Medication Dilution Solutions : AACN

Medication Dilution Solutions

Overview

The purpose of the activity is for students to visualize medication concentration by adding colored fluid. This aids the learner in the understanding of how medication is combined to create a unique client-specific concentration that cannot be reversed but rather more diluted by increasing the volume. The activity also allows learners to reflect on the impact of concentration errors in clinical practice. Students complete medical math followed by the kinesthetic activity illustrating the varying degree of concentrations and potential resulting volumes while using a consistent diluent strength.

How to Use

This activity can be completed in the lab or classroom setting. Students complete a medical math worksheet using the detailed instructions. Students utilize syringes, simulated medication, and a simulated diluent to achieve the provider's orders. Debriefing the activity reinforces the potential implications and nuances of medication administration delivery. Students are also provided a reflective writing prompt to complete the activity.

Supplies:

(2) 1 gallon containers
Food coloring
Beakers or plastic drinking cups
(4) 10mL syringes per student (can be reused from prior activities)
Medication labels (optional)
Student worksheet with practice medication orders

Set Up:

Fill each gallon container with water.
For each gallon, choose one color and mix in 28 drops of contrasting food coloring of your choice (example, blue and yellow).
Draw up the blue simulated “medication” according to math calculations.
Draw up the yellow simulated “diluent” according to math calculations.
Label the syringes with final medication dose and concentration.

Integrative Learning Strategies

Classroom, Simulation, or Lab Environments
Collaborative Learning
Active Learning
Clinical Debriefing
Medication Administration Practice

Assessment Strategies

Students are evaluated by faculty observation or video recording. Students reflect on their performance as a team during debriefing session. Students also complete reflection prompts.

Learning Objectives

Accurately calculate medication doses based on concentration.
Apply understanding of medical math calculations to physical preparation psychomotor skills.
Demonstrate understanding of dilution and safe preparation techniques.
Reflect on the impact of concentration errors in clinical practice.
Identify strategies to promote medication safety.

Possible Courses

Clinical Intensive Courses
Clinical Lab Skills Courses
Medical Math Preparatory Courses
Remediating Medical Math Concepts

Additional Resources/Publications

Set Up Example

Student Worksheet

Grading Rubric and Debriefing Tools

Bajaj, K., Meguerdichian, M., Thoma, B., Huang, S., Eppich, W., & Cheng, A. (2018). The PEARLS Healthcare Debriefing Tool. Academic medicine : journal of the Association of American Medical Colleges, 93(2), 336. https://doi.org/10.1097/ACM.0000000000002035

Eppich, W., & Cheng, A. (2015). Promoting Excellence and Reflective Learning in Simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 10(2), 106–115. https://doi.org/10.1097/SIH.0000000000000072

Sub-competencies for entry-level professional nursing education:

1.1b Apply knowledge of nursing science that develops a foundation for nursing practice
1.2b Demonstrate intellectual curiosity.
1.3a Demonstrate clinical reasoning.
1.3b Integrate nursing knowledge (theories, multiple ways of knowing, evidence) and knowledge from other disciplines and inquiry to inform clinical judgment.

2.2c Use a variety of communication modes appropriate for the context.
2.5d Incorporate evidence-based intervention to improve outcomes and safety.
2.5e Anticipate outcomes of care (expected, unexpected, and potentially adverse).

4.1c Apply theoretical framework(s)/models in practice.
4.2a Evaluate clinical practice to generate questions to improve nursing care.
4.2c Use best evidence in practice.
4.2e Participate in the evaluation of outcomes and their implications for practice.

5.1a Recognize nursing’s essential role in improving healthcare quality and safety.
5.1c Implement standardized, evidence-based processes for care delivery.
5.2b Articulate the nurse’s role within an interprofessional team in promoting safety and preventing errors and near misses.
5.2c Examine basic safety design principles to reduce risk of harm.
5.2d Assume accountability for reporting unsafe conditions, near misses, and errors to reduce harm.
5.2e Describe processes used in understanding causes of error.

7.3a Demonstrate a systematic approach for decision-making.

8.2c Use appropriate data when planning care.
8.3d Examine how emerging technologies influence healthcare delivery and clinical decision making.
8.3f Identify the importance of reporting system processes and functional issues (error messages, mis-directions, device malfunctions, etc.) according to organizational policies and procedures.
8.5e Discuss how clinical judgment and critical thinking must prevail in the presence of information and communication technologies.

9.1b Reflect on one’s actions and their consequences.
9.2g Communicate in a professional manner.
9.3b Demonstrate the moral courage to report concerns related to actual or potential hazards and/or errors.
9.3c Demonstrate professional and personal honesty and integrity.
9.3d Take responsibility for one’s roles, decisions, obligations, actions, and care outcomes.
9.3h Engage in peer evaluation.
9.4b Adhere to the registered nurse scope and standards of practice.

10.2a Engage in guided and spontaneous reflection of one’s practice.
10.2b Integrate comprehensive feedback to improve performance.
10.2d Expand personal knowledge to inform clinical judgment.
10.3e Use appropriate resources when dealing with ambiguity.

Posted: June 24, 2026

Submitted by:

Rebecca Fabian, MSN, RN, Lecturer, University of New Mexico

Adreanne Cordova, MSN, RN, CNE, CHSE, CLC, Senior Lecturer, University of New Mexico

If you would like to cite this resource in your own work, please use the following citation:
Fabian, R., Cordova, A. (2026). Medication Dilution Solutions. Excerpted from the Essentials Teaching Resource Database. American Association of Colleges of Nursing, Washington, DC. Available at https://www.aacnnursing.org/AACN-Essentials/Implementation-Tool-Kit.