Para conocernos mejor


Objetivo de la actividad

  1. Contextualizar al estudiante en la introducción a la administración de medicamentos.
  2. Contextualizar al estudiante sobre los objetivos y contenido del curso.
  3. Interactuar con el Profesor(a) y los compañeros del curso.

En esta actividad el estudiante se presentará al profesor y al grupo para promover una mejor interacción a lo largo del curso. Aumentará su conocimiento en el contenido del curso y su aplicabilidad en su vida personal y profesional.


  • Leer la introducción del curso y la bienvenida de su profesor en Anuncios.
  • En la publicación principal cada estudiante redactará un párrafo donde reflexione sobre el primer objetivo de esta actividad. Además, reflexione sobre:
    1. ¿Cuál es la importancia de conocer las técnicas de administrar medicamentos?
    2. ¿Por qué es importante conocer los aspectos legales de la administración de medicamentos?


  • Después de haber leído el prontuario y conocer los temas a tratar en el curso, ¿de qué forma cree que este conocimiento va a aportar a que sea un mejor profesional en su campo de estudios? (Aportación principal 250 palabras).
  • Cada estudiante realizará su publicación principal y en el último párrafo realizará una breve presentación de sí mismo.
  • Reaccionará al tema de dos compañeros. (Reacción a compañeros de 75 palabras cada una).


  • Capacidad de pensamiento reflexivo y crítico.
  • Habilidad para trabajar en forma autónoma.
  • Iniciativa, motivación de logros y adaptabilidad.
  • Capacidad para tomar decisiones.
  • Capacidad de motivar y conducir hacia metas comunes (liderazgo).

ESTE ES DE FARMACOLOGIA. gracias no copiar y pegar

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Nursing Standards

Nursing and Midwifery Board of Australia. (2018). Code of conduct for midwives.

Clinical Guidelines

Guideline Adaption Committee. (2016). Clinical practice guidelines and principles of care for people with dementia. NHMRC Partnership Centre for Dealing with Cognitive and Related Function Decline in Older People.

Living Guideline

Stroke Foundation. (2022). Australian and New Zealand living clinical guidelines for stroke management – chapter 1 of 8: Pre-hospital care.

Evidence-based practice

BMJ Best Practice

Goldfarb, S., & Josephson, M. (2020). Cystic fibrosis. BMJ Best Practice.

Schub, T., & Cabrera, G. (2018). Bites: Head lice [Evidence-based care sheet]. Cinahl Information Systems.

Beyea, S. C., & Slattery, M. J. (2006). Evidence-based practice in nursing: A guide to successful implementation.

JBI: Evidence summary

Swe, K. K. (2022). Blood glucose levels: Self-monitoring [Evidence summary]. JBI EBP Database.

JBI: Best practice information sheet

Bellman, S. (2022). Experiences of living with juvenile idiopathic arthritis [Best practice information sheet]. JBI EBP Database, 24(1), 1-4.

Cochrane Database of Systematic Reviews

Srijithesh, P. R., Aghoram, R., Goel, A., & Dhanya, J. (2019). Positional therapy for obstructive sleep apnoea. Cochrane Database of Systematic Reviews.

Drug Information

Codeine. (2023, January). In Australian medicines handbook. Retrieved February 2, 2023, from

Colorado State University. (2011). Why assign WID tasks?


Dartmouth Writing Program. (2005). Writing in the social sciences.

Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice? [Abstract]. Online Journal of Issues in Nursing, 13(1).

Wagner, D. (n.d.). Why writing matters in nursing.

Writing in nursing: Examples. (n.d.).

Perth Children’s Hospital. (2022, April). Appendicitis [Emergency Department Guidelines]. Child and Adolescent Health Service.

Department of Health. (n.d.). Who is being active in Western Australia?

Donaldson, L. (Ed.). (2017, May 1). Healthier, fairer, safer: The global health journey 2007-2017. World Health Organisation.

NCBI Bookshelf

Rodriguez Ziccardi, M., Goyal, G., & Maani, C. V. (2020, August 10). Atrial flutter. In Statpearls. StatPearls Publishing.

Royal Perth Hospital. (2016). Procedural management: Pre and post (24-48 hours) NPS. Canvas.



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