# CTE Resource Center - Verso - Pharmacy Technician II Task 892628073

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Repackage finished dosage forms for dispensing.

Definition

Repackaging should include the following:
  • Labeling the product for dispensing
  • Selecting the type of container
  • Determining the expiration date
  • Adhering to storage requirements
  • Using resources to determine repackaging standards (e.g., USP-NF)
See PTCB 2.12, 6.5.

Process/Skill Questions

  • How are expiration dates determined for repackaged medications?
  • Why are there special container requirements for certain medications?
  • What are the central issues surrounding the storage requirements of repackaged medications?
  • What resources contain information about repackaging requirements?
  • How many medications should be repackaged at a time?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

11.6

The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
  3. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  5. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
  6. Blend multiple forms of writing including embedding narratives to produce effective essays.
  7. Revise writing for clarity of content, accuracy and depth of information.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

11.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
  3. Distinguish between active and passive voice.

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

12.6

The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide effective conclusions.
  3. Use a variety of rhetorical strategies to clarify and defend a position organizing claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Blend multiple forms of writing including embedding a narrative to produce effective essays.
  5. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  6. Use words, phrases, clauses, and varied syntax to connect all parts of the argument creating cohesion from the information presented.
  7. Revise writing for clarity of content, depth of information, and technique of presentation.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.
  9. Write to clearly describe personal qualifications for potential occupational or educational opportunities.

12.7

The student will self- and peer-edit writing for Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Edit, proofread, and prepare writing for intended audience and purpose.
  3. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations.

Other Related Standards

HOSA Competitive Events (High School)

Health Professions Events

 

Clinical Specialty

 

Pharmacy Science

 

Pharmacy Technician Certification Board (PTCB) Examination Required Knowledge

II. Maintaining Medication and Inventory Control Systems

II.1. Knowledge of drug product laws and regulations and professional standards related to obtaining medication supplies, durable medical equipment, and products (for example, Food, Drug and Cosmetic Act; Controlled Substances Act; Prescription Drug Marketing Act; USP-NF; NRC standards)

 

II.4. Knowledge of dosage forms

 

II.17. Knowledge of legal and regulatory requirements and professional standards governing operations of pharmacies (for example, prepackaging, difference between compounding and manufacturing)

 

II.18. Knowledge of legal and regulatory requirements and professional standards (for example, FDA, DEA, state board of pharmacy, JCAHO) for preparing, labeling, dispensing, distributing, and administering medications

 

II.19. Knowledge of medication distribution and control systems requirements for the use of medications in various practice settings (for example, automated dispensing systems, bar coding, nursing stations, crash carts)

 

II.20. Knowledge of preparation, storage requirements, and documentation for medications compounded in anticipation of prescriptions or medication orders

 

II.21. Knowledge of repackaging, storage requirements, and documentation for finished dosage forms prepared in anticipation of prescriptions or medication orders

 

II.25. Knowledge of quality assurance policies, procedures, and practices for medication and inventory control systems

 

Virginia Administrative Code Regulations Governing the Practice of Pharmacy

18VAC110-20-355 — Pharmacy repackaging of drug; records required; labeling requirements