Adobe Connect Tutorials

 Adobe Connect Tutorials at http://www.connectusers.com/tutorials/

Topics to Cover in Adobe Connect Training

 Importance of a quiet environment to connect to and participate in class.

 Logging in to Adobe Connect

 How to bookmark/favorite the URL for Adobe Connect

 Chat box functions

 Downloading files from the file box

 Using the webcam

 When you’re a presenter: sharing screens, etc.

 Breakout rooms and how to operate in them

Date: _ Date of Birth: _

City: _______________ State: _ Zip: ____________________

Daytime Phone: Evening Phone: __

Employer: Work Phone:

Course Title: _ Course Date: _____

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating:

Student Rating: Preceptor Rating: