Administer medication to
344 individuals and monitor the
effects
THIS UNIT HAS NOT BEEN ENDORSED BY CITY & GUILDS
About this unit
Understanding the legislation, guidelines, policies
and practices that are relevant to the administration
of medication to individuals will enable you to safely
administer medication and monitor their effects
and side effects. You will also find out about the
common types of medication and how to recognise
the adverse reactions individuals may have and how
to respond to these effectively.
This unit will provide you with the knowledge
required to prepare for the administration of
medication to individuals. You will learn about
the infection control precautions to take, how to
Learning outcomes
By the end of this unit you will:
LO1: Understand legislation, policy and procedures
relevant to the administration of medication
LO2: Know about common types of medication
and their use
Credit value: 5
Guided learning hours: 30
obtain individuals’ consent and co-operation and
how to use the information provided in medication
information leaflets and individuals’ related records.
You will also find out about how to safely and
correctly administer and dispose of medication and
the factors to consider when monitoring individuals’
conditions throughout the process. Upholding
individuals’ rights to dignity and privacy as well as to
confidentiality and security is essential and this unit
will equip you with the knowledge that you require
to do so competently in your day-to-day practice.
LO3: Understand procedures and techniques for
the administration of medication
LO4: Prepare for the administration of medication
LO5: Administer and monitor medication
 LO1 Understand legislation, policy
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship

and procedures relevant to the Key terms

administration of medication
Getting started
Think about your job role and how it involves
preparing, administering and monitoring the
effects of medication on individuals. What are
the legal implications of your work practices?
What are the consequences of not complying
with current legislation?
AC 1.1 Identify current legislation,
guidelines, policies and protocols
relevant to the administration of
medication
There are legislation, guidelines, policies and
protocols in place that set out your responsibilities
and the working practices you must follow to
ensure you administer medication to individuals
and monitor the effects safely and competently.
As a Lead Adult Care Worker or a Lead Personal
Assistant, you may be involved with supporting
individuals with prescribed and/or non-
prescribed medication. For example, perhaps
your job role involves you preparing individuals’
medication for them, administering different types
of medication, monitoring individuals’ conditions
Responsibilities the legal duties that you are
required to do as part of your job role such as
writing information in individuals’ medication
administration records clearly so that it can be
read and understood.
Prescribed medication refers to medication that
is prescribed by a qualified health professional
such as a GP, dentist or nurse, e.g. antibiotics.
Non-prescribed medication refers to medication
that can be bought over the counter or online
and does not require you to see a qualified
health professional, e.g. paracetamol.
after administering medication, completing
medication administration records and disposing
of out of date and/or part-used medication.
Knowing about legislative and organisational
requirements will therefore help you to understand
your work role and promote high standards of
safety at all times.
Legislation
The administration of medication is strictly
controlled by law and there are therefore
many pieces of legislation that are relevant to
administering medicines to individuals. The table
which follows includes the main ones; have a read
through and think about why they are important.

Legislation Key points

The Medicines Act 1968 The Act classifies medications into legal categories.
The local pharmacist or dispensing doctor is responsible for supplying medication.
A prescription is required i.e. from a GP, dentist.
The Misuse of Drugs Act It regulates the use of controlled drugs (definition on page 4) to prevent their
1971 misuse.
It creates additional requirements for prescribing, storing, administering
and disposing of controlled drugs, i.e. that they must be stored in a secure
controlled drugs cupboard, witnessed by a trained member of staff when being
administered.
The Health and Safety at It requires both employers and employees to work together in promoting a
Work Act 1974 safe work environment and reinforces that health and safety is everyone’s
responsibility, including when reducing the risks posed by hazardous substances
such as medicines.
It established the key duties and responsibilities of all employers and employees
in work settings to practise safely including when administering medication.

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 344 Administer medication to individuals
Legislation Key points
The Control of Substances It requires employers to carry out a risk assessment to prevent or control the
Hazardous to Health risks of using hazardous substances, e.g. medicines. This is to ensure that you
Regulations (COSHH) 2002 and others are working in safe environments and undertaking tasks safely.
It requires employers to have procedures in place for safe working practices, e.g.
wearing personal protective equipment (PPE), carrying out a risk assessment.
It requires employers to provide information, training and supervision so that
work activities can be carried out safely, e.g. by monitoring workers’ practices
when administering medication to ensure they are safe.
The Mental Capacity Act Individuals have the right to make their own decisions, e.g. in relation to their
2005 medication; this includes being provided with the necessary support to do so.
The rights of individuals who lack capacity to make decisions are also protected,
i.e. by providing guidance on who can make decisions about them and how to
plan ahead if the need arises in the future.
The Hazardous Waste The arrangements that must be put in place to ensure all hazardous waste is
(England and Wales) disposed of safely, i.e. this includes out of date or part-used medicines no longer
Regulations 2005 required.
For example, by returning all unwanted medication to the pharmacy, by keeping
records of all medicines (including controlled drugs) that have been disposed of
or are waiting to be disposed of.
The Controlled These regulations amend The Controlled Drugs (Supervision of Management
Drugs (Supervision of and Use) Regulations 2006.
Management and Use) It states who can administer controlled drugs and under what circumstances
Regulations (Amendment) they must be removed from their role.
2013
It outlines how to report and record concerns about administering controlled drugs.
The Health and Social Regulation 12 states that safe care and treatment is relevant to medicines and
Care Act 2008 (Regulated is concerned with promoting people’s safety in terms of receiving safe care and
Activities) Regulations treatment and preventing harm.
2014 Medicines must be managed safely and administered appropriately to ensure
people’s safety.
The Misuse of Drugs These Regulations amend the Misuse of Drugs Regulations 2001.
(Amendment) (No.2) The controlled drugs placed in Schedule 1 to the regulations are those subject to
(England, Wales and the tightest controls because they are seen as the most dangerous and liable to
Scotland) Regulations abuse.
2017
Regulation 3 adds the drug methiopropamine (MPA) and related materials to
Schedule 1 to the Regulations.
Possession of benzodiazepines and z-drugs (definition on page 4) is now illegal.
Data Protection Act Information and data, e.g. in relation to medication, must be processed fairly,
2018 and General Data lawfully, used only for the purpose it was intended to be used for, be adequate,
Protection Regulation relevant, accurate and up to date and held for no longer than is necessary.
2018 Personal information must be recorded, used, stored and shared to ensure the
individuals’ rights are protected and the security of their personal information,
e.g. in relation to their medication, is maintained.
Organisations have a responsibility for ensuring that they have effective
arrangements in place for handling information and that those who work
for them are complying with their procedures and systems, e.g. in relation to
individuals’ medication.

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Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Key terms
Controlled drugs refer to drugs that are
dangerous and liable to abuse and are therefore
liable to strict legal controls, e.g. diamorphine,
methadone.
Z-drugs refer to drugs such as zopiclone,
zolpidem and zaleplon.
Policies are statements that describe how an
organisation works. This is usually linked to
legislation. Examples include Safe handling of
medicines policy, Storing and administering
medication.
Protocols or procedures are step-by-step guides
of how to complete a task or implement a policy
such as in relation to administering medication
safely.
Research it
1.1 Controlled drugs
The Controlled Drugs (Supervision of
Management and Use) Regulations 2006
were introduced as part of the government’s
response to the Shipman Inquiry’s Fourth Report
in 2004 in relation to the former GP Harold
Shipman, who used controlled drugs to kill his
patients. As a result, the inquiry recommended
that arrangements for the use and management
of controlled drugs should be strengthened.
Research the Harold Shipman case and
discuss how he abused controlled drugs when
administering them to his patients.
Guidelines
The National Institute for Clinical Excellence
(NICE) provides national guidance on good health
and well-being and the prevention of ill health
and this includes providing guidance on the use of
medicines and recommendations for good practice,
such as:
● ‘Managing medicines in care homes’, March
2014: This guidance details good practice for
managing medicines in care homes, including
how to administer medication safely and
effectively. It also recommends good practice for
4
supporting individuals who live in care homes
with their medication.
● ‘Managing medicines for adults receiving
social care in the community’, March 2017: This
guidance covers medicines support for adults
(aged 18 and over) who are receiving social
care in the community, i.e. in relation to how
to support individuals with their medicines at
home and assessing what support individuals
need to manage their medicines safely.
The Care Quality Commission (CQC) is the
independent regulator of health and social care in
England and provides information and guidance
for providers of adult social care services including
on medicines, such as:
● ‘Disposing of medicines in care homes and
care homes with nursing’, August 2018: This
guidance includes information on when
medicines will need to be disposed of, the
importance of using safe disposal methods and
the process to follow.
● ‘High risk medicines: insulin’, August 2018:
This guidance includes information on what
insulin is and why it is used, factors to take into
consideration when using it, i.e. in relation to
how to administer it, store it, record that it’s
been administered, how to monitor the effects.
Policies and protocols
All care settings, including those organisations
who administer medication to individuals who
live in their own homes, will have in place their
own policies and protocols for the safe handling
of medication. These are very important because
they set out the various ways that medication must
be administered and how the effects of medication
on individuals must be monitored. All care settings
and care organisations and those who work for
them must comply with these as they are based
on the legislation that you learnt about at the
beginning of this unit.
Complying with these is also very important
because they set out the specific requirements that
must be followed when working with individuals
and, as the two examples in Figure 1.1 show, these
requirements may vary depending on where you
are working.
 344 Administer medication to individuals
Example 1: Safe disposal of medicines procedure for Woodfield Residential Care Home

All medicines that have not been used will need to be safely disposed of. This may occur when:
• the medication has been discontinued because the individual developed unwanted side
effects or an allergic reaction
• the individual has died (all medication must be kept in the residential care home for
seven days in case details of the medication are required by the Coroner’s office if
there is an inquest, e.g. in the case of an individual dying unexpectedly)
• the individual has refused to take their medication
• the expiry date of the medication has been reached.

Safe disposal methods

All medicines that have not been used will need to be returned to the organisation that
supplied them such as the pharmacist.

A record of all returned medicines must be made in the medicines disposal record book and
kept in the care home. The record must include the following details:
• the individual’s name
• the name, strength and quantity of medicines
• the date the medicines were returned
• the signature of the member of staff returning the medicines
• the signature of the person receiving the returned medicines.

Example 2: Safe disposal of medicines procedure for Barry who lives in his own home

All medicines must be disposed of safely as per the disposal policy.

• All unwanted medication must be returned to a community pharmacy or surgery and

if the individual does not require support to do so then they could do this themselves.
If the individual was not able to do this themselves or did not have anyone who could
do this for them then you could do this task but it must always be recorded in the
individual’s medication record that you have done so.
• If an individual dies, all medicines and related documentation must be kept in the
individual’s home for seven days as in the case of an unexpected death the Coroner
may wish to see the medication and/or records.

Figure 1.1 Examples of safe disposal of medicines protocols

Reflect on it Evidence opportunity

1.1 Safe disposal of medicine
Reflect on the two examples in Figure 1.1
for the procedures for the safe disposal of
medicines. What similarities and differences are
there? Now reflect on the procedures for the
safe disposal of medicines where you work, how
does this compare to these two examples?
1.1 Identify legislation, guidelines,
policies and protocols
Research the policies and protocols that
you have where you work for administering
medication to individuals. Provide a written
account that identifies the main points of these
and the legislation on which they are based.
For example, you may want to think about how
medication is administered, stored and disposed
of and the relevant legislation that supports
these practices.

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Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Knowledge, skills, behaviours
Knowledge: What legislation, guidelines, policies and protocols are relevant to administering medication?
Do you know the names of two pieces of legislation that are relevant to administering medication?
Do you know what the procedures where you work state about disposal of medication?
Do you know why it is important that you comply with legislation, guidelines, policies and protocols when
administering medication to individuals?
Did you know that you have just answered three questions about the legislation, policies and protocols in
place for administering medication?
Skills: How can you show that you’re able to administer medication to individuals safely?
Do you know how to comply with legislation when administering medication to individuals?
Do you know how to support an individual with their medication safely?
Do you know how to record the medication you administer to individuals in line with your organisation’s
policy and protocols?
Did you know that you have just answered three questions about the skills you have for administering
medication to individuals in line with legal and organisational requirements?
Behaviours: How can you show the personal qualities you have when administering medication to
individuals?
Do you know how to ensure that you understand the legislation and guidelines that are in place for
administering medication?
Do you know how to follow your organisation’s policies and protocols for administering medication
diligently?
Do you know how to enter details in individuals’ medication records competently?
Did you know that you have just answered three questions about the essential behaviours that are expected
when following legal and organisational requirements for supporting individuals with their medication?

LO2 Know about common types of

medication and their use
Getting started
What are the different medications you
administer to individuals? What are they used
for? What are their actual and potential side
effects for different individuals? How are their
side effects monitored? Why is this important?
AC 2.1 Describe common types of
medication including their effects and
potential side effects
Reflect on it
2.1 Legal categorisation
Reflect on the consequences of medicines not
being legally categorised. What may happen?
Who may it affect? Why?
● pharmacy medicines (P) which must be sold
only in pharmacies and under the supervision
of a pharmacist e.g. ibuprofen (more than 16
tablets)
● prescription-only medicines (POM) which can
only be obtained with a prescription i.e. from a
pharmacist or a doctor, e.g. amoxicillin.

Classification of medicines As well as the above legal categories, medicines

As you will have learnt, The Medicines Act 1968 are further categorised depending on their purpose
classifies medicines into three legal categories: and use into the following categories:

● general sale list medicines (GSL) which can ● antibiotics – used for treating bacterial
be sold in supermarkets and do not require infections, e.g. penicillin, amoxicillin
a pharmacist to be present e.g. paracetamol ● analgesics – used for relieving pain, e.g.

(maximum 32 tablets) paracetamol, aspirin

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● anti-depressants – used for treating depression, on the name given to these medicines by the

344 Administer medication to individuals

e.g. amitriptyline, Prozac
● controlled drugs – must be prescribed by a
doctor or another qualified person, e.g. Ritalin
● other drugs – used for treating other conditions,
e.g. antihistamines (for allergies), antacids (for
indigestion)
● non-prescribed medication – used for treating
minor symptoms, e.g. homely remedies such as
honey and milk for a cough.
Common types of medication
Medicines are given two names; a generic
or approved name that is based on what the
medication contains, e.g. paracetamol, and
the brand or proprietary name that is based
Key term
Homely remedies refer to household remedies
that can be given to an individual without the
need for a prescription; the individual’s GP must
still be consulted before any homely remedies
are administered as they can cause side effects
and adverse reactions when taken with other
medicines.
manufacturers who make them e.g. Panadol.
It is very important that you know about the types
of medications you administer to individuals, what
they are used for and their side effects so that you
can monitor their effects and provide good quality
care and support to the individuals you work with.
For example, an individual may ask you questions
about the medication they are taking, you may
need to explain to an individual who has refused
to take their medication why it is important for
them to take it or you may need to be alert to the
potential side effects of a new medication that an
individual is taking.
Table 1.1 includes some examples of the common
types of medications including their effects and
potential side effects.
Research it
2.1 Generic and brand names
Research three medications used by individuals
you work with. For each one identify their
generic and brand name and discuss your
findings with a work colleague.

Table 1.1 Common types of medication and their effects and potential side effects

Common medication type Example of medication Effects Potential side effects

Antibiotic Amoxicillin ● Used to treat bacterial ● Diarrhoea
infections as it kills the ● Stomach pain
bacteria causing the ● Nausea
infection. ● Vomiting
● Bacterial infections may ● Headache
include pneumonia, ● Swollen glands
ear and urinary tract
● Swollen tongue
infections.
Analgesic Aspirin Used to treat pain, fever ● Heartburn
and inflammation as it ● Upset stomach
reduces and relieves these ● Drowsiness
symptoms felt in the body. ● Headache
Anti-depressant Amitriptyline Used to treat symptoms of ● Constipation
depression by affecting the ● Diarrhoea
chemicals in the brain that ● Nausea
are causing the depression ● Vomiting
because they may be ● Mouth pain
unbalanced.
● Rash
● Changes in appetite
● Changes in weight

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Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Common medication type Example of medication Effects
Controlled drug
Other drugs – Antacid
Non-prescribed medication
– homely remedy
Potential side effects
Ritalin Used to treat conditions ● Changes in mood
such as attention deficit e.g. irritability,
hyperactivity disorder feeling nervous
(ADHD) and narcolepsy by ● Insomnia
affecting the chemicals in ● Fast heart rate
the brain and nerves that ● Weight loss
contribute to hyperactivity ● Loss of appetite
and impulse control.
● Nausea
● Stomach pain
Gaviscon Used to treat heartburn and ● Constipation
an upset stomach. ● Diarrhoea
Clove oil Used to relieve tooth pain. ● Increased sensitivity
of the teeth
● Irritation of the
inside of the mouth

Key terms
Attention deficit hyperactivity disorder (ADHD)
is a condition that includes symptoms such as
inattentiveness, hyperactivity and impulsiveness
and can affect both children and adults.
Narcolepsy is a condition that affects the brain’s
ability to control sleep and wake patterns.
Symptoms can include disturbed night sleep and
excessive sleep.
Insomnia is a condition that affects a person’s
ability to sleep. Symptoms can include finding
it difficult to get to sleep, waking up at night
repeatedly and not being able to get back to
sleep.
Antihistamines are used for treating allergies,
e.g. chlorphenamine and loratadine.
AC 2.2 Identify medication which
demands specific physiological
measurements
Some medication requires you to measure how
well the body is functioning after it is given to
an individual so that its effects can be monitored
closely, because sometimes medications may cause
harm to the body’s functions. In this way, should
any side effects develop for the individual you can
take immediate action to prevent the individual’s
condition and symptoms worsening. For example,
you may need to inform the individual’s GP who
may in turn decide to reduce or increase the dose
Evidence opportunity
2.1 Common medication, effects and
side effects
Provide a written description of the common
types of medication that you know about.
Remember to discuss what they are used for
(their effects) as well as their potential side
effects.
Reflect on it
2.2 Physiological measurement
Reflect on an occasion when you or someone
you know were prescribed medication that
required specific physiological measurements to
be taken. For example, perhaps you or someone
you know is a diabetic or taking medication
for an allergy or for a heart condition. Why
does this medication require physiological
measurements to be taken?
of medication the individual is taking or even stop
the individual’s medication altogether.
For example, you may be required to take
an individual’s body temperature using a
thermometer when an individual is taking
antihistamines (as some may raise an individual’s
body temperature) or an individual’s blood
pressure using a blood pressure monitor when an
individual is taking antidepressants (as some may
raise an individual’s blood pressure). You may be

8

Key terms
Toxicity levels refers to the monitoring of the
levels of a medicine present in an individual’s
blood, i.e. to ensure they do not pose any
danger or harm.
Anti-epileptic medication is used for treating
epileptic seizures by reducing their frequency
and/or severity, e.g. carbamazepine and
clobazam.
Electrocardiograph (ECG) refers to a test that
can be carried out to check the rhythm and
electrical activity of the heart, i.e. to ensure it is
functioning correctly.
Evidence opportunity
2.2 Physiological measurement
In discussion with your assessor, identify the
medication that demands specific physiological
measurements for the individuals you provide
care or support to. How many different methods
do you use?
required to support an individual who is taking
antidepressants to assess the sleeping difficulties
they are having by keeping a diary of how many
times the individual wakes up during the night (as
some may intefere with an individual's sleep-wake
cycle). Other physiological measurements may
have to be carried out by a medical practitioner
in hospital such as checking an individual’s
toxicity levels of their blood using blood tests if
the individual is taking anti-epileptic medication
(as some may lead to dangerously high levels
being built up in the blood) or checking how
well an individual’s heart is functioning using
an electrocardiograph (ECG) if they are taking
anticoagulant medicines (as some may cause the
heart to beat more quickly).
AC 2.3 Describe the common adverse
reactions to medication, how each
can be recognised and the appropriate
action(s) required
As well as knowing about the different side effects
that medications may cause it is also important to
be aware of any adverse reactions that individuals
9
may show after taking medication. Adverse
344 Administer medication to individuals
reactions are more serious than side effects and
can result in you having to seek medical help
immediately. For example, an individual may have
been prescribed an antibiotic, such as penicillin,
that they have never taken before and then
develop a rash or difficulty with their breathing;
both of which are extreme unexpected reactions
and would require medical help to be sought
immediately.
Other common adverse reactions to medications
can include swelling of the face, hands and body.
These can be recognised quite quickly because
they would be visible signs that something was
wrong. Often accompanying swelling, but not
always, is reddening of the skin and excessive
sweating. Again, both are easily recognisable. The
individual may also begin to feel weak and faint;
the individual may either tell you this or show you
through their body language, i.e. by holding their
head, by their legs shaking, by an anxious facial
expression.
Remember, different individuals may experience
different adverse reactions to the same medication,
so it is important you know the individuals you
care for and support so you can recognise any
symptoms that may be unusual for them.
If you suspect that an individual may be having an
adverse reaction to their medication then you must
follow your employer’s procedures, which may
include some or all of the following key actions:
● Inform your employer or manager.
● Seek help immediately. Depending on the
severity of the adverse reaction this may include
calling an ambulance, contacting the prescriber
of the medication, i.e. the individual’s GP or
pharmacist.
● Observe the individual closely. Observe whether
their condition is deteriorating, what effects are
visible to you, how the individual is looking, e.g.
pale, clammy, red-faced.
● Treat the symptoms the individual is
experiencing if you are qualified and trained
to do so. If not, then seek the help of someone
who can, e.g. a qualified first aider or
ambulance staff.
● Document your observations fully, i.e. the
adverse effects you have observed and what you
have done to support the individual, such as
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Reflect on it
2.3 Adverse reactions
Reflect on an occasion when you or someone
you know had an adverse reaction to a
medication. What happened? How were the
signs recognised? What actions did you take?
Why?
Evidence opportunity
2.3 Adverse reactions
Construct a three-column table with some
common adverse reactions to medication, how
you can spot them and what action you would
need to take in each case.
getting help, giving them a blanket if they are
cold, reassuring them if they are panicking.
● Make a record of the medication and the adverse
reaction experienced by the individual, i.e. in
the individual’s medication profile, care notes,
medication administration record (MAR). In this
way others will be aware and prevent it from
happening again
AC 2.4 Explain the different routes of
medicine administration
Medicines can be administered to individuals
using different routes and forms. The route and
form used with the individual will depend on:
● the individual’s preferences (for example they
may prefer to take their medication in tablet
form rather than capsule form)
● their needs (for example they may find it
difficult to swallow tablets and therefore they
may take their medication in liquid form)
● the individual’s condition (for example what
the medication is for, some may be administered
intravenously, others topically).
It is important therefore that you are aware of the
different routes that are used so that you can meet
individuals’ preferences and needs and provide
them with the support they require.
Below are some of the main routes used to
administer medicines to individuals.
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Research it
2.4 Oral medicines
Research three oral medicines that individuals
you work with take. Find out what special
requirements these have in relation to how they
must be administered. For example, you could
read the leaflet or instructions that accompany
them or ask one of your colleagues or the
individuals themselves. Discuss your findings.
Oral
This route is the most common route that is used to
administer medicines to individuals and involves
administering medication via the individual’s
mouth. Medicines administered by this route
include tablets, capsules, liquids, syrups and
suspensions. Some tablets and capsules, such
as amoxicillin, an antibiotic, cannot be broken
(otherwise they’re not effective), others can and have
a score line down the centre (so that they can be
split in half easily). Other tablets have a protective
coating, such as levetiracetam, an anti-epileptic,
and therefore must not be removed from their
packaging until they are taken (otherwise they may
not be effective). Some capsules and suspensions
must be taken before food, others with food, others
after food. It is for this reason that you must know
what requirements accompany these medicines
so that you can ensure that you administer them
correctly as not doing so may mean that individuals
do not benefit from the effects of the medicines they
are taking, which may in turn lead to their pain,
discomfort or condition worsening.
Sublingual
This route involves administering medicines that
are not swallowed (unlike the oral route which
does involve swallowing medicines). This route
involves administering medicines that are sprayed,
such as fentanyl sublingual spray, for pain relief
or placed under the tongue, such as Lorazepam
for anxiety relief, so that they are dissolved and
absorbed quickly and can therefore take effect
quickly.
Inhalation
This route involves administering medicines
via inhalers and nebulisers to individuals who
have respiratory conditions such as asthma and
emphysema. This route helps individuals who
have respiratory difficulties to get their medicines
quickly as they are breathed directly into the
lungs where they are needed. There are different
types of inhalers and nebulisers depending on
the medication they are used for. For example, an
individual with asthma may use a reliever inhaler
such as Ventolin (usually coloured blue) when
having an asthma attack or a preventer inhaler
every day to prevent asthma symptoms that may
lead to an asthma attack.
An individual with respiratory difficulties and
struggling to breathe may use a nebuliser so that
they can get the medication they need quickly into
their lungs. Nebulisers change liquid medicine
into a fine mist; this mist is then breathed in by
the individual through a mouthpiece or a mask.
For example, an individual with bronchiectasis
may use an atomiser jet nebuliser or an ultrasonic
nebuliser. The atomiser jet nebuliser uses an
aerosol compressor to vaporise the medicine and
turn it into a fine mist whereas the ultrasonic
nebuliser uses high-frequency sound waves to
turn it into a fine mist. The ultrasonic nebuliser
delivers medication more quickly and is quieter
when it is operated. Both are used with a
mouthpiece or a mask and both are operated
either through the mains or, if portable, through
a battery.
Intramuscular
This route involves administering medicines by
injection directly into the large muscles of the
body, such as the arms, legs or buttocks, so that
the medication can be absorbed quickly into the
bloodstream. Intramuscular injections can only
be carried out by a doctor or trained nurse and
examples may include a vaccination or the flu jab.
Intravenous
This route involves administering medicines
directly into the veins by an injection or an
infusion sent directly into the veins using a needle
or tube (commonly referred to as a drip), and again
can only be carried out by a doctor or trained
nurse. Again, this route is used in emergency
situations where medication must be delivered
quickly such as when an individual has had a
heart attack, or if an individual is in a lot of pain
they may be given morphine intravenously.
11
Subcutaneous
344 Administer medication to individuals
This route involves administering medicines
directly just under the skin by an injection, such
as insulin for diabetes or heparin for the treatment
and prevention of blood clots. Individuals who
require these types of injections will have had
specialist training if they self-administer these,
and all those who support individuals with
administering subcutaneous injections will also
have had specialist training to do so.
Instillation
This route involves administering medicines into
the eyes, ears or nose via a liquid or suspension.
Again, those supporting individuals with instilled
medicines can only do so with specialist training.
For example, an individual with an eye infection
may require eye drops and an individual with hay
fever may use a nose spray.
Rectal/vaginal
These routes involve administering medicines
via the rectum (e.g. enemas) or vagina (e.g.
pessaries). As both routes are invasive, only those
who have been trained and have been given
authorisation to do so can administer medications
via these routes.
Topical
This route involves administering medicines by
applying them directly to the skin in the form of
ointments or gels, for example. They are usually
administered for skin conditions such as eczema or
athlete’s foot to provide quick relief for symptoms
like pain and itching.
Transdermal
This route involves administering medicines by
applying them directly to the skin in the form
of patches so that they can be absorbed into the
body through the bloodstream slowly and over
time, such as fentanyl patches for the relief of
pain, nicotine patches or hormone replacement
therapy patches. Again, like other medicines
it is important to be aware of the special
requirements when applying patches, such as
ensuring that the area of the skin where the patch
is being applied is clean and dry and to avoid
applying the patch to the same area each time as
this may lead to the skin becoming irritated and/
or sensitive to the patch.
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Reflect on it
2.4 Routes of administration
Reflect on the different routes of medicine
administration explained above. How many of
these did you know about? Which are the most
commonly used by the individuals you work
with? Why?
Evidence opportunity
2.4 Routes of administration
For one individual you work with, provide
a written account of the different routes of
administration of medicine they use. Include
information about the medicines they use, their
respective routes and why they are used.

Knowledge, skills, behaviours

Knowledge: What are the common types of medication?
Do you know what the common types of medication are and their effects?
Do you know two medications that require specific physiological measurements?
Do you know the common adverse reactions to medication?
Do you know what the different routes of administering medication are?
Did you know that you have just answered four questions about the common types of medication?
Skills: How can you show that you understand the use of common types of medication?
Do you know how to recognise the side effects of common types of medication?
Do you know how to support an individual who requires physiological measurements to be taken for their
medication?
Do you know the actions to take if you notice an individual experiencing an adverse reaction to their medication?
Do you know how to support an individual to take their oral medication?
Did you know that you have just answered four questions about the skills you have when supporting
individuals with their medication?
Behaviours: How can you show the personal qualities you have when supporting individuals with their
medication?
Do you know how to be vigilant if an individual shows unwanted side effects after taking their medication?
Do you know how to be supportive of an individual who is taking medication and requires their blood
pressure to be taken?
Do you know how to be reassuring of an individual who is feeling faint after taking their medication?
Do you know how to provide individuals with accurate information if they ask you about the medication
they are taking?
Did you know that you have just answered four questions about the essential behaviours that are expected
of all adult care workers when providing support to individuals with their medication?

LO3 Understand procedures and
techniques for the administration of
medication
Getting started
Discuss the medication policy and procedures
that you are required to follow in your place of
work. What does it say about how to administer
medication? Do you need any equipment to do
so? How can you find out the information you
need about individuals’ medication?
AC 3.1 Explain the types, purpose and
function of materials and equipment
needed for the administration of
medication via the different routes
You have already learnt about the different routes
of medication administration that individuals use
to take their medication, and now you are going
to find out more about the range of materials
and equipment that individuals can use to help
them take their medication. As each individual
is different they may not need or use all of the
materials and equipment available, but it is

12
important that you know about the different types of the different types of materials and equipment

344 Administer medication to individuals

so that you can support individuals to use them that are available, including their purpose and
when required. Table 1.2 includes some examples function.
Table 1.2 Routes of medicine administration and the equipment required

Routes of Types of Purpose of materials Function of materials and equipment

medicine materials and and equipment
administration equipment
Oral Administration To encourage The MDS is commonly used for holding tablets
systems, e.g. individuals to take or capsules. The medication is placed in blister
monitored their medication at the packs by the pharmacist under the correct day
dosage system correct time and on the and time, e.g. Monday morning, Tuesday noon
(MDS) correct day. or Wednesday evening. A tablet or capsule can
To support individuals then be removed when required. An empty
to remember whether pack shows that the medication has been
they have taken their removed.
medication or not.
Sublingual Disposal To encourage The disposal bag supplied with the spray unit
materials, e.g. individuals and those has an adhesive strip, this must be removed
disposal bag who work with them to and then the flap folded to seal the bag.
for Fentanyl dispose of their spray The sealed bag can then be disposed of in
sublingual unit safely without risk the allocated bin (you will need to check
spray unit of contamination or the procedure for this in your workplace’s
harm. medication policy).
Inhalation Inhaler aids, To encourage A spacer is a device that attaches to the inhaler
e.g. a spacer for individuals to breathe on one end and to a mouthpiece on the
use with some in their medication other end to help the individual breathe their
inhalers into their lungs more medication into their lungs at a pace that suits
easily. them. When the individual presses their inhaler,
the medication collects inside the spacer until
the individual is ready to breathe it in.
Intramuscular Injection aids, To ensure the medicine A syringe is composed of the needle, the barrel,
e.g. a syringe is administered directly and the plunger. The medicine goes into your
into the muscle. muscle through the needle. The barrel holds
the medicine and has markings on it so that the
required dose can be administered accurately.
The plunger is the part of the syringe that is
used to get the medicine into and out of the
syringe.
Intravenous Infusion aids, To ensure medication A drip infusion involves medication being
e.g. a drip is administered into administered by dripping from a bag down
infusion the bloodstream in a into a tube and through the catheter that is
controlled dose and placed in the vein. The drip bag is placed up
over a period of time high on a stand so that it can drip down into
the attached tube, i.e. it works with gravity.
Subcutaneous Insulin aids, e.g. To ensure insulin can There are two types of insulin pens: disposable
an insulin pen be injected easily and and reusable. A disposable pen consists of a
accurately using this prefilled insulin cartridge; the whole pen unit
device, i.e. as opposed is then disposed of after use. A reusable pen
to using a needle. contains a replaceable insulin cartridge; the
cartridge is then disposed of after use rather
than the whole pen unit, and a new cartridge
put in.

13
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Routes of Types of Purpose of materials Function of materials and equipment
medicine materials and and equipment
administration equipment
Instillation Instillation aids To ensure eye drops The auto eye drop aid positions the eye drop
e.g. an auto eye can be administered bottle at the correct angle over the eye. A
drop into the eye accurately special cup prevents blinking by keeping the
and comfortably by lower eyelid open. There is also a small pinhole
holding the eye open that encourages the individual to look upwards
and ensuring the drops and away from the descending drops.
go into the eye.
Rectal/vaginal Rectal/vaginal To ensure medication Vaginal applicators that contain pre-filled
aids, e.g. is applied fully and medication can be used to apply the required
a vaginal comfortably, i.e. an dosage that is needed. Most applicators are
applicator applicator makes the disposed of after use as this reduces the
process easier because potential for any infections or the possibility of
some applicators any cross infection.
contain the required
medication dosage.
Topical PPE, e.g. To prevent the Hands must be washed prior to putting on
disposable contamination and PPE as well as after disposal. PPE must be used
gloves* transfer of infections in line with your employer’s agreed ways of
*Use of PPE and pathogens, i.e. working in relation to when it is used, how it is
does not germs. To ensure the put on and disposed of (you would have learnt
only apply to area is kept clean. about this in mandatory Unit 302 Promote
this route of health, safety and well-being in care settings in
medication the textbook).
administration
but to all the
others too.
Transdermal Transdermal To deliver a specific The medicated patch is adhesive and is placed
aids, e.g. a dose of medication on the skin and on the area of the body where
patch through the skin which it is needed i.e. upper arms, chest. The area
then enters directly where it is applied must be clean and dry so
into the bloodstream the medication patch sticks onto the skin and is
effective. The area where the patch is applied
must also be changed so that it does not
become too sensitive or even resistant to the
medication being applied through it.

Reflect on it Evidence opportunity

3.1 Materials and equipment
Reflect on the different types, purposes and
functions of the materials and equipment
explained in the table for the administration of
medication to individuals. How many of these
did you know about? How many of these have
you used?
3.1 Types, purpose and function of
materials and equipment
Find your employer’s agreed ways of working
for the administration of medication to
individuals and explain to your assessor what it
says about the types, purpose and function of
materials and equipment needed for medication
administration.
How does this compare to those included in
Table 1.2?

14

AC 3.2 Identify the required
information from prescriptions/
medication administration charts
As a Lead Adult Care Worker, you will be required
to either administer medication to individuals or
support them to do so safely and competently. All
medication that has been prescribed, i.e. by a doctor,
nurse or pharmacist, will be accompanied by a
prescription and it is your responsibility to check
that the individual is administered the medication
as set out on the prescription before administering
the medication to the individual. The required
information from prescriptions will include:
● details of the medication – check the medication
name, the dosage, the quantity included, how to
administer it and for how long, e.g. seven days,
any specific instructions, i.e. when and how to
administer it (such as before, with or after food),
any adverse side effects to look out for
● details of the individual – check the individual’s
name and other details to identify the individual
i.e. their date of birth, address
● details of the prescriber – check the name of the
prescriber, i.e. doctor, pharmacist or nurse, and
the date when it was prescribed.
As well as ensuring that the individual receives the
correct medication as per their prescription you
must also ensure that the medication is administered
as per the individual’s medication administration
record (commonly referred to as a MAR sheet). The
MAR sheet contains detailed information about each
medication that the individual has been prescribed,
such as the strength of the medication, the frequency
it must be taken and the route. It will also include
the start and end dates for the medication. This is
important as individuals may only be required to
take medication for a specific amount of time, such
as seven or ten days, as well as any medications
that have been discontinued, because the individual
developed side effects or refused their medication,
for example. The MAR sheet will also provide
information on any allergies the individual has as
well as any side effects that may be common to the
medication and/or specific to the individual.
The individual’s MAR sheet will also be the
document that you and your colleagues use to
record when the medication is administered to
the individual, and so you will be able to refer
to it to check when the individual received their
15
previous dose of their medication and who
344 Administer medication to individuals
administered it. Similarly, if an individual refuses
to take their medication, this will also be recorded
on their MAR sheet. This means you will have
prior knowledge of the individual’s refusal and
therefore you may decide to seek advice from a
more senior colleague before asking the individual
to take their medication.
Reflect on it
3.2 Consequence of not identifying
information
Reflect on the consequences of not identifying
the required information from individuals’
prescriptions and medication administration
charts. What potential effects could there be for
the individual, you and your employer?
6Cs
Competence
How do you show your competence when
identifying the required information from
individuals’ prescriptions and medication
administration charts? Do you know the
information to check before administering
medication to individuals? To administer
medication to individuals competently, it is
important that you know about the medications
you are administering to individuals and/or
supporting them with so that you can answer
any questions they have and ensure that they
are taking their medication in the correct dose
and for the required period of time so that it is
effective. For example, the individual may ask
you why they are taking their medication, for
how long and the consequences of not doing so.
You will also be able to respond quickly to any
side effects individuals may experience if you
know what to look out for.
Evidence opportunity
3.2 Identifying required information
For one individual you support with
administering their medication, write down
the required information you need to identify
from their prescriptions and medication
administration chart.
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Knowledge, skills, behaviours
Knowledge: What materials, equipment and information are required for medication administration?
Do you know examples of the types, purpose and functions of materials needed for medication
administered via the oral route?
Do you know examples of the types, purpose and functions of equipment needed for medication
administered via the subcutaneous route?
Do you know what information can be obtained from an individual’s prescription?
Do you know the specific information contained on an individual’s medication administration record?
Did you know that you have just answered four questions about what is required for medication
administration?
Skills: How can you show that you understand what is required for medication administration?
Do you know how to support an individual to use an inhaler?
Do you know how to support an individual who cannot administer their own eye drops?
Do you know what to do if you do not understand the information documented on an individual’s
medication administration record?
Did you know that you have just answered three questions about the skills you have for medication
administration?
Behaviours: How can you show the personal qualities you have for supporting individuals with medication
administration?
Do you know how to be supportive if an individual does not like taking their medication?
Do you know how to be respectful if an individual refuses to take their medication?
Do you know how to pay careful attention to detail when reading an individual’s medication administration
record?
Did you know that you have just answered three questions about the essential behaviours that are expected
of all Lead Adult Care Workers for supporting individuals with the administration of their medication?

LO4 Prepare for the administration of
medication
Getting started
Think about all the different methods you use
to prepare the individuals you support to take
their medication. What preparations do you
carry out beforehand? For example, this may be
in relation to any materials or equipment you
may need, infection control practices such as
wearing of PPE, hand washing, checking with
the individual that they are ready and willing to
take their medication.
AC 4.1 Apply standard precautions for
infection control
Supporting individuals with administering
their medication also involves doing so under
conditions that are safe and hygienic. Applying
standard precautions for infection control
reduces the risk of infections spreading during
the administration of medication because they
create a protective barrier that reduces the risk
of pathogens (germs) spreading. In relation to
administering medication you will be observed
for this AC applying standard precautions for
infection control; the main precautions to take are
detailed below.
● Washing your hands: you must always wash
your hands before and after you administer
medication to individuals and put on and dispose
of PPE. In this way you will minimise the risk of
infections spreading through contact with your
hands that may, for example, be contaminated
with an individual’s saliva or blood.
● Wearing personal protective clothing: you must
follow any requirements that there are in place to
wear disposable gloves and/or an apron when
administering medication to individuals. In this
way you will minimise the risk of infections
spreading through contact between you and the
individual. A clean set of PPE must be worn for
every individual and in some cases for different
medications for the same individual.

16
 Cleaning equipment: you must ensure that
●
all the equipment you use for administering
medication to individuals is clean before and
after you use it, e.g. by checking it is clean
before use, by only using the correct method for
cleaning equipment as per the manufacturer’s
instructions.
● Disposing of equipment and materials:
you must ensure that all the equipment and
materials used for administering medication are
disposed of as per your employer’s agreed ways
of working. For example, a sharps box may be
used for an individual who uses syringes to
administer their medication or the black waste
bag may be the allocated disposal area for an
individual who lives in their own home and you
support with administering their medication.
● Understanding agreed ways of working for
the administration of medication: you must
ensure you read, understand and follow your
Case study
4.1 Taking infection control precautions
Amber is a Lead Personal Assistant providing
support to individuals who live independently in
their own homes. Amber is supporting Chante this
morning who has diabetes and self-administers
insulin using an insulin pen. Chante has also started
to use needles to check her blood glucose levels and
is unsure of where to dispose of these after use.
Amber explains that these must be disposed of in
the sharps box provided to her by her local authority
and offers to show her how to do so. Before doing
so Amber washes her hands thoroughly and put on
a pair of disposable gloves and an apron.
After Chante has checked her blood glucose levels,
Amber explains that the needle must be placed
Reflect on it
4.1 Different methods of infection
control
Reflect on the different methods you use
to prevent the spread of infections when
administering medication to individuals and the
reasons why you use these methods.
17
employer’s agreed ways of working for the
344 Administer medication to individuals
standard infection control procedures to take
when administering medication to individuals.
If there is something you do not understand
then you must act by asking your employer or
manager to clarify this for you so that you can
apply good, safe working practices in relation to
infection control.
Research it
4.1 Hand washing
Review your previous learning for mandatory
Unit 302 Promote health, safety and well-
being in care settings in the textbook in
relation to applying standard infection control
precautions. Demonstrate how you carry out
the recommended hand washing technique
when administering medication to individuals.
into the sharps box immediately and that the
sharps box must not be filled above where it says,
‘Do not fill above this line’. Chante tells Amber
that she prefers to put her needles once used into
empty detergent bottles and place the lid on these
tightly before disposing of them in her household
waste as it’s easier to do so.
Discuss:
1 What infection control precautions did Amber
take? Why?
2 Is it necessary for individuals to use a sharps box
when they live in their own homes?
3 How do you comply with your employer’s
agreed ways of working for the disposal of
sharps?
Evidence opportunity
4.1 Standard precautions for
assessment control
Demonstrate to your assessor how you apply
standard infection control precautions when
administering medications via different routes
to different individuals.
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
AC 4.2 Explain ways to ensure the
appropriate timing of medication
Supporting individuals to ensure that they are
taking their medication at the appropriate times is
important because this will enable the individual
to have the full benefits of their medication i.e.
if a medicine is prescribed to be taken morning
and evening, 12 hours apart at 8am and 8pm
and the individual misses their 8pm dose or
has it later at 11pm then the individual will be
underdosing and may not have the full benefits
of their medication. For example, if this was an
anti-epileptic medication then this may result in
the individual having a seizure, or if this was an
analgesic then this may result in the individual
being in pain unnecessarily; the appropriate timing
of medication is therefore essential to prevent
individuals’ conditions worsening and further
distress and/or pain. Doses of medication that are
taken too close together may have the opposite
effect and result in individuals overdosing and
may lead to the unpleasant effects of confusion,
dizziness and lethargy. It is your duty of care
therefore to ensure that medication is taken by
individuals at the appropriate times as prescribed.
You can ensure you do this in the following ways:
● Referring to the individual’s MAR before
administering medication to an individual
because the correct time for administration of
the medicine will be documented on the MAR.
● You can check on the MAR as well as with
the individual when their previous dose was
administered to avoid over dosing or under
dosing. If you notice that the previous dose was
documented on the individual’s MAR as not being
taken at the appropriate time then report this
immediately to your employer or manager before
administering any medication to the individual.
● You can also refer to the MAR to ensure that the
medication has not already been administered
to the individual. This will avoid the individual
overdosing.
● You can provide support to individuals who
self-administer their medications to take these
on time by reminding them and/or suggesting
they use reminder aids such as an alarm clock.
Be prepared to explain to individuals why
taking their medication at the correct time is
important as well as the potential consequences
of not doing so.
18
Reflect on it
4.2 Taking medication at the correct
time
Reflect on the potential effects of individuals
taking their medication at the appropriate
times. Reflect on how not doing so may affect
individuals’ conditions.
Evidence opportunity
4.2 Ensuring appropriate timing of
medication
Discuss with your assessor the different ways you
can support individuals to take their medication
at appropriate times.
AC 4.3 Obtain the individual’s consent
and offer information, support and
reassurance throughout, in a manner
that encourages their co-operation
and that is appropriate to their needs
and concerns
Supporting an individual in preparation for taking
their medication requires you to work in ways that
not only meet their needs and uphold their rights
to dignity and independence but also address any
concerns they may have about their medication
or the support that will be required. You will be
observed for this assessment criterion.
Obtain consent
You must obtain an individual’s consent before
you administer any medication to them. You
can obtain an individual’s consent by asking the
individual directly whether they agree to take their
medication or by discussing how the individual
will be supported to take their medication before
administering any medication to them. If an
individual uses non-verbal communication or a
communication aid then they may indicate their
agreement to take their medication by nodding
their head or by pressing the ‘Yes’ button on their
communication aid. Remember to ensure you know
what communication methods the individual uses
to indicate their agreement so that you can interpret
their communication with you accurately. You can
recap your previous learning in Unit 303 Promote
communication in care settings in the textbook about the
range of communication methods individuals use.
You must also respect the individual’s right to
refuse their medication. If, after discussing their
reasons for refusal and explaining to the individual
the consequences of not them not taking their
medication, the individual still refuses to take
their medication, you must not insist they take it
or place it in their food without them knowing. If
you are concerned that the individual’s decision
may affect their health and well-being then you
must report your concerns to your manager and/
or the individual’s GP. You must also remember to
document the individual’s refusal on their MAR so
that there is evidence of the individual’s refusal.
If an individual does not have the capacity to
make their own decisions in relation to taking their
medication, for example because the individual has
dementia or mental health needs, then this will be
documented in the individual’s care plan and you
must follow the agreed ways of working in relation
to supporting this individual to take their medication.
Offer information
Offering information when required and in
line with an individual’s needs and concerns
is not only a supportive way of working but
will also promote the individual’s co-operation.
For example, you could offer the individual
information about the reasons why their doctor
prescribed their medication, including its benefits,
or explain how you are going to support them to
take their medication. If they self-administer, you
could explain the safety checks you are going to
carry out to support them to take their medicines
correctly such as observing the individual take
their medicine.
Reflect on it
4.3 The Mental Capacity Act 2005
Reflect on the requirements of The Mental
Capacity Act 2005 in relation to supporting
individuals who do not have the capacity to
make their own decisions with taking their
medication. How do your ways of working
uphold individuals’ rights?
19
The individual may also have their own questions
344 Administer medication to individuals
that they want answers to, such as ‘why do I have
to take my medicines twice a day?’; ‘how long will
I have to take these medicines for?’; ‘how will this
medicine aid help me?’ or ‘what would happen if I
stopped taking my medicines?’ Remember that
when an individual asks you information it is
important you give them full and accurate
responses as this will mean that they will feel
supported and know that they can trust you. If
you do not know the response to an individual’s
question about their medication, do not guess; find
out from their MAR or from someone who knows.
Offer support
Offering support to an individual taking their
medicines is an essential part of promoting the
individual’s co-operation. If an individual believes
and feels that you are being supportive then they
will be more likely to work with you. Offering
your support can be done both verbally and
non-verbally through effective communication,
through the use of kind words, a positive tone
of voice, a smile, a patient and calm manner.
An individual may also need your support to
understand the reasons why they are taking their
medication and how to take them, for example
how to use an inhaler or how to place a tablet
under the tongue for it to be dissolved. Can you
think of any other ways you have supported
individuals when taking their medicines?
6Cs
Communication
Supporting individuals to take their medication
involves you being able to communicate
effectively both verbally and non-verbally,
depending on an individual’s needs. It means
you being able to communicate with individuals
when they have any questions about their
medication or require any further information
or support. It involves you understanding how
the individuals you work with communicate to
ensure that they understand the information and
support you are offering them in relation to their
medication. Being an effective communicator will
mean that individuals will place their confidence
and trust in you and will be more likely to co-
operate when taking their medication.
 Offer reassurance
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Offering an individual reassurance when taking
their medication requires you to be patient and
compassionate. It also requires you to empathise
with individuals by putting yourself in their
situation and reflecting on how they may feel
being supported to take their medication.
Perhaps the individual may feel uncomfortable
or embarrassed that they are unable to take their
medication independently themselves; reassuring
the individual that you will promote their
independence by enabling them to do as much
as they can for themselves may alleviate some of
their concerns. Perhaps the individual does not feel
confident that their medication will have positive
effects on their health and well-being; offering
your reassurance by discussing with the individual
the potential benefits of their medication may
encourage them to co-operate with you.
6Cs
Compassion
Compassion in this assessment criterion refers
to being able to offer reassurance to individuals
taking their medication with patience and
kindness. In order to do this effectively you
will need to be able to empathise with the
individual so that you can understand how
it feels to be supported to take medication.
You can show your compassion by taking the
time to listen to individuals and what their
concerns and/or fears are and then discussing
these with them in a patient and kind manner.
Offering individuals reassurance when taking
their medicines will show that you genuinely
understand how they are feeling.
Research it
4.3 How values and principles relate to
administration of medication
Research your previous learning around the
values and principles that underpin good quality
care. Reflect on how you apply these in your
current job role when supporting individuals to
prepare for the administration of medication.
20
Evidence opportunity
4.3 Obtain the individual’s consent
For one individual who you support with
taking their medication, demonstrate to your
assessor how you obtain their consent and
offer information, support and reassurance
when preparing for the administration of
their medication. Ensure that you do this in a
way that encourages their co-operation and is
appropriate to their needs and concerns.
AC 4.4 Select, check and prepare
correctly the medication according to
the medication administration record
or medication information leaflet
You will have learnt in AC 3.2 about the useful
information contained within individuals’
prescriptions and medication administration charts
or records. This information will also be contained
within the medication information leaflets that are
included with some medicines. It is important to
select, check and prepare correctly an individual’s
medication according to these documents so that
you can ensure that you are fulfilling your duty
of care and safeguarding individuals’ health
and well-being. You will be observed for this
assessment criterion.
A useful checklist to ensure that you select, check
and prepare correctly individuals’ medication
is commonly referred to as the 'seven Rs’ and is
shown in Figure 1.2.
Evidence opportunity
4.4 Select, check and prepare
medication correctly
For one individual you support with taking
their medication, demonstrate to your assessor
how you select, check and prepare correctly the
medication according to the MAR or medication
information leaflet.
 344 Administer medication to individuals
Is the medicine
for the right
Is the person?
Are these the
medicine bringing
right medicines
improvement
for the individual
by providing
as per their
the right
MAR?
outcome?

The ‘seven Rs’

Is the medicine Is this the right
being administered dose as per
through the the individual’s
right route? MAR?

Are these
Is this medicine
medicines being
being given in the
given at the
right form?
right time?

Figure 1.2 The ‘seven Rs’ of medicine administration

Knowledge, skills, behaviours

Knowledge: Why is it important to prepare for the administration of medication to individuals?
Do you know why it is important to apply standard precautions for infection control when preparing to
administer medication to individuals?
Do you know why it is important to administer medication to individuals at the correct time?
Do you know why it is important to obtain an individual’s consent and offer information, support and
reassurance in line with an individual’s needs and concerns?
Do you know why it is important to select, check and prepare correctly an individual’s medication in line
with their MAR or medication information leaflet?
Did you know that you have just answered four questions about the importance of preparing to administer
medication to individuals?
Skills: How can you show that you are able to prepare individuals for taking their medication?
Do you know how to minimise the spread of infections when administering medication?
Do you know how to ensure the correct timing of individuals’ medication?
Do you know how to obtain an individual’s consent for administering their medication?
Do you know how to apply the ‘7 Rs’ when selecting, checking and preparing individuals’ medication?
Did you know that you have just answered four questions about the skills you have for preparing individuals
for taking their medication?
Behaviours: How can you show the personal qualities you have when preparing for the administration of
medication to individuals?
Do you know how to explain sensitively to an individual why you are wearing disposable gloves for
administering their medication?
Do you know how to be supportive and reassuring when an individual is unsure about taking their medication?
Do you know how to be diligent when selecting, checking and preparing an individual’s medication for
administration?
Did you know that you have just answered three questions about the essential behaviours that are expected
when preparing for the administration of medication to individuals?

21
 LO5 Administer and monitor
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
medication
Getting started
Think about the individuals you administer
medication to. How do you ensure that you
comply with current legislation and your
employer’s agreed ways of working when
administering, storing and disposing of it?
What difficulties may arise when administering
medication to individuals? Do you know what to
do when you encounter any difficulties?
AC 5.1 Select the route for the
administration of medication,
according to the individual’s
medication administration record
and the drug to be administered and
prepare the site if necessary
You will have already learnt about the different
routes for the administration of medication
(you may find it useful to review your previous
learning for AC 3.1) as well as how to administer
medication in line with the drug to be administered
as per the individual’s MAR and medication
information leaflet (you may also find it useful to
review your previous learning for AC 4.4). You
will be observed for this assessment criterion
administering medication to an individual.
Reflect on it
5.1 Medical Administration Record (MAR)
Reflect on how to ensure you select the correct
route for the administration of medication to
an individual. How do you use the individual’s
MAR and the information about the drug to be
administered?
22
Preparing the site
Medication administered may also require that you
prepare the site on the individual’s body where
it is to be administered. For example, if you are
administering a medication patch to an individual
then you must prepare the area of the individual’s
body where it is going to be applied, such as
upper arms or chest, by ensuring the selected area
is clean, so harmful pathogens are not spread,
and dry, so that the patch sticks onto the skin
and therefore effectively delivers the medication
required by the individual.
Similarly, if you are supporting an individual with
administering insulin via the use of an insulin
pen then you must ensure that the site where
the insulin is going to be injected is clean (e.g.
by using a sterile alcohol swab) to prevent any
harmful pathogens entering into the individual’s
bloodstream via the break in the skin when the
insulin is injected.
Medications will have their own requirements for
the preparations that are necessary for them to be
administered. Remember to always follow your
employer’s agreed ways of working as well as the
individual’s medication administration record and
the medication information leaflet.
Evidence opportunity
5.1 Select the route for administration
Identify an individual to whom you administer
medication that requires you to prepare the
site where it is to be administered. Refer to
the individual’s MAR and the medication’s
information leaflet for how to do so. Ensure
your assessor observes you doing so. If your
assessor is not available then agree on a suitable
witness testimony. Obtain their feedback about
your practice.

AC 5.2 Safely administer the
medication: a) in line with legislation
and local policies and b) in a way
which minimises pain, discomfort and
trauma to the individual
You have already learnt about the current
legislation and local policies that are in place
to ensure that medication is administered to
individuals safely (you will find it useful to
review your previous learning for AC 1.1). Case
study 1.1, 5.2 is about a senior support worker
administering medication to an individual.
Read the case study and then answer the
questions that follow. These questions will
help you decide what needs to be in place to
administer medication to individuals safely. You
will be observed for this assessment criterion
administering medication in line with current
legislation and local policies.
Safely administering medication to individuals
also involves doing so in a manner that minimises
as much as possible the individual’s pain,
discomfort and trauma. You can minimise an
individual’s pain by following the technique
you have been trained in when administering
medication to an individual. For example, if you
are administering eye drops to an individual,
ensure that you pull down the individual’s eye lid
gently, so that you won’t cause the individual any
Case study
1.1, 5.2 The safe administration of
medication
Chantel is a senior support worker and administers
medication to older individuals who live in their
own homes. Today Chantel is late for her first
home visit. Upon arriving at the individual’s home,
Chantel apologises for being late and explains to
the individual that she is going to administer their
medication. Chantel decides not to wear gloves, as
she has already washed her hands, or to measure out
the required dose of the liquid medication, as she
knows roughly what the dose is. Chantel explains to
the individual that she’ll make a record on her MAR
23
further pain and at the same time the eye drops
344 Administer medication to individuals
will go into the individual’s eye. Similarly, if you
are administering an individual’s medication
topically and are applying a cream for a sore area,
ensure that you do not press hard onto the sore
area so that you minimise the individual’s pain.
It is also very important that you are able to
administer medication to individuals in a way
that minimises their discomfort and trauma whilst
you do so. This may require you to use specific
techniques as per your training. For example
pinching a fold of skin to enable an insulin
injection to go into the fat layer underneath the
skin will mean that the insulin will be injected
correctly and the individual will not require you to
inject them again, thus minimising their discomfort
and trauma. Similarly, other useful approaches
can include distracting the individual if they are
anxious or fearful prior to having their medication
administered by talking to them or reassuring the
individual of the benefits of their medication prior
to their medication being administered.
Reflect on it
5.2 Safely administer medication
Reflect on the approaches and ways of working
you use to safely administer medication to
individuals. How do you minimise individuals’
pain, discomfort and trauma?
when she returns tomorrow morning; the individual
thanks Chantel for her time and tells her not to
worry about being late and that recording on her
MAR the following day is fine with her.
Discuss:
1 Do Chantel’s practices comply with current
legislation and local policies? Why?
2 What risks has Chantel taken when
administering medication to the individual?
3 What practices must be followed where you
work for the safe administration of medication
to individuals?
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Evidence opportunity
5.2 Safely administer medicine
Through witness testimony or direct observation
by your assessor, safely administer medication to
two individuals, in line with legislation and local
policies and in way that minimises their pain,
discomfort and trauma. How did the techniques
you used compare and contrast? Why?
6Cs
Courage
Courage in this assessment criterion would
involve you making sure that you speak up for
individuals if you are aware of any problems
with the administration of their medication,
because it is your duty of care to ensure their
safety and well-being. You can show your
courage by always reporting immediately any
problems you have had with the administration
process even if these seem insignificant or minor
at the time. In this way you can ensure that you
are safeguarding the individual’s well-being and
not placing them in any danger or harm.
AC 5.3 Describe how to report
any immediate problems with the
administration
It is important to administer medication to
individuals safely and this includes reporting
any immediate problems you may have. For
example, an individual may refuse to take their
medication, you may drop the individual’s
medication on the floor or you may notice that
the previous dose of an individual’s medication
has been missed. The actions you take will very
much depend on the difficulties you experience
and what your employer’s agreed ways of
working state about the actions you must take.
Reporting problems that arise takes courage,
particularly if you or your colleagues have
unintentionally made errors.
Table 1.3 gives some examples of the problems
you may come across when administering
medication to individuals, the actions to take and
24
Reflect on it
5.3 Problems administering medication
Reflect on an occasion when you experienced
a problem when administering medication
to an individual. What happened? What did
you do? Why? What other problems may arise
when administering medication to individuals
and how do you report these in line with your
employer’s agreed ways of working?
Evidence opportunity
5.3 Reporting immediate problems
with administration
Find your employer’s agreed ways of working
for how to report any immediate problems with
administering medication to individuals. Do you
know your responsibilities? Discuss with your
assessor exactly what you should do in the event
of any problem when administering medication.
how to report and record them. Although different
employers will have their own agreed ways of
working they should include most of the main
points in Table 1.3.
AC 5.4 Monitor the individual’s
condition throughout, recognise
any adverse effects and take the
appropriate action without delay
Administering medication to individuals also
involves you fulfilling your duty of care by
monitoring individuals’ conditions throughout so
that if there are any adverse effects you can take
the appropriate action immediately and without
delay. In this way you will be preventing the
individual’s condition from worsening as well as
minimising any pain, discomfort or trauma that
may occur as a result. You will be observed for this
assessment criterion.
Table 1.3 Problems administering medication to individuals and actions to take

344 Administer medication to individuals

Problems that may arise Actions to take
with the administration
An individual refuses to ● Find out why the individual is refusing
take their medication. their medication.
● Do not insist that the individual takes their
medication; respect their right to do so.
● Explain to the individual the benefits of
taking their medication as well as the
consequences of not doing so.
You accidentally drop an ● Do not administer the spoilt ­medication;
individual’s tablet onto dispose of it as per your employer’s
the floor. agreed ways of working.
● Administer the individual another tablet
to ensure they receive their medicine.
You notice that an ● Find out why the individual’s previous
individual has not taken dose of medication has been missed,
the previous dose of their e.g. the individual may have gone out or
medication. refused it or it may have been forgotten.
● Follow your employer’s agreed ways of
working for what actions to take, for
example arrange for the individual to
have their medication on their return (if
they’ve gone out), try again later to see
if the individual takes their medication
(if they’ve refused) or ensure they have
the next prescribed dose as soon as
possible (if it has been forgotten).
How to report and record
● Inform the individual’s GP of
the individual’s decision to not
take their medication.
● Inform your manager, senior
colleague or employer.
● Record your actions on the
individual’s MAR, care plan.
● Inform the individual’s
­ rescriber as another tablet will
p
need to be ordered
● Inform your manager, senior
colleague or employer.
● Record your actions on the
individual’s MAR, on a separate
form if required by your
employer.
● Inform the individual’s
GP/­prescriber of what has
­happened.
● Inform your manager, senior
colleague or employer.
● Record your actions on the
individual’s MAR, on a separate
form if required by your
employer.

The reflective exemplar on the next page provides

Reflect on it you with an opportunity to further reflect on
the consequences of not monitoring individuals’
5.4 Approaches and actions conditions when administering medication to
Reflect on your previous learning in relation to them.
monitoring individuals’ conditions in relation to
medications’ potential side effects (AC 2.1) and
requirements for physiological measurements
(AC 2.2).
What approaches do you use where you work
for monitoring individuals’ conditions?
Reflect on your previous learning in relation to
the common adverse reactions to medication,
how to recognise these and the action to take
(AC 2.3). What actions are you required to take
when individuals experience adverse effects
from their medication?

25
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Reflective exemplar
Introduction I work as a Lead Personal Assistant and I support Josie, who has a physical disability, to
participate in activities.
What happened? One of the personal assistants on the team and I supported Josie to go swimming
today and I noticed when she got changed that she had a red rash on her arm. Josie
said that it wasn’t itchy and that she first noticed it in the morning and she thinks it
was to do with the neighbour’s cat that she stroked. The personal assistant with me
confirmed that this happened and that it was after this that she had noticed the red
rash on Josie’s arm.
On our return back to Josie’s home I documented in Josie’s care plan that I had noticed
the red rash on Josie’s arm and that this was due to Josie being allergic to the next-
door neighbour’s cat. I documented that no further action needed to be taken at this
stage.
The following morning upon arrival at Josie’s home, an ambulance was outside
her house as Josie’s mother was concerned that Josie was showing potential life-
threatening adverse effects to her new course of antibiotics that she had started the
day before. As well as the rash now spreading to the rest of Josie’s body, Josie was
finding it difficult to breathe.
What worked well? I noticed the rash on Josie’s arm yesterday and documented this in Josie’s care plan.
What did not go as I assumed what had caused the rash on Josie’s arm, i.e. the allergic reaction to the
well? next-door neighbour’s cat. I am not medically qualified to know the cause of the rash. I
should have sought advice from Josie’s GP and consulted Josie’s mother who lives with
Josie and knows her well.
I should have asked more questions, such as what medication is Josie taking? Is Josie
taking any new medication? I did not refer to Josie’s care plan before going out
swimming; if I had done so I would have read that she had just begun a course of
antibiotics.
What could I do to I must attend refresher training on common adverse reactions to medications and
improve? on my employer’s agreed ways of working in relation to the checks I must make
before supporting an individual with an activity as well as the actions to take when
individuals show potential adverse effects to their medication.
Links to unit ACs: 2.3, 5.4
assessment criteria

Evidence opportunity AC 5.5 Explain why it may be necessary

5.4 Monitoring, recognising adverse
effects and taking appropriate action
Demonstrate to your assessor how you monitor
two individuals’ conditions when administering
their medication, including how you recognise
any adverse effects they may show and the
actions you must take without delay. Are
the adverse effects and the actions you take
different for each individual? Why?
to confirm that the individual actually
takes the medication and does not
pass the medication to others
Administering medication to individuals involves
you taking care by observing and confirming that
the individual actually takes their medication
so that you can ensure that the individual is
benefitting from the full effects of taking their
medication and therefore preventing their
condition from worsening. You can confirm that
the individual actually takes their medication
either by observing that they have done so or by

26

6Cs
Care
Care in this assessment criterion involves you
showing that you have a genuine interest in
ensuring that you provide high-quality care
and support when administering medication
to individuals. You can do this by following
your employer’s agreed ways of working to
confirm that the individual actually takes their
medication. You will only be able to do this
effectively if you know the individual’s needs
and any specific support requirements they may
have in place and if you check the individual’s
medication administration record and care plan
before administering their medication. You
can also ensure that the individual does not
pass their medication to others by observing
the individual taking their medication and not
documenting it in the individual’s medication
administration record until they have done so.
Reflect on it
5.5 Checks on taking medication
Reflect on any specific checks you are required
to carry out in relation to ensuring that
individuals who you work with actually take
their medication. Why are these necessary?
checking with the individual that they have done,
for example by asking them whether they have
done so. At this point you could ask the individual
to take their medication with you there so you can
observe them.
For an individual who may be reluctant to take
their medication there may be further checks you
may have to carry out; for example, you may have
to ask them to open their mouth to ensure their
tablets are not still in their mouth (i.e. under their
tongue) or to observe them if immediately after
taking their medication they ask to be left alone (as
the individual may intentionally make themselves
vomit so that their body rejects the medication
they have taken). If you do have to carry out
any specific checks with individuals when
administering their medication, these will need to
be documented in the individual’s care/support
plan as well as in their medication administration
record.
27
344 Administer medication to individuals
Evidence opportunity
5.5 Confirming that individual actually
takes medication
Write down an explanation of why it may be
necessary to confirm that individuals actually
take their own medication and do not pass their
medication to others.
It is also important to observe that individuals
actually take their medication so that they do not pass
their medication onto others. As you will have learnt,
medications are prescribed specifically to individuals
and by qualified and trained professionals who
take into account the individual’s condition and
other personal factors, such as the individual’s age,
height, weight, known allergies and/or adverse
reactions and any other medications the individual
may be taking so as to ensure that the individual is
taking the required and safe dose needed.
If an individual passes their medication onto
others this may result others overdosing on the
individual’s medication, developing adverse effects
if the individual’s medication conflicts with their
medication or they are allergic to it and/or others’
conditions worsening. Passing the medication to
others can also mean that it falls into the ‘wrong
hands’, i.e. it may then be sold on to other individuals
or mixed with other medication and passed onto
others who do not suspect anything is wrong.
AC 5.6, 5.7 Maintain the security
of medication and related records
throughout the process, and return
them to the correct place for storage
You will be observed for both these assessment
criteria, which require you to show ways of working
that are safe and competent when administering
medication to individuals. This means that you
must be able to show that you can maintain all
medication and related records secure throughout
the process including returning medication and
related records to the correct place to:
● prevent individuals’ medication falling into
the ‘wrong hands’ by ensuring medications are
stored securely
● prevent individuals’ medication being
ineffective by storing medications correctly and
as per their requirements such as in the fridge
 prevent others without authorisation from
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
●
accessing individuals’ medication, i.e. other
individuals, other colleagues, visitors
● prevent individuals not having sufficient
medication, for example if others access it
● prevent others without authorisation from
accessing the personal and general information
contained on related records, i.e. the individual’s
personal contact details, information about their
condition, information about the medication
they are taking
● uphold individuals’ rights to dignity and
privacy, i.e. to be supported with administering
their medication as prescribed to them, to have
the confidentiality of the information contained
within their medication administration records
maintained
● comply with your employer’s agreed ways of
working
● fulfil your duty of care to promote individuals’
rights and safeguard their health and well-being.
How you maintain the security of individuals’
medication and related records will depend on
where you work and your employer’s agreed
ways of working; you must all times show your
commitment to doing so. For example, if you
work in a residential care home then individuals’
medication and related records may be kept secure
when not in use in an in a locked medication
cupboard in an allocated room. By contrast, if you
work in an individual’s home then the individual’s
medication and related records may be kept secure
when not in use by being locked in the individual’s
bedside cabinet. Other medications, such as
Research it
5.6, 5.7 Maintaining security of records
Research the procedures, codes of practice
and principles, e.g. the Caldicott Principles,
that as a Lead Adult Care Worker you are
expected to follow in relation to maintaining
the security of medication and related records
when administering medication to individuals.
You will find it useful to review your previous
learning in AC 1.1 in this unit, and also in
mandatory Unit 304 Promote effective handling
of information in care settings in the textbook.
Discuss how these guide your day-to-day
working practices.
28
Key terms
Personal information that is recorded and held by
an organisation may include information about
the individual’s health, medication, care needs.
General information that is recorded and held
by a public authority may include information
in relation to accidents that have taken
place, correspondence exchanged between
organisations.
Codes of practice refer in this unit to the
guidelines and standards that Lead Adult Care
Workers are expected to follow when handling
information contained in related medication
administration records.
Caldicott Principles refer to a set of general
principles that health and social care
organisations should use when handling
individuals’ personal information.
controlled drugs, may require specific storage
requirements to minimise the harm they may
potentially pose if they fell into the ‘wrong hands’,
for example, in a metal cabinet that has a double
lock for added security.
Other ways to maintain the security of individuals’
medication and related records can include,
for example, ensuring that you document all
information in records in private, so no-one with
unauthorised access can see these, and that you
do not leave individuals’ medication and records
unattended or out in a public area where others
can access these.
6Cs
Commitment
Commitment means to be dedicated to
something. In these assessment criteria it would
involve you being dedicated to ensuring that
you maintain individuals’ medication and all
relevant records safe and secure at all times.
This involves you understanding what your
responsibilities are and being committed to
carrying them out competently and diligently.
You must also ensure that you dedicate
sufficient time to administering medication to
individuals to ensure that you avoid making
errors that may compromise individuals’ privacy
and/or confidentiality.

Evidence opportunity
5.6, 5.7 Maintain security and return
medication and records to the correct
place
After discussion with your assessor, obtain
a witness testimony or ask your assessor to
observe you administering medication to
individuals, observing how effective you are
in maintaining the security of medication and
related records, and returning medication and
related records to the correct place for storage.
Discuss your work practices.
AC 5.8 Describe how to dispose of
out of date and part-used medications
in accordance with legal and
organisational requirements
Safely administering medication to individuals
also involves you disposing of out of date and
part-used medications safely and is required not
only by your employer’s agreed ways of working
but also by legislation for preventing harm to
others. For example, they may fall into the wrong
hands if they are disposed with the household
rubbish. They may be taken by an individual
who no longer requires them or who is allergic
to them or whose condition prevents them from
understanding the risks of doing so, for example if
the individual has dementia.
You may have medications that are out of date
and part-used if, for example, the individual’s
medication was discontinued, the individual
became allergic to it, their condition improved or
worsened or the individual moved service or died.
It is important to note that all medications have
expiry dates and these may have been reached;
therefore, the medications need to be disposed of
as they are no longer effective, such as in the case
of antibiotics or eye drops.
29
344 Administer medication to individuals
Reflect on it
5.8 Legislation, guidelines and policies
Reflect on the legislation, guidelines, policy and
procedures you learnt about in AC 1.1, which
are relevant to the safe disposal of medication.
How do these influence your working practices?
Evidence opportunity
5.8 Legislation, guidelines and
policies
Provide a written description of how
you dispose of out of date and part-
used medications safely, in line with legal
requirements and your employer’s agreed ways
of working.
Safe disposal of out of date and part-used
medications will depend on where you work
and your employer’s agreed ways of working.
For example, if you are a senior support worker
and work in a residential care home that does not
provide nursing care then you will be required
to store the medications for disposal safely and
securely for collection by the pharmacist. If you
are a senior carer, however, working in a nursing
home, then the organisation you work for will
be responsible for making arrangements for a
licensed waste management company to collect
the medications for disposal. If you are a Lead
Personal Assistant working in an individual’s
home then you and/or the individual may return
the out of date and part-used medications by
taking them to the local pharmacist.
Other arrangements for the safe disposal of
medicines may also include the use of a sharps box
for the disposal of needles and the use of a liquid
waste bin for the safe disposal of liquid medicines
and syrups; these are then collected by a company
that has a licence to do so.
Your employer will have the agreed ways of
working for how to dispose of out of date and
part-used medications written down and it is
important that you know what these say and that
you comply with them.
Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Knowledge, skills, behaviours
Knowledge: Why is it important to administer and monitor medication to individuals safely?
Do you know why an individual’s medication must be prepared according to the individual’s medication
administration record?
Do you know why you must comply with current legislation and local policies for administering medication?
Do you know what the reporting procedures are if an individual develops an adverse reaction to their
medication?
Do you know why it is important to observe an individual take their medication?
Do you know the process your employer requires you to follow for disposing of out of date and part-used
medications?
Did you know that you have just answered five questions about the importance of administering and
monitoring individuals’ medication?
Skills: How can you show that you can administer and monitor the effects of medication?
Do you know how to administer medication to an individual that minimises their pain?
Do you know what to do if an individual’s condition deteriorates when administering their medication?
Do you know how to store and maintain individuals’ medication and records secure?
Did you know that you have just answered three questions about the skills you have for administering and
monitoring the effects of medication?
Behaviours: How can you show the personal qualities you have when administering and monitoring
medication?
Do you know how to be empathetic when administering medication to an individual?
Do you know how to be assertive when reporting any problems with the administration of medication?
Do you know how to be vigilant when an individual is taking their medication?
Did you know that you have just answered three questions about the essential behaviours that are expected
when administering and monitoring medication?

Suggestions for using the activities

This table summarises all the activities in the unit that are relevant to each assessment criterion.
Here, we also suggest other, different methods that you may want to use to present your knowledge and
skills by using the activities.
These are just suggestions, and you should refer to the Introduction section at the start of the book, and
more importantly the City & Guilds specification, and your assessor, who will be able to provide more
guidance on how you can evidence your knowledge and skills.
When you need to be observed during your assessment, this can be done by your assessor, or your manager
can provide a witness testimony.
Assessment criteria and Suggested assessment methods to show your knowledge/skills
accompanying activities
LO1 Understand legislation, policy and procedures relevant to the administration of medication
1.1 Research it (page 4) Develop a spider diagram of current legislation and guidelines for administering
medication.
1.1 Reflect on it (page 5) Discuss the policies and procedures you have in place where you work for
administering medication to individuals.
1.1 Evidence opportunity Write a personal statement that includes examples of current legislation,
(page 5) guidelines, policies and protocols for administering medication to individuals.
LO2 Know about common types of medication and their use
2.1 Reflect on it (page 6) Using examples of medications, discuss the reasons why it is important to know
about the effects and potential side effects of common types of medications.

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 344 Administer medication to individuals
Suggestions for using the activities
2.1 Research it (page 7) Write a personal statement that describes the common types of medication,
including their effects and side effects.
2.1 Evidence opportunity Develop a presentation of the common types of medications, their effects and
(page 8) potential side effects.
2.2 Reflect on it (page 8) Write a personal statement about some examples of medications which demand
specific physiological measurements.
2.2 Evidence opportunity Draw a spider diagram of the medications that demand specific physiological
(page 9) measurements.
2.3 Reflect on it (page 10) Write a personal statement about the actions to take when an individual you
provide care or support to has adverse reactions to their medication.
2.3 Evidence opportunity Produce a leaflet for your work place that describes the common adverse
(page 10) reactions to medication that can occur, how each can be recognised and the
appropriate actions required.
2.4 Research it (page 10) Develop a presentation that explains the different routes of medicine
administration.
2.4 Reflect on it (page 12) Write a personal statement of the different routes of medicines administration
that are used with the individuals you work with.
2.4 Evidence opportunity Discuss the different routes of medicine administration that are used.
(page 12)
LO3 Understand procedures and techniques for the administration of medication
3.1 Reflect on it (page 14) Write a reflection on the different types of materials and equipment that are
needed to administer medication to the individuals you work with.
3.1 Evidence opportunity Develop a presentation of the types, purpose and function of materials and
(page 14) equipment needed for the administration of medication via the different routes.
3.2 Reflect on it (page 15) Discuss the required information from individuals’ prescriptions and medication
administration charts and its importance.
3.2 Evidence opportunity Produce a spider diagram of the required information from prescriptions and
(page 15) medication administration charts.
LO4 Prepare for the administration of medication
4.1 Research it (page 17) Write a reflection on how you apply standard infection control precautions when
administering medication to individuals where you work.
4.1 Case study (page 17) The case study will help you to think about the range of infection control
precautions that must be taken when supporting individuals with administering
subcutaneous medication.
4.1 Reflect on it (page 17) Obtain a witness testimony to show how you apply standard infection control
precautions when administering medication to individuals.
4.1 Evidence opportunity You must make arrangements for your work practices to be observed so that
(page 17) you can show how you apply standard precautions for infection control when
administering medication to individuals.
4.2 Reflect on it (page 18) Write a reflection on the ways that you ensure the appropriate timing of
medication to individuals where you work.
4.2 Evidence opportunity Develop a verbal presentation that explains the ways to ensure the appropriate
(page 18) timing of medication.
4.3 Reflect on it (page 19) Write a reflection on how you obtain an individual’s consent for administering
their medication in a way that is appropriate to their needs and concerns.
4.3 Research it (page 20) Obtain a witness testimony to show how you obtain an individual’s consent,
offer information, support and reassurance in a manner which encourages
their co-operation and is appropriate to their needs when preparing for the
administration of their medication.

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Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
Suggestions for using the activities
4.3 Evidence opportunity You must make arrangements for your work practices to be observed so that you
(page 20) can show how you obtain an individual’s consent, offer information, support and
reassurance in a manner which encourages their co-operation and is appropriate
to their needs when preparing for the administration of their medication.
4.4 Evidence opportunity You must make arrangements for your work practices to be observed so that you
(page 20) can show how you select, check and prepare correctly individuals’ medication
according to the medication administration record or medication information
leaflet.
You can also obtain a witness testimony to support your observation.
LO5 Administer and monitor medication
5.1 Reflect on it (page 22) Write a reflection on how you select the route for the administration of
medication to individuals and prepare the site when necessary.
5.1 Evidence opportunity You must make arrangements for your work practices to be observed so that
(page 22) you can show how you select the route for the administration of medication
according to the individual’s medication administration record and the drug to
be administered and prepare the site when necessary.
You can also obtain a witness testimony to support your observation.
1.1, 5.2 Case study The case study will help you to think about how to ensure that you safely
(page 23) administer medication to individuals in line with legislation and local policies.
5.2 Reflect on it (page 23) Write a reflection of how you safely administer medication to individuals; in line
with legislation, local policies and whilst minimising individuals’ pain, discomfort
and trauma.
5.2 Evidence opportunity You must make arrangements for your work practices to be observed so that
(page 24) you can show how you safely administer medication to individuals; in line
with legislation, local policies and in a way that minimises individuals’ pain,
discomfort and trauma.
You can also obtain a witness testimony to support your observation.
5.3 Reflect on it (page 25) Write a personal statement that describes how to report any immediate
problems with the administration of medication to individuals you work with.
5.3 Evidence opportunity Develop a presentation that describes how to report any immediate problems
(page 25) with the administration of medication.
5.4 Reflect on it (page 25) Write a reflection on an occasion you monitored an individual’s condition when
administering their medication to them; including how you recognised any
adverse effects and the actions you took.
2.3, 5.4 Reflective The reflective exemplar will help you think about the consequences of not
exemplar (page 26) monitoring individuals’ conditions when administering medication and not
recognising any adverse effects they may show.
5.4 Evidence opportunity You must make arrangements for your work practices to be observed so that you
(page 26) can show how you monitor individuals’ conditions throughout administering
their medication, recognise any adverse effects and take the appropriate action
without delay.
You can also obtain a witness testimony to support your observation.
5.5 Reflect on it (page 27) Write a personal statement that explains why it may be necessary to confirm that
the individual actually takes their medication and does not pass their medication
on to others.
5.5 Evidence opportunity Develop a verbal presentation that explains the reasons why it may be necessary
(page 27) to confirm that the individual actually takes their medication and does not pass
their medication on to others.

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 344 Administer medication to individuals
Suggestions for using the activities
5.6, 5.7 Research it Write a reflection on how you maintain the security of medication and related
(page 28) records when administering medication to individuals you work with and return
medication and related records to the correct place for storage.
5.6, 5.7 Evidence You must make arrangements for your work practices to be observed so that you
opportunity (page 29) can show how you maintain the security of medication and related records when
administering medication to individuals you work with and return medication
and related records to the correct place for storage.
You can also obtain a witness testimony to support your observation.
5.8 Reflect on it (page 29) Write a personal statement that describes how to dispose of out of date and
part-used medications where you work and in line with the remit of your job
role.
5.8 Evidence opportunity Produce a presentation that describes how to dispose of out of date and part-
(page 29) used medications in line with legal and organisational requirements.

Act/Regulation
The Medicines Act 1968
The Misuse of Drugs Act 1971
The Health and Safety at Work
Act 1974
The Control of Substances
Hazardous to Health Regulations
(COSHH) 2002
The Mental Capacity Act 2005
The Hazardous Waste (England
and Wales) Regulations 2005
The Controlled Drugs (Supervision
of Management and Use)
Regulations (Amendment) 2013
The Health and Social Care
Act 2008 (Regulated Activities)
Regulations 2014
Legislation
Key points
The local pharmacist or dispensing doctor is responsible for supplying
medication.
Additional requirements for prescribing, storing, administering and
disposing of controlled drugs must be complied with to prevent
their misuse, i.e. that they must be stored in a secure controlled
drugs cupboard, witnessed by a trained member of staff when being
administered.
Both employers and employees to work together in promoting a safe
work environment. It reinforces that health and safety is everyone’s
responsibility including when reducing the risks posed by hazardous
substances such as medicines.
Employers must carry out a risk assessment to prevent or control the
risks of using hazardous substances e.g. medicines. It requires employers
to have procedures in place for safe working practices and to provide
information, training and supervision so that work activities can be
carried out safely.
Individuals have the right to make their own decisions and be
supported to do so e.g. in relation to their medication; this includes
being provided with the necessary support to do so. It also protects the
rights of individuals who lack capacity to make decisions.
Arrangements that must be put in place to ensure all hazardous waste
is disposed of safely, i.e. this includes out of date or part-used medicines
no longer required.
Only certain people can administer controlled drugs; sets out how to
report and record concerns about administering controlled drugs.
Medicines must be managed safely and administered appropriately to
ensure people’s safety.

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Level 3 Diploma in Adult Care for the Adult Care Worker Apprenticeship
The Misuse of Drugs (Amendment) The drug methiopropamine or MPA and related materials now
(No.2) (England, Wales and
Scotland) Regulations 2017
Data Protection Act 2018
and General Data Protection
Regulation 2018
Legislation
form part of Schedule 1 to the Regulations and possession of
benzodiazepines and z-drugs is now illegal.
Personal information must be recorded, used, stored and shared to
ensure the individuals’ rights are protected and the security of their
personal information, e.g. in relation to their medication is maintained.
Organisations will have greater responsibility for ensuring that they
have effective arrangements in place for handling information and
that those who work for them are complying with their procedures and
systems.

Further reading and research

Books
Clark, C., and McGhee, J. (2008) Private and
Confidential: Handling Personal Information in
Social and Health Services, Policy Press
Ferreiro Peteiro, M. (2015) Level 3 Health & Social
Care Diploma Evidence Guide, Hodder Education
Michie, V., Morris, C., Baker, L. and Collier, F.
(2011) Level 3 Health and Social Care Diploma,
Hodder Education
Online publications
Care Quality Commission (2018) ‘High risk
medicines: insulin’, available at: www.cqc.org.uk/
guidance-providers/adult-social-care/high-risk-
medicines-insulin
Care Quality Commission (2018) ‘Disposing of
medicines in care homes and care homes with
nursing’, available at: www.cqc.org.uk/guidance-
providers/adult-social-care/disposing-medicines-
care-homes-care-homes-nursing
Care Quality Commission (2018) ‘Medicines
requiring fridge storage’, available at: www.cqc.
org.uk/guidance-providers/adult-social-care/
medicines-requiring-fridge-storage
National Institute for Clinical Excellence (2014)
‘Managing medicines in care homes’, available at:
www.nice.org.uk/guidance/sc1
Weblinks
www.cqc.org.uk Care Quality Commission
(CQC) – guidance on administering medication to
individuals and supporting individuals to manage
their medication
www.equalityhumanrights.com Equality and
Human Rights Commission – information on the
Human Rights Act 1998
www.gov.uk The UK Government’s website for
information about current legislation including in
relation to medication
www.ico.org.uk Information Commissioner’s
Office (ICO) – the UK’s independent body set up to
uphold information rights, provides guidance on
handling personal information
www.nice.org.uk National Institute for Health
and Care Excellence (NICE) – guidance on good
practice when administering medication
www.rcnhca.org.uk Royal College of Nursing,
First Steps for Health Care Assistants – guidance
on keeping records
www.scie.org.uk Social Care Institute for
Excellence (SCIE) – e-learning resources on good
and poor record keeping in care settings
National Institute for Clinical Excellence (2017)
‘Managing medicines for adults receiving social
care in the community’, available at: www.nice.
org.uk/guidance/ng67

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ISBN: 9781510429093

344 Administer medication to individuals

© Maria Ferreiro Peteiro 2019
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