# CTE Resource Center - Verso - Pharmacy Technician II Task 892628086

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Perform routine sanitation, maintenance, and calibration of equipment.

Definition

Performance should be composed of routine activities involved in the upkeep of technology used in the preparation, delivery, and administration of medication (e.g., laminar flow hoods, robotics, Baker cells, automated dispensing equipment, balances, refrigerators, automated TPN equipment, infusion pumps). Performance should include the following activities:
  • Cleaning equipment according to pharmacy policy to ensure infection control
  • Maintaining equipment according to pharmacy and manufacturers’ specifications
  • Calibrating equipment (e.g., refrigerator temperatures and other settings) according to pharmacy and manufacturers’ specifications
  • Documenting all such activities according to pharmacy policy and industry standards
See PTCB 2.6.

Process/Skill Questions

  • What documentation is critical for the calibration and routine management of pharmacy equipment? 
  • Why must calibration and routine management activities be documented?
  • What is involved in the sanitation of pharmacy equipment?
  • What could happen if calibration and management are not carried out routinely and accurately? 
  • What could happen if the equipment is not sanitized routinely and properly?

Related Standards of Learning

English

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.

12.6

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 Science Events

 

Pharmacology

 

Health Professions Events

 

Pharmacy Science

 

Pharmacy Technician Certification Board (PTCB) Examination Required Knowledge

III. Participating in the Administration and Management of Pharmacy Practice

III.12. Knowledge of storage requirements and expiration dates for equipment and supplies (for example, first-aid items, fire extinguishers)

 

III.13. Knowledge of storage and handling requirements for hazardous substances (for example, chemotherapeutics, radiopharmaceuticals)

 

III.17. Knowledge of laminar flow hood maintenance requirements

  

III.19. Knowledge of sanitation requirements (for example, handwashing, cleaning counting trays, countertop, and equipment)

 

III.20. Knowledge of equipment calibration and maintenance procedures

 

III.22. Knowledge of technology used in the preparation, delivery, and administration of medications (for example, robotics, Baker cells, automated TPN equipment, Pyxis, infusion pumps)

 

III.23. Knowledge of purpose and function of pharmacy equipment

 

Virginia Administrative Code Regulations Governing the Practice of Pharmacy

18VAC110-20-415 — Quality Assurance