ED 034 847

AUTHOPmTTLP

TNSTITUTION&PONS AGENCY

PUB DATENOTEAVAILABLE FROM

EDPS PRICEDESCRTPTORS

TDENTIFTERS

ABSTRACT

DOCUMENT RESUME

VT 009 771

LaChapelle, Petteworkshop for the Preparation of Teachers Interestedin Developing Programs at the Secondary Level forEntry Level Jobs in the Health Occupations. (July1-July 25, 1968).Wayne State Univ., Detroit, Mich. Coll. of EducationMichigan State Dept. of Education, Lansing. Div. ofVocational Education.68116p.Department of Family Life Education, Wayne StateUniversity, Detroit, Michigan 48202 (no charge)

EDPS Price MF-$0.50 HC-$5.90Bibliographies, *Curriculum Guides, Entry Workers,Grade 11, Grade 12, *Health Occupations Education,*Home Economics Teachers, Program Guides, *TeacherWorkshopsWayne State University

Sixteen home economics teachers participated in theworkshop, which was designed to prepare teachers to begin anintroductory health service program or to broaden the concepts ofhome economics occupational programs as related to the healthoccupations field. The workshop was planned by the Supervisor ofPersonal Services of Detroit Public Schools and members of the WayneState College of Nursing staff over a 1-year period. Workshopactivities included content area lectures, laboratory practice,curriculum interpretation, hospital visits, and videotapePresentations of nursing skills. At the conclusion of the workshop,13 students felt secure enough to undertake the planning anddevelopment of a course and three felt secure enough in preliminarytasks but believed they needed field work before beginning to teach.The greater part of the document is appendixes, including high schoollevel curriculum materials designed by specialists in the Wayne StateUniversity, College of Nursing and Education and coordinated in thepublication by the workshop director. Also included are suggestedfloor plans, a community survey instrument, and the workshopquestionnaire. (JK)

HOME ECONOMKSMEALTH OCCUPATIONS

PROJECT

Wayne State Unhiersity

College of Education

Detroit, Michigan

1968

Workshop for the Preparation of Teachers

Interested In Developing Programs at the Secondary Level

for Entry Level Jobs in the Health Occupations

(July 1 July 25, 1968)

by

Bette LaChapelle

Workshop Director

A Development Project

funded by the

Michigan Division of Vocational Education

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM W.i

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIO,IS

STATED DO NOT NECESSARILY REPRESENT iffICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

Wayne State UnivermtyFamily Life Education Dept.

Detroit, Michigan

R 2334S&)

FRS'

MEMORANDUM ------ Revised 5/69

The ERIC Clearinghouse on Vocational and Technical EducationThe Ohio State University1900 fenny RoadColumbus, Ohio 43210

(Person) Bette La Chapelle

(Address)

(Agency)Wayne State University

5029 Second Avenue, Detroit; Michigan 48202

DATE: November 17, 1969 (YOur Copy received 11/12/69laammin

RE: (Author, Title, Publisher, Date) Bette La Chapelle, Workshop for the Preparation

of Teachers Interested in Developing Programs at the Secondary Level for Entry

Level Jobs in the Health Occupations. (July 1-25, 1968). Wayne State University1160-

Supplementary Information on Instructional Material

Provide information below which is not included in the publication. Mark N/A ineach blank for which information is not available or not applicable. Mark Pwhen information is included in the publication. See reverse side for furtherinstructions.

(1) Source of Available CmtetuAgency Dept. or ramir, Life Wayne State University

AddressLimitation on Available Copies 1 r Pri-ce/Unit 0-.0 until supplyt-is exhausted

Ins i ions or(quantity

(2)

(3)

a

School SystemMeans Used to Develop Material:Development Group Home Economics Teachers preparing to teach health services courses.Level of Group Graduate Students.Method of Design, es 4: Tr a 1-sign y pecia is s ran e o egeof Nursing and the colle e of Educarmmrin;7suammnrwlmcnmmy7(

ho &rector. Curren eing es e sc co s p_us more as prordetreport is circulated.

Utilization of Material:Appropriate Educational Setting Hi School - 11th and 12th GradeType of Program Rcitry level courses -Go train healin care aides.Occupational Focus Health servicesGeographic Adaptability Any locale.Uses of Material As a curriculum guide.Users of Material Home Economics teachers.

(4) Requirements for Wing Material:Teacher Competency Teachi certificate in Voc. Home Ec - KnowledgableStudent-or Trainee e ec on i eria S u en s, P gra e, ioral objectiv......ranzidaxing a career in health services and' entry at the Aide level.Time Allotmnt Semester

in using behav-

Supplemental Media --Necessary

(Check Which)Desirable xDescribe Video tapes and student guides.

TABLE OF CONTENTS

Page

Introduction . i

Project Description 1

Workshop Objectives 2

Preliminary Arrangements:

Planning the Workshop Content 2

Contacting potential students 3

The Workshop in Action:

Workshop Facilities 4

Student Responsibilities 4

Workshop Format 5

Evaluation and Recommendations 6

Home Economic/Health Occupations Workshop Members 9

Appendices 10

ANTRODUCTION

The Health and Nursing Profession is people caring for people. This concept has great appeal

for many young men and women yet with the vast amount of publicity indicating the needs for the

highly trained professionals in this field, little has been said regarding the huge demand for the tech-

nicians and aides who work with them. According to an article in the September, 1966 issue of Chang-

ing Times magazine which dealt with the "good jobs" in the health fields, several interesting facts

were stated:

1) 10,000 men and women will be needed every month through 1976 to takechoice of 200 different kinds of jobs related to health,

2) college is useful but not required in most of these openings,

3) jobs have increased in this area 55% in the past decade, and

4) for every doctor needed, 12 other people are needed in supporting roles tohelp him provide the type of care the average citizen demands today.

Many of the jobs in the supporting roles of the health field require technical level preparation

or a college degree. There are many others, however, that require a general knowledge of good health

practices and how they are applied in entry level positions. This is important in thinking through

programs for the secondary level curriculums. Our purpose should not be to prepare students for dead-

end jobs but rather to help the individual recognize that certain levels of education enable one to secure

various levels of employment. The vocational education program at the secondary level would thus

give the student an entree into the field of his choice from which point he does or does not choose to

pursue his education further.

The health occupations field continues to have a dearth of competent personnel at the entry

level in most institutions requiring such services. As needs at the professional level continue to expand

and grow, it becomes increasingly apparent that the secondary schools can make a significant contri-

bution in educating entry level personnel for the health occupations. Discussions with selected hospitals

and nursing home personnel indicate that in many instances training programs of sufficient depth and

length to give the new employee security in his own knowledge and skill before placing him or her

"on the floor" is not being provided. This is not necessarily a decision of choice but of necessity. The

professional staff has too many other responsibilities now.

By preparing students in the secondary schools for entry level positions in the health occupa-

tions, students can gain a philosophy which relates education to level of occupation. In other words,

the preparation would not be for a "dead-end" job but the first step on an employment ladder.

Training on-the-job may give the young person a feeling of immobility, since only one specific op-

portunity may be poinced out to him.

,I

ii

PROJECT

The Home Economics/Health Occupations Workshop was specifically undertaken to discover

whether it was posr Ible to provide a concentrated experience for home economics teachers which

combined the content discipline and education curriculum theory. It was further planned that, as a

result of this combined lecture, discussion, laboratory learning opportunity, the teachers would be

able to return to the secondary school and either begin an introductory health service program

(Health Services I) andlor broaden the concept of the Home Economics Occupational program as

it related to the health field.

Over a period of one year, the workshop director and Miss Margery Trott, Supervisor, Per-

sonal Services, Detroit Public Schools, met with Dr. Margaret Shetland, Dean, College of Nursing

and key members of her staff. The purpose of these meetings was to plan the total undertaking

carefully and to include only those experiences which would be acceptable to all the personnel and

agencies concerned. Concurrently, contacts were made with the leading health organizations related

in some way to the project to secure comment, materials, and additional ideas.

A proposal for state vocational funding was written in December, 1967. The project ap-

proval was received April 4, 1968. The key members of the project met and recommended an ad-

visory committee which would represent interests vital to the undertaking. The members of the

Advisory Committee were and continue to be:

Rhoda Bowen, Assoc. Professor, Educ. for Nursing Via TV, College of Nursing,Wayne State University

Lucy Brand, Asst. Professor, Medical-Surgical, College of Nursing, Wayne StateUniversity

*Gertrude Capps, Supervisor, Home Economics Sr. High, Detroit Public Schools

John Doherty, Executive Director, Michigan Health Council, East Lansing

Florence Edwards, Home Economics Teacher, Detroit Public Schools

Helen Garvin, Nurse Education Counselor, Detroit Public Schools

*Mrs. Gertrude Capps retired from the Detroit Public Schools in June, 1968. This position has notbeen filled.

Eleanor McCrimmon, Consultant, Division of Vocational Education, MichiganDepartment of Education, Lansing

Margaret Shetland, Dean, College of Nursing, Wayne State University

Margery Trott, Supervisor, Personal Services, Detroit Public Schools

Lottie Waterman, Consultant, Health Occupations, Division of Vocational Educa-tion, Michigan Department of Education

WORKSHOP OBJECTIVES

Major Objectives:

1) Understand the scope of the health occupations with an emphasis on setting up highschool courses and experiences within these areas.

2) Prepare teachers to conduct health occupation courses in secondary schools throughan intensified educational experience in the significant content areas.

3) Develop some curriculum materials for teaching based on the educational experiencein the content areas stressing sound educational objectives.

Specific Behavioral Objectives:

1) Demonstrate an understanding of the subject matter related to that required of anurse's aide by successfully passing a written test.

2) Is able to demonstrate satisfactorily, according to professional nursing criteria, thoseskills required of a nurse's aide.

3) Relates the knowledge and skills learned in the workshop to the day-to-day learningexperiences in a secondary school classroom.

4) Is able to write meaningful behavioral objectives and learning experiences usingthose concepts discussed in the workshop.

5) Evaluates objectively the student's own work and that of the group.

6) Contributes to the success of the workshop by accepting those responsibilitiesdescribed in the workshop plan.

PRELIMINARY ARRANGEMENTS

Planning the Workshop Content

To insure the success of the workshop and acceptability of the learning experiences planned

for the students, a detailed outline of the health related content and laboratory experiences was

2

developed by the major consultant on the project, Miss Dorothy Hanigan. The related curriculum

experiences which would help the students relate their workshop experiences to the day-to-day

learning environment of the secondary classroom were also developed at this time. On May 6, 1968,

the project director and major consultant met with the Advisory Committee to present the work-

shop plans, discuss changes and other recommendations, and accept any suggestions which would

enrich the program. The specific objectives and experiences were determined at this time but clari-

fied later by the workshop staff. The project director and consultant continued to meet regularly

to refine and define the day-to-day knowledge laboratory curricular experiences, e.g., a project

block plan. It was decided to use those knowledges and skills fundamental to a good nurse's aide's

preparation; this being one of the more complex entry level jobs.

In order to maximize the use of both student and staff time, arrangements were made with

Miss Rhoda Bowen, Assoc. Prof., College of Nursing, to use eleven (11) Video Tape Lessons which

had been developed for the Detroit Education for Nursing Via 2500 Megacycle Television project.

These video lessons on basic nursing skills were an integral part of the knowledge and skill portion

of the workshop.

To supplement the experiences in the workshop, arrangements were made with four (4)

hospitals in the metropolitan area for "a day in the field."* The workshop students and the project

director were each assigned to work along with a nurse's aide, a ward clerk, or a dietary aide.

It was decided, prior to the beginning of the workshop, that formal evaluation instruments

(except as they related to content and skills) would not be appropriate for the objectives. Open-end

questions would be given to the students to take home and return on the last meeting day. This was

coupled with a brainstorming evaluation discussion which was tape recorded.

Contacting Potential Students

A descriptive brochure was developed which explained the general format of the workshop.

The brochure, accompanied by a note requesting that the material be shared with the Home Econo-

mics staff, was mailed to each secondary school principal in the state of Michigan. It was understood

that ideally the project would be limited to a minimum of 16 students (and a maximum of 24), but

*The hospitals participating in the program were: Harper Hospital, St. John's Hospital, Henry FordHospital, and Hutzel Hospital.

3

it was important to give visibility to the concept involved since many schools may not have considered

this dimension of a vocational program for secondary school pupils.

THE WORKSHOP IN ACTION

The workshop for Home Economics teachers interested in secondary school entry level prog-

rams in the health occupations at Wayne State University began on July 1st and ended on July 25,

1968.* Sixteen teachers from the metropolitan area of Detroit enrolled in the workshop. Of this num-

ber, four (4) were currently involved in some type of health services program.

Workshop Facilities

The College of Nursing at Wayne State University provided excellent facilities to implement

the objectives of the wo:kshop. Three separate rooms were made available appropriate to the task at

hand: 1) a large conference room which was home base, study area, materials center and afternoon

curriculum laboratory, 2) a small lecture auditorium equipped with television receivers, demonstra-

tion stage, built-in screen, etc., and 3) a nursing laboratory equipped with 12 hospital room stations.

A student lounge was adjacent to the latter two areas providing for relaxation and snacks during

class "breaks."

Student Responsibilities

Each student was responsible for the following:

Attend all morning and afternoon sessions.

Act as secretary tor one day of the workshop.

Acquire understanding ana ability to relate to others, the "content" related tothe health services presented in the morning sessions.

Develop and present to the workshop one of the projects suggested for the work-shop on July 25 or July 26, 1968. The project must be written out in detail andturned in to the instructors on the day of her oral presentation.

*It It s planned that the majority of these students will return in the summer quarter, 1969, to completethe clinical aspect of the project.**The

daily workshop secretary will write concise, objective notes on the day's activities and content.These will be shared at the beginning of each p.m. session of the following day for approval and thesupplementary comments of the group.

4

Purchase a lab coat and textbook for personal use.

The textbook for the course is:

"Training the Nursing Aide," Instructor's Guide.Hospital Research and Educational Trust,Chicago, Illinois, 1965.

Participate in and contribute to the discussions and work of the workshop.

Read Cooperative Occupational Education by Ralph Mason and Peter Haines,1965. Chapters 3 through 11. (Copies found in 4th Floor Educ. Library.)

Be prepared for the daily video tape lessons by reading through the objectivesand outlines provided.

Read from the supplementary bibliography provided by the staff.

Workshop Format

With the exception of the first day, the last two days and the "field" day, the workshop

followed a similar daily procedure: (See appendix for details)

a) Introduction to the content areab) Video-tape on nursing skill(s)c) Coffee breakd) Lecture and discussione) Lab practicef) Curriculum interpretation

The first day of the workshop was devoted to an orientation to our objectives and an understanding

of the importance of this project. The highlights included the following:

Introduction to the Workshop - Bette La Chapelle

The Health Services Field: Needs and Education - Dean Margaret Shetland,College of Nursing, Wayne State University

Tour of the Workshop Facilities - Dorothy Hanigan

"Needs for Secondary School Programs in the Health Services Field and On-Going Programs" - Lottie Waterman, Consultant, Health Occupations, MichiganDepartment of Education

"Recruiting for Professional Nursing Education" - Nurse Education Counselor,Detroit Public Schools

The "field" day or hospital visit objectives and guide may be found in the appendix. This was

an invaluable experience. Everyone was impressed with the fact that the hospital personnel who were

acquainted with the purposes of the workshop tasks were highly receptive to the idea. This was parti-

cularly true of a number of nurse's aides with whom the director conversed. They felt they might

have been far more secure and effective on the job with the type of training we were proposing.

5

The last .,w° days of the project were spent in hearing project reports and recommendations

and a verbal evaluation of the total experience. From the staff's perspective, it was very apparent

that this particular group of students had come with a committment to learn, to contribute what it

was possible to give, and to take back as much as they could glean from their experience in the

group. Far more effort was put forth, by the majority of the students, than was expected. It was ap-

parent, also, that the majority of class members had developed strong group cohesiveness and loyalty,

as well as strong and positive rapport with the staff. These latter group characteristics enabled us to

evaluate verbally in an open, honest manner.

EVALUATION AND RECOMMENDATIONS

Two types of evaluations were used in the workshop: 1) combination of written and prac-

tical tests to determine the students comprehension of content knowledges and skills in performing

nursing tasks required of entry-level workers, and 2) an open-end questionnaire to determine the

student's reaction to their experiences in the workshop. Part I of the questionnaire (see Appendix E)

asked the student to discuss how the workshop objectives were met from her own point of view.

Part II requested the student to evaluate the strengths and weaknesses of the workshop and the per-

ception she now held of herself in relation to developing and/or teaching a Health Services I course.

It was suggested that the student write Part II anonymously. Only two students availed themselves

of this option.

A third evaluation technique was used but is not included, for the most part, in this paper.

The staff decided that a strong rapport had been built with the members of the workshop which

should enable them to evaluate verbally with the group. It was felt that this "conversation" would

produce additional information which students might have forgotten but would recall as other

class members provided stimuli. This conversation took place on the last day of the workshop and

did produce both a lively discussion and additional information. The conversation was tape recorded

but a type-script has not been made at this point. It is planned that this material will be available by

the time the workshop group completes their cooperative work experience in the summer session,

1969.

6

Student's Concept of Workshop Objectives

1. It was unanimously agreed that objectives one, two and three, of the workshop, weremet successfully.

2. The feasibility factor was explored and the majority of students assumed the projectswould continue and made recommendations (see next topic) from that frame ofreference.

3. The strengths of the workshop indicated by the greatest number of students (10 ormore) were:

a) the team approach used by the staff

b) the positive attitude toward the students of the College of Nursing staff

c) the video-tape lessons

d) the guest speakers

e) the participation in a local hospital program

f) working together to produce .tiaterials which everyone could accept anduse (several people had never had this type of experience)

g) working together in the lab to learn new skills

h) the enthusiasm and committment of the workshop members

i) the facilities and equipment used for the workshop

j) coordinating knowledge and content with curriculum theory

4. The weaknesses of the workshop as indicated by the greatest number of students (sixor more) were:

a) Not enough time:

1) to do all the reading available

2) to spend in the lab

3) to work on the individual project

b) a need for more than one copy of some materials on the bib';9graphy

c) the staff had not planned enough "wiggle" time in either the a.m. or p.m.There was a need to move about more.

d) a need for a field experience in a nursing home as well as a hospital

5. The minutes taken daily by a workshop member, duplicated, and shared the next day,were mentioned often as a strength of the workshop. They are referred to individuallybecause they provided a dimension which had not been planned.

The mAutes were originally intended merely to keep a running account of what hap-pened day-to-day, from a student's point of view. In addition, they provided the staffan opportunity to check the accuracy of the information being taken in notes. By cal-ling attention to points which needed clarification and general comment on the minutesby the class, a daily evaluation of the previous day's focus was added.

7

Student Recommendations

1. Publish the materials developed cooperatively in the workshop as a part of thereport indicated in the proposal which provided for this summer's experience.

2. In any succeeding workshops, more time should be allowed to work on theprojects with consultants help available.

3. A clinical experience (cooperative work education) should be planned as a follow-up or integral part of the Home Economics/Health Occupations Training patternfor teachers. There was no consensus as to the time but it was agreed by the ma-jority of students that it must be preceded by the Workshop which includedtheory, laboratory experience, and curriculum development.

4. In succeeding workshops, more time should be allowed for practicing and devel-oping skills.

5. The workshop should be held for 5 weeks rather than 4.

6. The project should be continued and materials such as those developed in thisworkshop, should also continue to be an integral part of the requirements forthe teachers participating.

7. If more time can be made available, teachers should be required to present onemini-lesson to the class.

Student Self-Concept In Relation to a High School Course

1. Thirteen students felt secure enough to undertake the planning and developmentof a course for one or more of the following factors:

a) the wide variety of skills learned

b) the breadth of content learned

c) moral support from the university

d) the materials which were developed in the workshop

Three students felt secure enough to undertake the planning, selection of an advi-sory committee and other preliminary tasks but felt the need for some work in thefield before beginning to teach a group of students.

3. Twelve students indicated an interest in returning summer session, 1969 to parti-cipate in a clinical experience.

8

HOME ECONOMICS/HEALTH OCCUPATIONS WORKSHOP MEMBERS

Marie Bright Shirley Gallagher Noreen Mader Jessie Moner

Marjorie Drummond Marie Gardner Rosemary Ma lish Anna Mae Rittinger

Florence Edwards Sylvia Johnson Marilyn Martin Ferolyn Strait

Cora Eubanks Constance Level Kathy Meagher Marilyn Wickett

As indicated in the evaluation comments, the success of the workshop was due, to a great extent,

to the committment and energy expended by the student members. Many other materials were developed

but could not be shared at this time for various reasons. It is hoped that these materials will be of some

value to the teachers using them. Any suggestions or comments will be greatly appreciated by the staff.

9

APPENDIX "A"

APPENDIX "B"

APPENDIX "C"

APPENDIX "D"

APPENDICES

1. Suggested Outline for Health Services I

2. Curriculum Plan for Health Services I

3. Suggested Outline for Health Services II

Suggested Bibliography Secondary School HealthAcceptance Course(s)

Suggested Floor Plans for Secondary School HealthOccupation Classroom(s)

Suggested Community Survey Instrument

APPENDIX "E" Workshop Questionnaire

10

APPENDIX A

Curriculum Materials

Tentative Outline, Health Service I

Unit I Orientation

A. Scope of Health Service field

1. Different roles of personnel

2. What you can expect as well as contribute

B. Why hospitals are needed

1. Why health services are needed

2. Needs for Health Service personnel

3. How-program started in the Detroit Public Schools

Unit II Organization

A. Role of members in the health team

B. Functions of departments of hospital and/or other health institution

Unit III Personal characteristics and ethics

A. Grooming

1. Personal hygiene

2. Appearance

B. Human Relations

1. Attitude

2. Empathy

C. Behavior

1. Respect for authority

2. Manners and courtesy

3. Integrity

4. Responsibility, dependability

5. Sense of humor

6. Pride in work

7. Motivation

8. Cooperation

D. Ethics

1. A set of moral principles or values

2. Ethical values of the medical and nursing professions

A - 1

Unit IV Responsibilities of the Health Team

A. Medical asepsis

B. Body Mechanics

C. Safety

D. Communications

Unit V Admission and discharge and transfer of patient

A. Routine

1. Taking Basic Data

a. Health history

b. Personal history

2. Care of personal belongings

a. Clothing

b. Valuables

c. Other

B. Attitude of admitting

1. first impressions matter

C. Communications

1. giving patient information

a. hospital routine

b. mealtimes

c. visitors

2. obtaining information

3. relaying information

D. Discharge procedures

1. regular

2. against medical advice

Unit VI Preparing the environment

A. Cleaning and general care of unit

1. removing used equipment

2. principles of disinfection and sterilization

3. applying principles to unit and equipment

A - 2

B. preparing for new patient

1. making unoccupied bed

2. replacing equipment

a. bedpan, emesis basin, wash basin

b. linens, towels, patient gown, soap

Unit VII Patient Care

A. Elimination

B. Washing face and hands

C. Oral care

D. Hair care

E. Method of Transfer and Ambulation

Unit VIII The Human Body (Physiology and Anatomy)

A. General Overview of Body Structure

1. cells

2. tissues

3. organs

4. systems

5. body regions

B. Skin, first line of defense

1. structure and function

2. decubitus ulcers, prevention and treatment

3. temperature, al11111M1.11111

C. Musculo - skeletal system

1. structure

2. body-mechanics for the patient

3. contractures, cause and prevention

D. Digestive system

1. structure

E. Elimination

1. structure and function urinary

2. structure and function bowel

A - 3

F. Circulatory system

I. structure and function

2. pulse, a cardinal symptom

G. Respiratory system

I. structure and function

2. respiration, a cardinal symptom

H. Nervous system

J. Reproductive system

I. structure and function

(Although the outline appears to be quite detailed, the major purpc.ze, as shown, is to understand the

structure and function of the various parts of the body rather than process framework to be used in

the second course experience.)

Unit IX Getting A Job This area was not developed in the specific guidelines.

eairn .)erviceis t CCUpdtPUBSI I

INTRODUCTION

hi the course of the Workshop, the following curriculum materials were developed by the

student iriembers with assistance from the staff. Although the materials have been developed in

relation to institutional expectations, each local school system will need to interpret the ideas in

relation to their own situation.

It is proposed that the materials he used in a classroom and then re-evaluated. Particular

time periods have been fecommended for each unit based on a class of average intelligence work-

mg with normal skill abilities. Adjustments should also be made in this area to meet the needs of

a particular local program.

In the short span of time available, no attempt was made to identify generalizations for

each area. The focus, instead, was on the major concepts to be developed. The video tape guides

which each workshop member purchased had excellent materials on this subject and repeating the

task merely as a class exercise was not considered sound educational practice.* The principles related

to medical asepsis will probably never be forgotten!

The four (4) key questions which were applied to every practice or procedure in the guide-

lines are:

1) Is it safe for the patient and the health aide?

2) Does it follow the principles of medical asepsis?

3) Does it follow an organized method? and

4) - Does it waste time and energy?

Behavioral Objectives

The objectives are stated in behavioral terms in relation to the student. Small emphasis is

placed on "what the teacher does" assuming that it is her responsibility to develop the learning op-

portunities within which the objectives will be achieved. The emphasis should continually be

*Basic Nursing Skills: Unit I - Student Study Guide, Detroit Education for Nursing via 2500 Wga-

cycle Television, College of Nursing, Wayne State University, Detroit, 1967 (DENT - used in curricu-lum material to identify these tapes.)

A - 5

on the student understanding "why" tasks are performed in a specific way. The student should

know and understand why routines end orderly procedures have been developed. Creativity and in-

genuity in proceeding with responsibilities are very limited, if allowed at all.

Content

The content presented is comprehensive but by no means, exhaustive. It is meant merely to

act as a guideline in determining the direction of the various units. Some units present more detail

than others for emphasis. In other units, the teacher is left with many choices.

There is deliberate overlapping and repetition of both content and learning. This is based on

the theory that as a student successfully repeats a performance or understanding he knows, he will

become more confident in performing the task. The student will also understand the basic principle

involved and recognize its use in a variety of responsibilities. Increasingly, as the course progresses,

the student will identify commonalities in the application of the principle involved.

Learning Opportunities

The learning opportunities presented are suggestive and, in most units, are not meant to be

used in total. Time will not permit this. The local teacher may not consider any of them appropriate.

She should then insert extra pages and develop additional ideas.

The classroom facilities will determine, to a great degree, whether the whole class can parti-

cipate in a learning at the same time or whether parallel learning related to the concept under study

needs to be planned. The supplies available, particularly linens, will also determine classroom activities.

The number assigned to a class is a vital factor. The greater the number, the greater the task

the teacher will have in checking a student's performance of the skills. It is recommended that a

maximum of 24 students be enrolled in a Health Services I course; a maximum of 16 students in

Health Services II; and, a maximum of 10 students be supervised by the same coordinator in the co-

operative experience. Ideally, the cooperative experience should be directed and supervised by a

member of the health agency. The coordinator's role would then be to organize placement, follow-

up, and evaluation procedures.

Evaluation

Continuous evaluation is structured into the learning opportunities. In addition, a compre-

hensive practical and written evaluation needs to be developed to determine who may elect Health

A - 6

Services II. The objectives for the final evaluation should include the cognitive, affective, and

psychomotor diaiensions of learning.

UN

IT I

OR

IEN

TA

TIO

N T

O H

EA

LTH

OC

CU

PA

TIO

NS

(Rec

omm

ende

d tim

e pe

riod:

4-

6 w

eeks

for

Uni

ts I

& II

.)

Maj

or O

bjec

tives

:

1)Is

abl

e to

giv

ea

defi

nitio

n of

Hea

lth S

ervi

ces.

2)C

an id

entif

y an

d de

scri

bea

sele

cted

num

ber

of h

ealth

occ

upat

ions

requ

irin

g:a)

prof

essi

onal

trai

ning

,

b)te

chni

cal t

rain

ing,

e)hi

gh s

choo

l tra

inin

g.

3)Pa

rtic

ipat

es in

cla

ss d

iscu

ssio

nsfo

cusi

ng o

n ne

eds

in th

e he

alth

fiel

d.4)

Lea

rns

abou

t the

his

tory

of h

ospi

tals

and

oth

er h

ealth

inst

itutio

ns, a

s w

ell a

s th

eir

expe

ctat

ions

, pol

icie

s, a

nd :r

outin

es.

Spe

cific

Obj

ectiv

es:

a)C

ateg

oriz

es th

e ne

eds

for

and

ofhe

alth

ser

vice

per

sonn

el.

b)D

efin

es th

e jo

bs o

f se

lect

edm

embe

rs o

f th

e he

alth

ser

vice

team

.c)

Mak

es li

sts

of s

kills

and

resp

onsi

bilit

ies

of th

e he

alth

ser

vice

team

.d)

Vis

its a

t lea

st tw

o (2

) di

ffer

ent h

ealth

ser

vice

age

ncie

s, p

refe

rabl

yas

a p

art o

f a

scho

ol g

roup

and

wri

tes

an a

necd

otal

com

men

tary

on th

e ex

peri

ence

.

e)B

egin

s to

use

the

voca

bula

ry a

ndte

rmin

olog

y of

the

heal

th s

ervi

cefi

eld.

A -

8

u+no

tof

I 4

,1

4K

AIN

441

4 4,

4,4

4N4.

77:7

4144

4Tr7

7,

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

NH

ealth

ser

vice

field

A.

Hea

lth s

ervi

ce in

stitu

tions

1.ho

spita

ls2.

scho

ols

3.co

nval

esce

nt h

omes

4.cl

inic

s5.

offi

ces

6.ot

hers

Hea

lth s

ervi

ce p

erso

nnel

1.pr

ofes

sion

al

a. b. c. d. e. f.

Boa

rd o

f T

rust

ees

dire

ctor

sad

min

istr

ator

snu

rsin

g st

aff

med

ical

sta

fffo

od s

ervi

ce s

taff

2.no

n-pr

ofes

sion

al

a. b. c. d. e. f. if.

aide

sor

derl

ies

atte

ndan

tsho

usek

eepi

ng s

taff

cler

ical

sta

ffdi

etar

y ai

des

othe

rs

1.St

uden

ts k

eep

a no

tebo

okto

be

used

as a

n on

-goi

ng r

efer

ence

.

2.St

uden

ts c

ompi

lea

list o

f ho

spita

lpe

rson

nel w

ith w

hom

they

are

fam

iliar

.

3.R

evie

w r

eadi

ng m

ater

ial a

ndth

enco

mpi

le a

list

of

pers

onne

l whi

chbe

long

s to

the

heal

th s

ervi

cefi

eld.

4.D

efin

e th

e he

alth

ser

vice

team

.5.

App

rais

e th

e re

spon

sibi

litie

sof

the

heal

th s

ervi

ce te

am.

6.Pr

epar

e qu

estio

ns to

be

aske

dw

hen

stud

ents

tour

hea

lth s

ervi

cein

stitu

-tio

ns (

heal

thca

re a

genc

ies)

.

a. b. c. d. e.

trai

ning

func

tions

resp

onsi

bilit

ies

sala

ries

time

sche

dule

s, e

tc.

7.O

bser

vatio

n of

hea

lth p

erso

nnel

stud

ents

sel

ect

area

of

inte

rest

, di-

vide

into

sm

all

grou

ps, d

ecid

e on

in-

stitu

tion

to b

e to

ured

, con

tact

in-

stitu

tions

, pla

n to

urs,

get

perm

issi

on(s

choo

l and

hom

e). T

our

heal

thse

rvic

e in

stitu

tions

.

8.In

terv

iew

per

sonn

el o

f th

ein

stitu

-tio

ns.

9.Id

entif

ies

diff

eren

t kin

dsof

med

ical

,de

ntal

, and

hea

lth r

elat

edsp

ecia

lists

and

thei

r ro

le in

hea

lthse

rvic

e.

10.

Gue

st s

peak

ers

of h

ealth

serv

ice

pers

onne

l to

pres

ent t

heir

expe

rien

ces.

11.

Dis

cuss

line

-sta

ff p

erso

nnel

and

the

corr

elat

ion

of th

eir

resp

onsi

bilit

ies

toth

e he

alth

ser

vice

team

.

A -

9

Rel

ate

info

rmat

ion

obta

ined

toen

ti) e

cla

ssby

ora

l, st

uden

t rep

orts

.

Dev

elop

flo

w c

hart

of

vert

ical

adva

ns c

emen

taf

ter

sort

ing

info

rmat

ion

give

nby

gue

stsp

eake

rs.

Tes

t stu

dent

com

preh

ensi

onof

the

heal

thse

rvic

e fi

eld.

(Q

uiz,

che

cklis

ts, e

tc )

.1=

.4.1

11.,

41,1

CO

NC

EP

TS

IC

ON

TE

NT

Hea

lth s

ervi

cene

eds

LEA

RN

ING

OP

PO

RT

UN

ITIE

SS

UG

GE

ST

E')

EV

ALU

AT

ION

A.

Nee

ds in

hea

lth s

ervi

ce in

stitu

-tio

ns.

Nee

ds f

or h

ealth

ser

vice

per-

sonn

el.

1.R

ead

mat

eria

ls g

ivin

g in

form

atio

non

need

s of

hea

lth s

ervi

ce in

stitu

tions

.

2.C

lass

ify

the

need

s of

var

ious

hea

lthse

rvic

e in

stitu

tions

for

cla

rifi

catio

nof

the

need

s.

3.D

iscu

ss w

ays

and

mea

ns o

f fu

lfill

ing

thes

e ne

eds

of th

e he

alth

ser

vice

inst

itutio

ns.

1.D

efin

e th

e ne

eds

for

heal

th s

ervi

cepe

rson

nel.

2.V

iew

vis

uals

for

iden

tific

atio

n, s

eein

gin

act

ion,

and

eva

luat

ing

the

need

sof

hea

lth s

ervi

ce p

erso

nnel

.

Sum

mar

ize

the

need

s an

d m

etho

ds o

f fu

lfill

-in

g on

the

chal

k bo

ard

so s

tude

nts

can

see

how

thes

e ar

e pr

esen

t. in

an

inst

itutio

ns.

UN

IT II

HE

ALT

H F

AC

ILIT

Y: O

RG

AN

IZA

TIO

N A

ND

ST

AF

F

Maj

or O

bjec

tives

:

1)Is

abl

e to

nam

e th

e en

try

leve

l mem

bers

, tec

hnic

al p

erso

nnel

, and

pro

fess

iona

l sta

ff o

fa

heal

th te

am a

nd d

escr

ibe

thei

r ro

le in

the

tota

l tea

m e

ffor

t.

2)C

an e

xpla

in th

e re

latio

nshi

p of

the

vari

ous

depa

rtm

ents

ina

hosp

ital o

r ot

her

heal

th f

acili

ty.

3)O

bser

ves

gene

ral f

loor

pla

ns o

f a

heal

th f

acili

ty a

nd e

xpla

ins

why

dep

artm

ents

are

loca

ted

in s

peci

fic

sect

ions

of

the

build

ing.

Spe

cific

Obj

ectiv

es:

a)M

akes

a li

st o

f du

ties

for

each

mem

ber

of th

e he

alth

ser

vice

team

.

b)D

efin

e ho

w th

ese

dutie

s sh

ould

be

perf

orm

ed.

c)D

escr

ibe

how

thes

e du

ties

are

perf

orm

ed.

d)V

isit

a he

alth

age

ncy

to s

ee th

ese

dutie

s pe

rfor

med

.

e)L

ook

at h

ospi

tal o

r he

alth

fac

ility

flo

or p

lans

in b

ooks

, film

s, tr

ansp

aren

cies

and

/or

over

head

pro

ject

ions

.

f)V

isit

as m

any

diff

eren

t dep

artm

ents

in a

hea

lth a

genc

y as

can

be

arra

nged

.

A -

11

CO

NC

EP

TS

CO

NT

EN

TLE

AR

IVIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

NE

ntry

leve

ljo

bs

Hea

lth c

are

agen

cies

hist

ory

(hos

pita

l)

Hea

lth c

are

agen

cies

orga

niza

tion

(hos

pita

l)

Job

title

s

a. b. C. d. e. f.

cler

ical

aid

esfo

od s

ervi

ce a

ides

nurs

ing

aide

sho

usek

eepi

ng a

ides

orde

rlie

sat

tend

ance

, etc

.

His

tori

cal f

acts

Gro

wth

of

purp

ose

of th

ehe

alth

car

e ag

enci

es.

Hea

lth c

are

agen

cies

ope

ratio

n.

a.po

licie

sb.

depa

rtm

ents

Set u

p cr

iteri

a fo

r be

com

ing

a m

embe

rof

the

heal

th s

ervi

ce te

am.

Tea

cher

intr

oduc

e th

e im

port

ance

of

havi

ng g

ood

pers

onal

cha

ract

eris

tics

to b

e a

heal

th te

am m

embe

r. (

Uni

tII

I.)

Vie

w f

ilm o

n th

e en

try

leve

ls o

f the

heal

th s

ervi

ce te

am to

stim

ulat

eth

ecl

ass

disc

ussi

on o

f th

e en

try

leve

lsat

whi

ch th

e m

embe

rs o

f th

e he

alth

serv

ice

team

beg

in. (

Tea

cher

sele

ctfr

om s

ugge

sted

aud

io-v

isua

lto

ols

ofbi

blio

grap

hy.)

Gat

her

and

asse

mbl

e hi

stor

ical

fac

tsby

rea

ding

sup

plem

enta

ry m

ater

ials

.

Rea

d m

edic

al h

isto

ry te

xts

on:

Lis

ter

Past

eur

Nig

htin

gale

, etc

.

to o

btai

n hi

stor

ical

fac

ts.

Col

lect

and

rev

iew

hea

lthca

re a

genc

ies

polic

ies

to f

ind

out h

ow th

ese

agen

cies

are

oper

ated

.

Lis

t the

dif

fere

nt d

epar

tmen

tsof

heal

th c

are

agen

cies

and

thei

r fu

nc-

tions

.

a.de

scri

be th

e bu

sine

ss d

epar

tmen

tan

d th

e fu

nctio

ns.

b.de

scri

be th

e pa

tient

care

dep

art-

men

ts a

nd th

e fu

nctio

ns.

A-

12

Post

ers

mad

e by

stu

dent

s to

dep

ict t

he d

if-

fere

nt m

embe

rs o

f th

e he

alth

ser

vice

tear

to a

id th

e st

uden

t to

lear

n ab

out m

embe

r..

(Use

stic

k fi

gure

s, d

escr

iptio

ns w

ritte

n,m

agaz

ine

pict

ures

mou

nted

and

des

crib

ed

Cla

ss d

iscu

ssio

ns o

n hi

stor

ical

fac

tsof

hea

lthca

re a

genc

ies

so th

at a

ll ca

n be

exp

osed

toth

e in

form

atio

n.

a) b) c)

Pane

l pre

sent

atio

nsSy

mpo

sium

sIn

divi

dual

rep

orts

Set u

p cr

iteri

a to

eva

luat

e th

eth

orou

ghne

cw

ith w

hich

eac

h st

uden

t exp

lore

dhi

s to

pic

Cri

teri

a sh

ould

be

dete

rmin

ed b

yth

e cl

ass,

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

NH

ealth

car

eag

enci

esor

gani

zatio

n(h

ospi

tal)

cone

d.

c.de

scri

be th

e em

ploy

men

t de-

part

men

t and

the

func

tions

.

Show

var

ious

flo

or p

lans

to c

lass

and

have

the

stud

ents

poi

nt o

ut th

e:

a)cl

uste

rs o

f fa

cilit

ies,

b)tr

avel

pat

hs f

or v

ario

us p

atie

ntty

pes,

and

c)di

stan

ce b

etw

een

depa

rtm

ents

.

A-

13

Eva

luat

ion

of k

inds

of

heal

thca

re a

genc

ies.

Stud

ents

pla

n, c

onta

ct, a

nd v

isit

diff

eren

the

alth

car

e ag

enci

esso

fir

st h

and

know

-le

dge

can

be o

btai

ned

and

pres

ente

din

clas

s. T

his

visi

t mig

ht b

e fo

ra

wee

k en

dso

tim

e w

ould

not

be

mis

sed

from

oth

ercl

asse

s.

1111

1,1

.111

.,7

177.

7777

7.7,

7,,,1

1177

11i

-pm

.UN

IT II

IP

ER

SO

NA

L C

HA

RA

CT

ER

IST

ICS

(Rec

omm

ende

d tim

e pe

riod:

App

roxi

mat

ely

3 w

eeks

.In

divi

dual

gro

up n

eeds

may

ext

end

this

tim

e.)

Maj

or O

bjec

tives

:

1)A

cqui

res

groo

min

g ha

bits

whi

ch c

reat

ean

imm

acul

ate

appe

aran

ce e

vide

nced

in c

lass

eve

ry d

ay.

2)K

now

s an

d pr

actic

es c

orre

ct p

ostu

re a

nd g

ood

body

mec

hani

cs.

3)C

an e

xpla

in th

e ro

le o

f so

und

nutr

ition

al p

ract

ices

to g

ood

heal

th a

nd p

erso

nal a

ppea

ranc

e.

4)D

evel

ops

posi

tive

attit

udes

tow

ards

wor

k an

d th

e di

gnity

of

wor

k w

hich

are

evid

ence

d in

all

clas

s w

ork.

5)C

arri

es o

n a

conv

ersa

tion

effe

ctiv

ely

with

ano

ther

pers

on.

6)Is

abl

e to

exp

lain

"et

hica

l beh

avio

r" a

nd it

s si

gnif

ican

ce to

the

heal

th te

am.

Spe

cific

Obj

ectiv

es:

a)G

ives

eve

ry in

dica

tion

of c

lean

lines

s an

d us

es m

ake-

up d

iscr

imin

atel

y.

b)W

ears

clo

thes

sui

tabl

e fo

r ag

e an

d si

ze.

c)Is

abl

e to

wor

k as

a te

am m

embe

r or

lead

er in

the

clas

sroo

m s

ituat

ion

acce

ptin

gre

spon

sibi

lity

for

task

s un

dert

aken

or

assi

gned

.d)

Is c

ourt

eous

and

wel

l-m

anne

red

at a

ll tim

es, s

how

ing

cons

ider

atio

n fo

rpe

ers

and

resp

ect f

or a

dults

.e)

Em

ploy

s go

od h

ealth

and

nut

ritio

nal p

ract

ices

as e

vide

nced

by

clea

r sk

in, c

lean

hai

r an

d fi

nger

nails

, sou

nd te

eth

and

othe

r

posi

tive

phys

ical

cha

ract

eris

tics.

f)Pr

actic

es m

edic

al a

sept

ic te

chni

ques

in c

lass

at a

ll tim

es.

g)Is

abl

e to

obs

erve

the

beha

vior

of

othe

rs a

nd r

ecor

d it

obje

ctiv

ely.

A-

14

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Goo

dG

room

ing

A.

Pers

onal

Hyg

eine

1.C

lean

lines

s

a. b. c. d. e.

Skin

Han

ds a

nd f

eet

Tee

thH

air

Clo

thin

g

Fem

inin

e hy

gien

e

Pers

onal

Im

pres

sion

s

1.C

osm

etic

s

a)fa

ceb)

hand

sc)

feet

d)ha

ir

2.V

oice

and

dic

tion

a) b) c) d)

D.

Die

tary

pitc

hto

neen

unci

atio

na

line

of c

omm

unic

a-tio

n

1.B

alan

ced

mea

ls2.

Reg

ular

ity o

f m

ealti

me

3.E

mpt

y ca

lori

e sn

acks

or

mea

ls4.

Fatig

ue c

ause

d by

die

t.

Eac

h st

uden

t dev

elop

a c

hart

of

daily

groo

min

g an

d he

alth

hab

its.

Giv

e "q

uick

ie"

dem

onst

ratio

ns o

n ac

cept

-ed

met

hods

to:

a) b) c) d) e) f)

clea

n sk

inap

ply

mak

e-up

dis

cret

ely

care

for

hai

r si

mpl

ym

aint

ain

soun

d te

eth

keep

han

ds a

nd n

ails

nea

tot

her

area

s in

dica

ted

by c

lass

Dis

cuss

the

use

of c

osm

etic

s.

the

amou

ntth

e ki

ndth

e re

ason

s

Vie

w th

e fi

lm "

A M

ore

Attr

activ

e Y

ou."

Set u

p a

disp

lay

of s

tude

nt g

room

ing

aids

.

Prep

are

a co

mpo

site

pic

ture

of

wha

t stu

d-en

t thi

nks

the

patie

nt e

xpec

ts o

fhe

alth

team

mem

ber

in th

e ar

ea o

fgr

oom

ing.

Dis

cuss

dan

gers

of

borr

owin

g lip

stic

k,co

mb,

bru

sh a

nd o

ther

per

sona

lgr

oom

ing

artic

les.

Obs

erve

s a

beau

ticia

n's

dem

onst

ratio

n of

"eas

y ca

re"

hair

sty

les.

Lis

ten

to a

con

vers

atio

n be

twee

n pa

irs

ofst

uden

ts in

a p

atie

nt-a

ide

skit

reco

rded

on a

tape

. Rol

e pl

ay s

ever

al ty

pes.

Stud

ents

vie

w tr

ansp

aren

cies

of

repr

oduc

-tiv

e sy

stem

and

elim

inat

ion

syst

em.

a)E

xpla

in r

elat

ions

hip

of g

ood

clea

nlin

ess

and

diet

ary

habi

ts to

effe

ctiv

e fu

nctio

ning

of

syst

ems.

b)D

iscu

ss p

robl

ems

whi

ch m

ay b

ecr

eate

d by

poo

r ha

bits

.

A -

15

Hav

e ea

ch s

tude

nt ta

ke a

per

sona

l inv

ento

ry

and

dete

rmin

e, w

ith te

ache

r's h

elp,

are

as

of in

crea

sed

atte

ntio

n. R

e-ch

eck

inve

ntor

y

ever

y 4t

h w

eek

thro

ugho

ut c

ours

e. I

f

need

ed, a

ppro

pria

te c

hang

e sh

ould

take

plac

e.

Obs

erve

con

tinue

d pr

actic

es o

f st

uden

ts

thro

ugho

ut th

e co

urse

.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Goo

dG

room

ing

cont

'd.

E.

Post

ure

and

Bod

y M

echa

nics

1.E

ffic

ienc

y

a.bo

dy a

lignm

ent

b.ac

tivity

c.in

activ

ity

2.E

xerc

ise

3.C

omfo

rt

4.Fa

tigue

5.Sa

fety

F.Sl

eep

-And

Res

t

1.Fa

tigue

2.E

mot

iona

l eff

ects

3.E

xerc

ise

as a

for

m o

f re

st

G.

Med

ical

Ase

psis

Mak

ea

char

t sho

win

g ca

use

and

effe

ct o

fbe

ing:

unde

r -

nour

ishe

d

over

- n

ouri

shed

(Fat

Gra

nny

and

Wea

k W

ilma)

Prep

are

a sk

it on

Goo

d Po

stur

e us

ing

the

Nat

iona

l Dai

ry C

ounc

il m

ater

ials

.

Exp

lain

the

thou

ght

Firs

t im

pres

sion

sar

e ba

sed

on p

erso

nal a

ppea

ranc

e.

Invi

te a

mod

el to

atte

nd c

lass

to ta

lkab

out t

he im

port

ance

of

post

ure.

Re-

view

tran

spar

enci

eson

rep

rodu

ctiv

esy

stem

s an

d lis

t the

app

aren

t eff

ects

of p

oor

post

ure

on th

e m

enst

rual

cycl

e.

Dis

cuss

the

effe

cts

of s

leep

on a

ll th

e bo

dysy

stem

s.

Exp

lain

rol

e of

pro

per

shoe

s an

dcl

othi

ngon

pos

ture

.

Rol

e-pl

ay s

ituat

ions

whe

re th

e in

divi

dual

who

has

:

a)"t

osse

d an

d tu

rned

" al

l nig

ht

b)st

ayed

up

to w

atch

the

late

,la

te s

how

c)da

ted

ever

y ni

ght i

n th

e w

eek

Def

ine

med

ical

ase

psis

Dem

onst

rate

pro

per

hand

-was

hing

tech

-ni

ques

. A -

16

Obs

erve

stu

dent

s on

a r

egul

ar b

asis

for

goo

dpo

stur

e pr

actic

es.

Eac

h st

uden

t do

a pe

rson

al e

valu

atio

n of

her

post

ure.

Hav

e a

phot

ogra

pher

take

pic

ture

sof

eac

h gi

rl s

ittin

g an

da

side

-vie

w s

tand

ing.

Dev

elop

a w

ritte

n ev

alua

tion

tode

term

ine

stud

ent's

con

cept

of

good

groo

min

g an

dgo

od im

pres

sion

s.

Obs

erve

stu

dent

han

d-w

ashi

ngpr

actic

esth

roug

hout

cou

rse.

4No

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Goo

dG

room

ing

cont

id.

Hum

anR

elat

ions

hips

A.

Goo

d nu

rse-

aide

patie

nt-s

taff

rela

tions

hips

1.L

earn

to li

sten

2.A

void

hos

tile

and

aggr

es-

sive

beh

avio

r3.

Add

ress

all

staf

f m

embe

rsby

last

nam

e w

ith p

rope

rpr

efix

4.A

lway

s us

e pr

oper

line

s of

com

mun

icat

ion

5.T

ake

prob

lem

s ab

out

patie

nt c

are

to te

am le

ader

6.Fo

llow

ord

ers.

If

they

con-

flic

t, di

scus

s w

ith te

amle

ader

.7.

Be

disc

reet

abo

ut p

erso

nal

prob

lem

s: y

our

own

and

patie

nts

The

Aid

e's

Rol

e

1.Q

ualit

ies

impo

rtan

t to

de-

velo

ping

rel

atio

nshi

ps2.

Skill

and

con

fide

nce

inpe

rfor

min

g du

ty3.

Loy

alty

4.D

epen

dabi

lity

5.E

mpa

thy,

not

sym

path

y

Use

pet

rie

dish

es o

f ag

ar to

sho

w s

tude

nts

how

man

y ba

cter

ia r

emai

n on

han

dsaf

ter

asep

tic h

andw

ashi

ng, o

r ot

her.

Wri

te a

sho

rt p

aper

on:

"Fi

rst I

mpr

essi

ons

May

Be

Har

d T

o C

hang

e"

Prac

tice

reco

gniz

ing

logi

cal a

nd il

logi

cal

feel

ings

of

patie

nts

thro

ugh

skits

and

/or

role

pla

ying

.

Dev

elop

sh

char

t sho

win

g di

visi

ons

of n

urs-

ing

serv

ices

in a

dep

artm

ent o

r fl

oor

area

.

Dis

cuss

inte

r-re

latio

nshi

ps o

f va

riou

sho

spita

l uni

ts in

ligh

t of

this

con

cept

.

Rea

ct to

the

stat

emen

t: "E

very

hea

lthte

am m

embe

r is

impo

rtan

t."

Rol

e pl

ay in

trod

ucin

g a

new

pat

ient

tohi

s ro

om-m

ates

.

Def

ine

new

term

s to

hel

p pa

tient

und

er-

stan

d th

e co

nver

satio

n.

Com

pare

em

path

y an

d sy

mpa

thy.

Prac

tice

inte

r-ac

ting

with

oth

er c

lass

mem

bers

.

A -

17

Eva

luat

ion

in th

is u

nit m

ust c

ontin

ueth

roug

hout

the

cour

se to

em

phas

ize

cont

inue

d pr

actic

e ra

ther

than

alim

ited

expe

rien

ce.

Div

ide

clas

s in

to p

airs

to d

evel

op s

kits

de-

pict

ing

good

rel

atio

nshi

ps a

nd in

effe

ctiv

ere

latio

nshi

ps. H

ave

each

pai

r fo

cus

on a

diff

eren

t set

ting:

the

olde

r pa

tient

the

child

the

new

mot

her

the

imm

obile

pat

ient

the

inco

ntin

ent p

atie

nt

and

othe

rs

Bal

ance

of

clas

s ;:a

n, in

eac

hca

se, d

eter

min

eth

e fa

ctor

s w

hich

led

to th

e re

sulti

ng r

ela-

tions

hip.

Wri

te a

com

pari

son

of w

orki

ng w

itha

dem

and-

ing

patie

nt v

s. a

coo

pera

tive

patie

nt.

Prac

tice

mov

ing

arou

nd th

ero

om q

uiet

ly.

CO

NC

EP

TS

CO

NT

EN

T.

LEA

RN

ING

OP

PO

RT

UN

ITIE

SS

UG

GE

ST

ED

EV

ALU

AT

ION

Hum

anR

elat

ions

hips

cont

'd.

Cou

rtes

y

1.M

anne

rs2.

Etiq

uette

3.E

mot

iona

l Con

trol

D.

Inte

grity

1.H

ones

ty2.

Res

pect

for

pat

ient

s po

s-se

ssio

ns3.

Follo

w r

ules

a.ca

ll in

for

abs

ence

2ho

urs

befo

re w

ork

time

b.ca

ll fo

r ta

rdin

ess

4.A

im to

ple

ase

in a

ther

apeu

-tic

way

E.

Res

pons

ibili

ty

1.Sa

fety

a.us

e an

d ca

re o

f eq

uip-

men

tb.

corr

ect r

outin

e an

dpr

oced

ures

c.us

e of

oxy

gen

d.kn

ow n

ame,

roo

m n

ube

r, a

nd b

ed n

umbe

rof

eac

h pa

tient

2.E

cono

my

a.w

aste

of

supp

lies

and

equi

pmen

tb.

was

te th

roug

h ne

glec

tc.

stea

ling

Men

tal H

ealth

1.E

mot

iona

l rea

ctio

ns2.

Em

otio

ns a

ffec

t hea

lth

a.ph

ysic

ally

b.m

enta

lly

Des

crib

e va

riou

s re

actio

ns o

f a

new

pa-

tient

. Wha

t det

erm

ines

fea

r an

d an

xiet

y.

Inte

rvie

w a

hea

lth te

am m

embe

r. W

hat

are

the

gene

ral h

ealth

inst

itutio

n ru

les.

Mak

e a

char

t com

pari

ng r

ules

bro

ught

inby

the

who

le c

lass

.

Wri

te a

ski

t for

a p

uppe

t dep

ictin

g a

re-

spon

sibl

e he

alth

team

mem

ber

in a

ctio

n.A

n ir

resp

onsi

ble

mem

ber.

a.to

war

d ca

re o

f ag

ed

b,tr

eatm

ent

c.ed

ucat

ion

of p

atie

nt

See

and

wri

te a

rea

ctio

n to

the

film

,"F

or th

e L

ove

of L

ife"

Dis

cuss

: Liv

ing

in a

hos

pita

l, i.e

., be

ing

apa

tient

.

Dis

cuss

and

def

ine:

subl

imat

ion

iden

tific

atio

nco

mpe

nsat

ion

ratio

naliz

atio

n

A -

18

Lis

t way

s in

whi

ch h

ospi

tal s

taff

can

ext

end

soci

al c

ourt

esie

s.

Hav

e a

spel

ling

bee

on w

ords

lear

ned

to d

ate.

Usi

ng a

Key

wor

d B

oard

, stu

dent

s de

velo

pa

cros

swor

d pu

zzle

usi

ng h

ealth

wor

ds,

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Hum

anR

elat

ions

hips

cont

'd.

3.L

earn

to a

ccep

t wha

t you

cann

ot c

hang

e:

a.ta

lk o

ut p

robl

ems

b.re

leas

e te

nsio

ns

4.L

earn

to g

et a

long

with

othe

rs

5.A

ccep

t you

rsel

f an

d yo

urro

le

6.R

elat

e to

pat

ient

's f

amily

and

heal

th te

am p

ositi

vely

7.A

sen

se o

f hu

mor

G.

Prid

e in

wor

k

1.R

espo

nsib

le a

ttitu

des

to-

war

d w

ork

2.A

job

wel

l don

e

Stud

ents

"br

ains

torm

" th

e id

ea th

at th

ere

spon

sibl

e w

orke

rs a

re h

appy

wor

kers

.

H.

Spir

itual

nee

ds o

f th

e pa

tient

1.C

hape

l

Bec

ome

fam

iliar

with

var

ious

rel

igio

usfa

iths

by m

akin

g a

list o

f ch

urch

sect

s an

d re

late

d sy

mbo

ls.

2.C

hapl

ain

and

othe

r re

li-go

us s

taff

Lea

rn ti

tles

of le

ader

s of

var

ious

fai

ths.

Prac

tice

addr

essi

ng le

ader

s by

title

.T

ake

a "q

uick

ie q

uiz"

to m

atch

lead

ers

and

title

s w

ith th

e fa

iths

they

rep

rese

nt.

3.R

elig

ous

sym

bols

4.E

mpa

thiz

e w

ith p

atie

ntw

ho w

ants

to p

ray

orre

ad r

elig

ous

book

Invi

te a

hos

pita

l cha

plai

n to

vis

it th

ecl

ass

and

talk

abo

ut h

is r

ole

and

resp

onsi

bilit

y.

5.R

eque

stin

g a

cler

ic

Res

pect

for

Aut

horit

yA

.H

ospi

tal R

ules

1.Pe

rson

al p

hone

cal

ls

2.U

se o

f al

coho

l

Dis

cuss

: cond

ition

s of

em

ploy

men

t

caus

es f

or d

ism

issa

l

Use

a c

heck

-lis

t to

dete

rmin

e st

uden

tsco

n-ce

pt o

f he

alth

fac

ility

exp

ecta

tions

.

3.Sm

okin

g

A -

19

1

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

NR

espe

ct fo

rA

utho

rity

cone

d.

4.St

atem

ents

to p

ress

5.A

bsen

ce f

rom

wor

k

6.U

sing

hos

pita

l add

ress

for

pers

onal

mai

l

B.

Pers

onne

l pol

icie

s an

d re

gula

-tio

ns

1.C

heck

intim

e cl

ock

2.U

nifo

rms,

bad

ges,

etc

.

3.C

lean

lines

s

4.St

aff

beha

vior

a.in

hal

lsb.

in p

atie

nt r

oom

sc.

with

pat

ient

's f

amily

5.A

ccep

ting

tips

and

gift

s

C.

A C

ode

of E

thic

s

1.C

onse

rve

life

and

imaj

v2.

Con

tinuo

usly

stu

dy a

ndke

ep u

p to

dat

e

3.N

ever

leav

e a

stat

ion

until

relie

f ha

s ar

rive

d

4.R

espe

ct a

ll re

ligio

us b

elie

fs

5.K

eep

all c

onfi

denc

es

6.R

epor

t any

pat

ient

cha

nges

imm

edia

tely

7.K

now

you

r lim

itatio

ns

8.Se

ek a

dvic

e w

hen

you

don'

tun

ders

tand

. Be

sure

! A

life

may

be

at s

take

.

Dis

cuss

and

def

ine:

prid

eho

nest

yfr

eedo

mlo

vehy

pocr

isy

faith

devo

tion

mer

cypr

ejud

ice

mor

ality

disc

iplin

eto

lera

nce

brot

herh

ood

idea

lism

Stud

ents

add

wor

dsor

cla

uses

whi

ch th

eyfe

el w

ere

omitt

ed.

The

cod

e is

pri

ncip

les

to li

veby

to p

re-

serv

e or

der

and

prom

ote

the

safe

ty o

fso

ciet

y's

mem

bers

. Dis

cuss

and

deve

lop

the

type

of

code

the

clas

sw

ould

exp

ect

to f

ind

in a

hea

lth f

acili

ty.

A -

20

Beg

in a

sel

f di

ctio

nary

whi

ch b

y th

een

d of

the

cour

se s

houl

d in

clud

e m

ost o

f the

wor

ds w

hich

are

com

mon

ly u

sed

in a

heal

th f

acili

ty.

1,P0

1,,,1

1. 0

0.

,

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Res

pect

for

Aut

horit

yco

nt'd

.

9.M

ust n

ot p

artic

ipat

e in

un-

ethi

cal p

roce

dure

s

10.

Loy

alty

to in

stitu

tion

and

patie

nts

11.

Giv

e co

nsci

enci

ous

serv

ice

for

rem

uner

atio

n re

ceiv

ed

A -

21

UN

IT IV

GE

NE

RA

L R

ES

PO

NS

IBIL

ITIE

S O

F H

EA

LTH

TE

AM

(Rec

omm

ende

d tim

e pe

riod:

2 w

eeks

)

(Gen

eral

con

cept

s in

volv

ed a

re r

elat

ed to

for

the

bala

nce

of th

e co

urse

.)

Maj

or O

bjec

tive: Sh

ow a

n aw

aren

ess

of th

e re

spon

sibi

litie

s of

the

heal

th te

am b

y co

ntin

ued

prac

tice

of th

e ba

sic

prin

cipl

es o

f m

edic

alas

epsi

s, b

ody

mec

hani

cs, s

afet

y an

d co

mm

unic

atio

ns a

s th

ese

rela

te to

them

selv

es a

nd th

e pa

tient

.

Spe

cific

Obj

ectiv

es:

Def

ine

the

term

"m

edic

al a

seps

is."

Des

crib

e tw

o w

ays

in w

hich

mic

ro-o

rgan

ism

s ar

e sp

read

.

Was

hes

hand

s pr

oper

ly to

red

uce

tran

sien

t mic

ro-o

rgan

ism

s.

Und

erst

ands

the

mea

ning

of

and

is a

ble

to u

se p

rope

r bo

dy m

echa

nics

in a

ll ac

tiviti

es. A

pplie

sbo

dy m

echa

nics

to r

educ

e fa

tigue

and

cons

erve

ene

rgy.

Alte

rs b

ody

posi

tion

to m

aint

ain

bala

nce

and

look

eff

icie

nt.

Dem

onst

rate

s aw

aren

ess

that

saf

ety

is a

res

pons

ibili

ty o

f ea

ch h

ealth

team

mem

ber

tow

ard

patie

nts,

them

selv

es,

and

othe

r em

-pl

oyee

s by

pra

ctic

ing

safe

ty r

ules

of

inst

itutio

n:

Can

exp

lain

the

rela

tions

hip

betw

een

phys

ical

and

men

tal h

ealth

and

how

they

may

be

affe

cted

by

sim

ilar

cond

ition

s.

Dem

onst

rate

s th

roug

h pa

rtic

ipat

ion

in c

lass

lear

ning

an

unde

rsta

ndin

g th

at e

ffec

tive

com

mun

icat

ion

redu

ces

stre

ss a

nd p

rovi

des

satis

fact

ion

for

thos

e pe

rson

s in

volv

ed.

Is a

ble

to c

omm

unic

ate

effe

ctiv

ely

on b

oth

verb

al a

nd n

on-v

erba

l lev

els.

NO

TE

:A

s in

dica

ted

abov

e, it

is a

ssum

ed th

at th

e ge

nera

l con

cept

s de

velo

ped

in th

is u

nit w

ill b

e us

ed th

roug

hout

the

cour

se.,

Tho

se p

er-

sons

pla

nnin

g th

ese

mat

eria

ls f

elt t

hat t

houg

h th

is w

ould

be

true

, som

e sp

ecia

l atte

ntio

n sh

ould

be

give

n to

thes

e 4

area

s si

nce

they

are

of s

uch

grea

t im

port

ance

and

mus

t be

unde

rsto

od th

orou

ghly

. A -

22

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LIT

ION

Med

ical

Ase

psis

I.N

eed

for

med

ical

ase

psis

A.

Def

initi

ons:

1.A

seps

is2.

Mic

ro-o

rgan

ism

3.Pa

thog

en4.

Prot

ein

5.C

onta

min

atio

n6.

Infe

ctio

n7.

Dis

ease

8.D

isin

fect

ion

9.St

erili

zatio

n10

.A

ntis

eptic

11.

Com

mun

icab

leD

isea

se12

.In

anim

ate

vect

or

B.

Res

pons

ibili

ties

of h

ealth

team

mem

ber:

1.R

educ

e nu

mbe

r of

mic

ro-o

rgan

ism

s

a.w

ash

hand

s pr

op-

erly

and

oft

en

b.co

ver

coug

hs a

ndsn

eeze

s w

ith ti

s-su

e pr

oper

ly.

2.Pr

even

t spr

ead

ofm

icro

-org

anis

ms

a.w

ork

from

cle

anto

dir

ty

b.cl

ean

away

fro

myo

urse

lf

c.av

oid

rais

ing

dust

1.Pa

ss w

orks

heet

on

whi

ch e

ach

term

is s

pelle

d co

rrec

tly. A

llow

spa

ce f

orst

uden

ts to

jot n

otes

dur

ing

the

lect

ure.

2.D

emon

stra

te a

sept

ic h

andw

ashi

ngpr

oced

ures

, em

phas

izin

g ad

equa

te:

soap

, fri

ctio

n, ti

me

and

dryi

ngte

chni

ques

.

3.St

uden

ts p

ract

ice

asep

tic h

arid

was

h-in

g un

der

teac

her's

sup

ervi

sion

, giv

-in

g sp

ecia

l atte

ntio

n to

the

use

offr

ictio

n, ti

me,

soa

p an

d pa

per

tow

elin

g.

4.St

uden

ts v

iew

live

yea

st c

ultu

reth

roug

h a

mic

rosc

ope

to s

ee h

owba

cter

ia g

row

s. I

f po

ssib

le, s

eesl

ides

of

othe

r ba

cter

ia.

5.D

emon

stra

te th

e us

e of

pap

er ti

ssue

in c

ough

ing

and

snee

zing

. Em

phas

ize

cove

ring

the

mou

th, f

oldi

ng th

eco

n-ta

min

ated

are

a in

war

d an

d di

spos

ing

of th

e tis

sue

prop

erly

.

6.St

uden

t dra

mat

ize

skit

show

ing

cor-

rect

and

inco

rrec

t met

hods

for

usin

g tis

sues

.

7.C

lass

vie

ws

film

on

asep

sis,

for

exa

m-

ple,

Hos

pita

l Sep

sis

orLi

nen

Han

d-lin

g In

Nur

sing

Hom

es.

Follo

w th

efi

lm w

ith b

uzz-

grou

p di

scus

sion

s of

sani

tary

tech

niqu

es.

8.D

iscu

ss b

y br

ains

torm

ing

the

sepa

ra-

tion

of h

ospi

tal p

atie

nts

into

isol

a-tio

n, m

edic

al a

nd s

urgi

cal a

reas

. Why

is th

is d

one?

Str

ess

med

ical

ase

psis

.

9.St

uden

ts g

row

aga

r cu

lture

s in

Pet

ridi

shes

; exp

ose

to s

tude

nts

hand

sw

hich

: A -

23

*AR

RO

WS

IND

ICA

TE

TH

AT

TH

E L

EA

RN

-IN

G O

PP

OR

TU

NIT

Y M

AY

ALS

O B

EU

SE

D A

S A

N E

VA

LUA

TIO

N T

EC

HN

IQU

E.

Dra

w a

pic

ture

of

the

yeas

t obs

erve

d.

Stud

ents

ref

rain

fro

m h

abits

whi

ch m

ay b

eha

rmfu

l to

othe

rs, s

uch

as c

ough

ing

into

anot

her

pers

on's

fac

e.

Iden

tify

clea

n an

d di

rty

area

s in

a he

alth

inst

itutio

n.

I...M

:77

N/ #

[.1r

^4I

CO

NC

EP

TS

CO

NT

EN

T

Med

ical

Ase

psis

cone

d.

II.

Ase

ptic

met

hods

A.

Was

h ha

nds

usin

g ad

equa

teso

ap, f

rict

ion

and

time.

B.

Iden

tify

area

s w

hich

are

clea

n an

d di

rty

to th

e pa

-tie

nt a

nd to

the

heal

thai

de.

C.

Car

e of

con

tam

inat

edite

ms:

1.D

isca

rd, i

f di

spos

able

2.St

erili

ze3.

Dis

infe

ct

LEA

RN

ING

OP

PO

RT

UN

ITIE

SS

UG

GE

ST

ED

EV

ALU

AT

ION

a. h

ave

not b

een

was

hed

b. h

ave

been

was

hed

1.1

min

ute

2.2

min

utes

3.5

min

utes

c. a

rea

unde

r a

ring

Com

pare

the

resu

lts.

10.

In d

iscu

ssio

n 66

, stu

dy u

p-to

-dat

est

atis

tics

on s

prea

d of

dis

ease

inho

spita

ls. U

se f

igur

es f

or lo

cal a

gen-

cies

, if

avai

labl

e.

11.

Stud

ents

bra

inst

orm

to a

naly

ze a

ndev

alua

te w

ritte

n ca

se s

tudi

es o

f ho

me

and

agen

cy h

ealth

pra

ctic

es.

12.

Invi

te a

phy

sici

an to

spe

akon

goo

dho

me

heal

th p

ract

ices

; mak

ea

list t

ofo

llow

as

a hi

gh s

choo

l stu

dent

.

13.

Dem

onst

rate

how

to h

andl

e, c

lean

,or

dis

pose

of

cont

amin

ated

equ

ip-

men

t.

14.

Rol

e-pl

ay to

illu

stra

tew

ays

in w

hich

mic

ro-o

rgan

ism

s m

ay b

e sp

read

di-

rect

ly f

rom

one

per

son

to a

noth

eror

thro

ugh

an in

anim

ate

vect

or.

15.

Stud

ents

dra

mat

ize

by p

layl

et,

pro-

cedu

res

to u

se w

hen

visi

ting

sick

frie

nds

in th

e ho

spita

l. E

mph

asiz

eas

epsi

s, f

or e

xam

ple,

not

sitt

ing

onth

e pa

tient

's b

ed.

16.

Invi

te a

nur

se to

spe

akon

ase

psis

,in

clud

ing

asep

tic p

roce

dure

s w

hich

the

heal

th a

ide

shou

ld f

ollo

won

the

job,

and

the

role

of

asep

sis

inho

me

safe

ty.

A -

24

In w

ritte

n as

sign

men

t, st

uden

ts a

naly

zehe

alth

pra

ctic

es in

one

case

stu

dy, e

m-

phas

izin

g as

epsi

s.

Wri

tten

obje

ctiv

e te

st: f

rom

a lis

t, se

lect

thos

e he

alth

pra

ctic

es w

hich

viol

ate

prin

ci-

ples

of

med

ical

ase

psis

.

Eva

luat

e pe

rson

al h

ealth

pra

ctic

es; e

ach

stud

ent d

oes

this

pri

vate

ly.

Stud

ents

try

to s

ubst

itute

a g

ood

habi

t for

ase

ptic

one

.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Bod

yM

echa

nics

Nee

d fo

r pr

oper

bod

y m

echa

n-ic

s.

A.

Def

initi

ons:

1.B

ody

mec

hani

cs2.

Goo

d po

stur

e3.

Bal

ance

4.E

quili

briu

m5.

Mus

cles

6.M

omen

tum

B.

Impo

rtan

ce o

f bo

dy m

ech-

anic

s to

pat

ient

and

tohe

alth

aid

e:

1.R

educ

e fa

tigue

2.C

onse

rve

ener

gy3.

Prov

ide

com

fort

4.In

sure

saf

ety

5.W

orki

ng, f

eelin

g, a

ndlo

okin

g be

tter

II.

Goo

d po

stur

e.

A.

Nee

ded

in r

est a

nd a

ctiv

ity.

B.

Gui

des

to g

ood

post

ure:

1.U

se s

tron

gest

and

long

est m

uscl

es.

2.W

ork

clos

e to

the

obje

ct.

3.R

oll,

push

, or

pull

obje

cts

whe

n po

ssib

le.

a.us

e bo

dy w

eigh

tas

a f

orce

whe

npu

shin

g or

pul

l-in

g

b.D

o no

t lif

t whe

nyo

u ca

n pu

sh,

pull,

or

roll

For

hom

ewor

k as

sign

men

t stu

dent

sre

ad th

e ch

apte

r on

pos

ture

inB

eaut

y, C

harm

and

Pois

e.

Tea

cher

-gui

ded

ques

tion-

and-

answ

er d

iscu

ssio

n of

the

read

ing

assi

gnm

ent.

Em

phas

ize

com

pari

son

of il

lust

ratio

ns o

f go

od p

ostu

re a

ndpo

or p

ostu

re in

var

ious

task

s an

dpo

sitio

ns.

Invi

te th

e da

nce

teac

her

to d

emon

-st

rate

to th

e cl

ass

prop

erw

ays

ofst

andi

ng, s

ittin

g, w

alki

ng, e

tc.

Stud

ents

then

try

to im

itate

her

and

ask

her

to c

orre

ct a

ny m

ista

kes

they

may

mak

e.

Stud

ents

act

out

ski

ts to

dem

onst

rate

good

pos

ture

in s

ituat

ions

suc

has

thes

e:

a. b. c. d. e.

carr

ying

sch

ool b

ooks

push

ing

desk

dire

ctin

g va

cutu

.4 c

lean

erco

untin

g pu

lse

or r

espi

ratio

net

c.

All

stud

ents

in c

lass

pra

ctic

e ac

tiviti

esin

3 a

nd 4

abo

ve d

urin

g la

b. s

ectio

nof

cla

ss p

erio

d.

Bor

row

a c

hart

fro

m th

e bi

olog

yro

om to

sho

w lo

ng m

uscl

es a

ndsh

ort m

uscl

es.

Usi

ng r

ubbe

r ba

nds,

exp

lain

how

mus

cles

wor

k.

Cla

ss v

iew

s fi

lm o

n th

e im

port

ance

of

Sally

body

mec

hani

cs s

uch

asW

hen

Sal

ly F

ell f

rom

the

U.S

. Pub

licH

ealth

Ser

vice

. Fol

low

film

with

circ

ular

dis

cuss

ion

rega

rdin

g th

e ne

edfo

r pr

oper

use

of

the

body

and

its

mus

cles

.

A -

25

Iden

tify

prin

cipl

es le

arne

d in

phy

sica

l edu

ca-

tion

clas

s an

d ho

w th

ey r

elat

e to

a he

alth

team

mem

ber.

Wri

tten

quiz

or

assi

gnm

ent:

stud

ents

list

prin

cipl

es o

f bo

dy m

echa

nics

and

sta

tea

situ

atio

n w

hen

they

cou

ld a

pply

eac

hpr

inci

ple,

incl

udin

g ho

w th

e pr

inci

ple

wou

ld b

e ap

plie

d an

d w

hyus

e of

pri

n-ci

ple

save

s en

ergy

and

fat

igue

.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Bod

yM

echa

nics

cone

d.

Saf

ety

I.Im

port

ance

of

safe

ty.

A.

Def

initi

ons:

1.Sa

fety

2.Pr

even

tion

3.H

ealth

4.A

ccid

ent

5.H

azar

ds

B.

Safe

ty p

rovi

des

prot

ectio

nfo

r:

1.Pa

tient

s2.

Mem

bers

of

*::ie

heal

th te

am3.

Publ

ic r

elat

ions

.

9.Pa

ss le

afle

ts to

stu

dent

sT

ake

It E

asy

by th

e W

ay Y

ou U

se Y

our

Bod

y.(M

ich.

Sta

te U

niv.

Co-

oper

ativ

eE

xten

sion

Fol

der

F-25

7.)

10.

Seve

ral g

irls

mig

ht g

roup

toge

ther

topr

epar

e a

bulle

tin b

oard

or

post

erus

ing

mag

azin

e ill

ustr

atio

ns o

r ca

r-to

ons

to p

ictu

re g

ood

post

ure

whi

le:

a. b. c. d. e. f. g.

Stan

ding

Wal

king

Usi

ng s

tair

sB

endi

ngL

iftin

gR

each

ing

Sitti

ng

11. T

he c

lass

wat

ches

a y

oung

mot

her

dem

onst

rate

car

e of

a s

mal

l chi

ld.

Not

e he

r us

e of

bod

y m

echa

nics

,go

od a

nd/o

r po

or. P

ossi

ble

area

s to

dem

onst

rate

are

fee

ding

and

dia

per-

ing;

lift

ing

and

carr

ying

.

1.T

each

er p

rese

ntat

ion:

lect

ure

abou

tsa

fety

str

essi

ng th

e ty

pes,

impo

rt-

ance

and

pri

nclip

les

invo

lved

.

2.In

que

stio

n-an

d-an

swer

dis

cuss

ion,

stud

ents

list

saf

ety

rule

s. T

hese

may

be r

ecor

ded

on th

e ch

alkb

oard

. Dis

-cu

ss r

easo

ns f

or f

ollo

win

g ea

ch r

ule:

a.in

the

Hea

lth S

ervi

ces

clas

sroo

m

b.in

the

hosp

ital o

r ot

her

heal

thag

ency

3.St

uden

ts d

o re

sear

ch in

sch

ool l

ib-

rary

on

safe

ty:

a. b. c. d.

at h

ome

at s

choo

lin

hos

pita

lin

nur

sing

hom

e

A-

26

Prac

tical

test

: eac

h gi

rl r

ecei

ves

a gr

ade

inbo

dy m

echa

nics

as

she

prac

tices

task

sw

hich

an

aide

wou

ld p

erfo

rm s

uch

asm

akin

g th

e un

occu

pied

bed

and

giv

ing

the

bedp

an.

Gir

ls e

xam

ine

snap

shot

s of

them

selv

es to

note

the

post

ure

and

try

to im

prov

e it

if it

is p

oor.

Bef

ore

and

afte

r sn

apsh

ots

mig

ht a

lso

be e

mpl

oyed

.

Gir

ls a

ppea

r m

ore

pois

ed a

nd b

alan

ced

asth

ey g

o th

roug

h th

e sc

hool

day

.

Obj

ectiv

e w

ritte

n qu

iz: s

tude

nts

are

give

n a

list o

f si

tuat

ions

and

they

iden

tify

safe

and

unsa

fe s

afet

y pr

actic

es.

Stud

ents

eva

luat

e cl

assr

oom

saf

ety

prac

-tic

es a

nd p

lace

idea

s fo

r im

prov

ing

them

in q

uest

ion

box.

Stud

ents

dem

onst

rate

thei

r sa

fety

ski

lls b

ypu

tting

equ

ipm

ent a

way

aft

er u

sing

it.

Cla

ss d

evel

op a

saf

ety

man

ual,

to b

e us

eddu

ring

the

bala

nce

of th

e co

urse

. Add

i-tio

ns c

an b

e m

ade

as n

ew c

once

pts

are

intr

oduc

ed.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Saf

ety

cont

'd.

C.

Prin

cipl

es o

f sa

fety

:

1.H

ospi

tals

hav

e ha

zard

s2.

Acc

iden

ts c

an b

e pr

e-ve

nted

3.C

o-op

erat

ion

amon

gst

aff

mem

bers

is e

s-se

ntia

l in

any

safe

typr

ogra

m4.

Succ

essf

ul s

afet

ypr

ogra

m s

aves

muc

htim

e, m

oney

, and

pers

onne

l.

H.

Are

as o

f ph

ysic

al s

afet

y.

A.

Acc

iden

t pre

vent

ion.

1.Pr

oper

use

of

equi

p-m

ent:

a.ca

ll be

llsb.

furn

iture

ar-

rang

emen

tc.

bed

side

-rai

lsd.

cord

se.

was

te p

aper

bag

sf.

light

ing

g.fl

oors

1.cl

ear

2.dr

yh.

unus

ed e

quip

-m

ent

i.ox

ygen

j.be

d cr

ank-

hand

les

2.T

rans

port

ing

patie

nts

(str

etch

er o

r w

heel

-ch

air)

:

a.lo

ck w

heel

s be

-fo

re m

ovin

gpa

tient

b.tr

ansf

er u

sing

body

mec

hani

cs

Pres

ent i

nfor

mat

ion

to th

e cl

ass

in a

pane

l dis

cuss

ion.

Eac

h pa

nel i

s re

late

dto

a s

peci

fic

idea

.

4.St

udy

(by

mea

ns o

f a

pane

l dis

cus-

sion

) up

-to-

date

sta

tistic

s on

hom

ean

d ho

spita

l acc

iden

ts. U

se f

igur

esfo

r yo

ur c

omm

unity

if th

ey a

re a

vail-

able

. Try

to c

ateg

oriz

e co

mm

on ty

pes

of a

ccid

ents

and

sug

gest

pre

vent

ativ

em

easu

res.

.

5.H

ave

stud

ents

iden

tify

inci

dent

sw

hich

illu

stra

te "

Safe

ty S

aves

."

6.Se

vera

l cla

ss m

embe

rs r

epor

t on

the

inte

rvie

w th

ey h

ave

had

with

a r

epre

-se

ntat

ive

of a

com

mun

ity a

genc

yw

hich

hel

ps w

ith s

afet

y pr

oble

ms.

For

exam

ple,

the

Pois

on C

ontr

olC

ente

r.

7.Fi

lm s

uch

asD

iagn

osis

: Dan

ger

orF

ire a

nd Y

our

Hos

pita

l.A

fter

the

film

eva

luat

e th

e sa

fety

pla

ns p

re-

sent

ed in

the

film

by

circ

ular

dis

-cu

ssio

n. (

Film

s ar

e fr

om M

ichi

gan

Dep

t. of

Pub

lic H

ealth

.)

8.U

se th

e su

gges

tion-

box

for

idea

s re

-ga

rdin

g sa

fe w

ays

to s

tore

sup

plie

san

d el

ectr

ical

equ

ipm

ent i

n th

eH

omem

akin

g de

part

men

t. A

ppoi

nta

com

mitt

ee to

ena

ct th

e be

stsu

gges

tions

.

9.B

rain

stor

m in

buz

z-gr

oups

to a

naly

zew

ritte

n ca

se s

tudi

es. E

valu

ate

thes

ein

term

s of

hom

e an

d ag

ency

saf

ety

prac

tices

.

10. A

s an

inde

pend

ent p

roje

ct, a

stu

dent

or s

mal

l gro

up m

ight

inve

stig

ate

"acc

iden

t-pr

onen

ess.

"

A -

27

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Saf

ety

cont

'd.

c.fa

sten

str

aps

orbe

ltsd.

push

slo

wly

e.ad

equa

te n

umbe

rof

per

sons

toas

sist

B.

Fire

saf

ety.

1.Fi

re p

reve

ntio

n re

-qu

ires

cau

tion

with

:

a.fl

amm

able

liqui

dsb.

smok

ing

c.ho

usek

eepi

ngta

sks

and

stor

age

2.Fi

re e

mer

genc

ies

re-

quir

e ai

des

to u

tiliz

e:

a. b. c. d.

exits

alar

ms

extin

guis

hers

film

dri

lls

III.

Psyc

holo

gica

l saf

ety.

A.

Impo

rtan

t in

deal

ing

with

the

patie

nt a

s a

who

le p

er-

son:

Ail

1.E

mot

ions

2.So

cial

nee

ds3.

Spir

itual

bel

iefs

4.In

telle

ct5.

As

wel

l as

the

phys

i-ca

l bod

y

B.

Prov

ided

by

man

y as

pect

sof

phy

sica

l saf

ety:

1.ca

ll be

lls2.

furn

iture

arr

ange

men

t3.

light

ing

4.un

used

equ

ipm

ent

5.dr

y, u

nclu

ttere

d fl

oors

11.

Invi

te a

rep

rese

ntat

ive

of a

fir

e eq

uip-

men

t fir

m to

spe

ak to

the

clas

s. T

hesp

eake

r m

ay d

emon

stra

te to

the

clas

sth

e us

e of

fir

e ex

tingu

ishe

rs, b

lank

ets

and

alar

m b

oxes

. The

loca

l fir

e de

-pa

rtm

ent i

s us

ually

will

ing

to s

end

are

pres

enta

tive,

als

o.

12. I

nvite

the

scho

ol c

ouns

elor

or o

ther

reso

urce

per

son

to s

peak

to th

e cl

ass

on g

ood

men

tal h

ealth

for

hig

hsc

hool

stu

dent

s.

13.

Gir

ls r

ead

(out

side

of

clas

s) a

bout

the

rela

tion

of p

sych

olog

ical

dis

turb

ance

sto

phy

sica

l illn

ess

and

repo

rt to

the

clas

s in

a s

ympo

sium

.

14. A

noth

er g

roup

of

stud

ents

cou

ldpr

epar

e m

agaz

ine

illus

trat

ions

or

real

art

icle

s to

dis

play

gam

es a

nden

-te

rtai

nmen

ts f

or s

ick

peop

le o

fva

riou

s ag

es. W

hy a

re s

ome

mat

eria

lsno

t app

ropr

iate

for

all

age

grou

ps?

A-

28

Ess

ay: e

xam

ine

case

stu

dy a

ndno

te e

xam

ples

of th

e in

ter-

rela

tedn

ess

of p

hysi

cal,

emo-

tiona

l, so

cial

, men

tal a

nd s

piri

tual

beha

vior

.Fo

r ex

ampl

e, p

hysi

cal i

llnes

sm

ay c

ause

ape

rson

to a

ct u

nkin

d.

CO

NC

EP

TS

Com

mun

ica-

tion

CO

NT

EN

T

I.N

eed

for

Com

mun

icat

ion

A.

De

fin

iti o

ris

:

LEA

RN

ING

OP

PO

RT

UN

ITIE

SS

UG

GE

ST

ED

EV

ALU

AT

ION

1.C

omm

unic

atio

n2.

Beh

avio

r3.

Sens

atio

ns4.

Voc

abul

ary

5.E

mpa

thy

6.Sy

mpa

thy

B.

Typ

es o

f co

mm

unic

a-tio

n:

1.V

erba

l

a.sp

oken

lan-

guag

e co

nvey

sm

eani

ngth

roug

h: cont

ent

and

vo-

cabu

lary

2.to

ne o

fvo

ice

b.w

ritte

n

1.no

tes

and

mem

os

2.pr

oced

ure

man

uals

3.ne

ws-

lette

rs

4.bu

lletin

boar

ds,

post

ers,

etc.

Tea

cher

pre

sent

atio

n: le

ctur

e ab

out

safe

ty s

tres

sing

type

s of

com

mun

ica-

tion,

tech

niqu

es f

or u

sing

them

and

resu

lts o

f su

cces

sful

com

mun

icat

ion.

Use

the

felt

boar

d to

illu

stra

te th

ety

pes

of c

omm

unic

atio

n.

In r

ound

-rob

in s

tyle

pla

y th

e ga

me

of "

GO

SSIP

." S

tude

nts

shou

ld n

ote

that

the

wor

ds a

nd m

eani

ng o

f th

eph

rase

cha

nges

as

it is

rep

eate

d fr

ompe

rson

to p

erso

n.

Buz

z in

dis

cuss

ion

66 g

roup

s th

enas

one

cla

ss g

roup

to d

raw

up

a lis

tof

gui

des

for

verb

al c

omm

unic

atio

n.Fo

r ex

ampl

e: b

e pa

tient

, avo

idcr

itici

sm, e

tc.

Rol

e-pl

ay w

ith a

sen

tenc

e to

sho

who

w th

e m

eani

ng v

arie

s ac

cord

ing

to w

hich

wor

ds a

re s

tres

sed.

For

exam

ple:

MA

RY

had

a li

ttle

lam

b.M

ary

HA

D a

littl

e la

mb.

Bor

row

the

Tel

e-'T

rain

er f

rom

the

tele

phon

e co

mpa

ny. A

s th

e gi

rls

prac

-tic

e w

ith it

, the

y ha

ve a

cha

nce

tohe

ar th

eir

own

voic

es a

nd to

gai

nex

peri

ence

sim

ilar

to th

at u

sed

for

answ

erin

g th

e in

terc

om. R

emin

dth

em to

not

e th

e to

ne o

f vo

ice

and

the

wor

ds o

f th

e m

essa

ge.

6.Sh

ow th

e fi

lm th

at g

oes

with

the

Tel

e-T

rain

er; r

emin

d th

e cl

ass

toap

ply

the

info

rmat

ion

give

n in

itas

they

pra

ctic

e in

5 a

bove

.

7.St

uden

ts d

ram

atiz

e in

ski

ts ta

lkin

gto

pat

ient

s in

var

ious

age

gro

ups:

a.yo

ung

child

ren

of v

aryi

ng a

ges

b.pa

tient

s th

eir

own

age

c.ge

riat

ric

patie

nts

A 2

9

Ess

ay: S

tude

nts

list f

our

form

s of

com

mu-

nica

tion

and

stat

e th

e m

eani

ng a

nd im

-po

rtan

ce o

f ea

ch,

Hop

eful

ly, s

tude

nts

will

pra

ctic

e th

ese

guid

es to

com

mun

icat

ion.

Stud

ents

are

abl

e to

eva

luat

e th

eir

own

perf

orm

ance

.

CO

NC

EP

TS

Com

mun

ica-

tion

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

2.N

on-v

erba

l com

-m

unic

atio

n m

ayin

dica

te e

mot

ions

and

thou

ghts

thro

ugh:

a.A

ppea

ranc

e

1.po

stur

e2.

faci

al e

x-pr

essi

on3.

gest

ures

b.L

iste

ning

c.T

ouch

d.E

mpa

thy

e.O

bser

vatio

nf.

Sile

nce

g.L

augh

ter

Gig

glin

g

C.

Res

ults

of

succ

essf

ulco

mm

unic

atio

n:

1.St

ress

is r

educ

ed

2.Sa

tisfa

ctio

n is

prov

ided

for

aid

ean

d pa

tient

3.Pa

tient

can

hel

pw

ith h

is o

wn

care

4.A

ide

unde

rsta

nds

the

patie

nt a

nd is

unde

rsto

od b

y hi

m.

II.

Tec

hniq

ues

for

effe

ctiv

e co

mm

u-ni

catio

n.

A.

Exp

ress

a n

on-j

udge

-m

enta

l atti

tude

.

B.

Est

ablis

h ra

ppor

t:

1.U

se v

ocab

ular

ysu

ited

to th

esi

tuat

ion

Rev

iew

app

ropr

iate

.nak

e-up

and

hai

rst

yles

fro

m u

nit I

II. T

each

er o

rst

uden

t dem

onst

rate

s w

ashi

ng a

ndir

onin

g a

unif

orm

so

it lo

oks

neat

and

cris

p.

Ass

ignm

ent:

wri

te o

ut o

ne e

xtra

thin

g yo

u co

uld

do to

sho

w th

epa

tient

that

you

car

e ab

out h

im.

For

exam

ple:

cha

nge

the

wat

er in

a va

se o

f fl

ower

s. P

ost t

he s

ugge

s-tio

ns o

n th

e bu

lletin

boa

rd.

10.

Rol

e-pl

ayin

g: il

lust

rate

the

impr

es-

sion

giv

en b

y gu

m c

hew

ing

and

crac

king

. How

doe

s th

is a

ffec

t you

rfi

rst i

mpr

essi

on o

f a

pers

on?

11. S

tude

nts

brin

g th

eir

lunc

h tr

ays

tocl

ass

and

prac

tice

feed

ing

one

ano-

ther

. "A

ides

" sh

ould

talk

to th

eir

"pat

ient

s" a

nd tr

y to

est

ablis

hra

ppor

t. R

emem

ber

the

prin

cipl

esof

med

ical

ase

psis

!

12.

Film

: The

Eye

of t

he B

ehol

der.

Obs

erve

and

dis

cuss

.

13. U

se a

tape

rec

orde

r to

allo

w s

tude

nts

the

oppo

rtun

ity to

hea

r th

eir

own

voic

es.

14.

Pro

duct

ion

5118

:Fi

lm f

rom

W.S

.U.

for

$5.0

0 re

ntal

fee

.

A 3

0`I

`It

LN

rqP1

V11

.1t

P,40

1,1"

'

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Com

mun

ica-

tion

cone

d.

2.R

epor

t as

obje

ct-

ivel

y as

pos

sibl

e,no

t sub

ject

ivel

y.

3.B

e co

urte

ous

and

inte

rest

ed:

a.fo

llow

thro

ugh

in a

nsw

erin

gpa

tient

s re

-qu

ests

b.ta

lk to

the

patie

nt a

z yo

uw

ork

with

him

15. H

ave

the

stud

ents

put o

n a

sim

ple

skit

whi

ch in

volv

es f

acia

l exp

ress

ion,

hand

and

eye

actio

n, s

ever

al k

inds

of m

ovem

ent,

etc.

The

bal

ance

then

repo

rt w

hat t

hey

have

see

n an

dhe

ard

obje

ctiv

ely.

Thi

s ca

n al

so b

edo

ne w

ith r

ole-

play

ing

if r

oles

are

defi

ned

wel

l.

A -

31

UN

IT V

AD

MIS

SIO

N A

ND

DIS

CH

AR

GE

(Rec

omm

ende

d tim

e pe

riod:

2 w

eeks

)

Maj

or O

bjec

tive: T

he s

tude

nt is

abl

e to

des

crib

e th

esc

ope,

fun

ctio

n, a

nd n

eed

for

depa

rtm

enta

l int

erac

tion

in a

dmitt

ing,

tran

sfer

, and

dis

char

gepr

oced

ures

.

Spe

cific

Obj

ectiv

es:

Def

ine

the

term

s ad

mis

sion

and

dis

char

gean

d re

late

d te

rms.

Lis

t the

var

ious

rea

ctio

ns o

fa

new

ly a

dmitt

ed p

atie

nt.

Can

take

acc

urat

e in

form

atio

n ne

eded

inad

mitt

ing

proc

edur

e.

Lis

ts th

e ro

utin

e pr

oced

ures

req

uire

dof

all

patie

nts

adm

itted

toa

heal

th a

genc

y an

d kn

ows

the

reas

ons

why

.E

mpl

oys

the

prin

cipl

es o

f go

od b

ody

mec

hani

cs w

hen

sutp

ortin

gor

tran

sfer

ring

a p

atie

nt f

rom

cha

ir to

whe

elch

air

whe

elch

air

bed

to c

art.

Cor

rect

ly e

quip

and

pre

pare

uni

t for

adm

ittin

gor

dep

artin

g pa

tient

.

Dem

onst

rate

and

item

ize

proc

edur

es in

volv

edin

tran

sfer

ring

a p

atie

nt.

Is a

ble

to f

ill o

ut c

loth

ing

and

valu

able

sch

eck

shee

t and

fol

low

pro

cedu

res

for r

ecla

imin

g ite

ms

by d

isch

arge

d pa

tient

.D

emon

stra

tes

abili

ty to

wri

te b

rief

ane

cdot

alco

mm

ents

reg

ardi

ng a

dmitt

ed, t

rans

ferr

ed, o

r de

part

ing

patie

nt.

Is a

ble

to p

erfo

rm a

ll ta

sks

ina

pois

ed a

nd g

raci

ous

man

ner

whi

ch g

ives

sup

port

ive

help

to s

elf

and

othe

rs.

A -

32

bed

to Aw

oi,s

lo.a

.tuad

a+W

iiiiii

i616

1116

1161

.Lui

,

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Hos

pita

lized

Pat

ient

Beh

avio

r

Adm

issi

on

A.

Def

initi

on

B.

Rea

sons

for

hos

pita

lizin

g

1.em

erge

ncy

(acc

iden

t)2.

volu

ntar

y -

on p

hysi

-ci

an's

adv

ice

3.le

gally

com

mitt

ed

C.

Firs

t im

pres

sion

s

1.ad

mitt

ing

room

orga

niza

tion

2.co

nfid

ence

dis

play

edby

per

sonn

el3.

posi

tive

impr

essi

ons

are

last

ing

D.

Poss

ible

rea

ctio

ns a

ndm

otiv

es o

f ad

mitt

ing

patie

nts

1.ill

ness

a th

reat

tow

ell b

eing

a.pa

inb.

disc

omfo

rt2.

fina

ncia

l sta

tus

a.oc

cupa

tion

loss

of

job

b.w

orry

ove

r co

stc.

no in

sura

nce

3.an

xiet

yfe

ar o

fth

e un

know

n

a.ed

ucat

iona

l and

cultu

ral i

n-fl

uenc

esb.

age

c.fa

mily

rel

atio

n-sh

ips

7,12

1.1,

,P

Dis

cuss

def

initi

on "

from

tim

e pa

tient

en-

ters

hos

pita

l unt

il he

is s

ettle

d in

roo

m."

Dis

cuss

the

fact

ors

that

con

trib

ute

to a

posi

tive

firs

t im

pres

sion

, roo

m a

ndst

aff.

Dis

cuss

how

red

uced

str

ess

and

wor

ry c

anpr

omot

e he

alin

g.

Inte

rvie

w a

per

son

who

has

rec

ently

bee

nin

the

hosp

ital f

or th

e fi

rst t

ime.

Hav

eth

em d

iscu

ss h

ow th

ey f

elt,

emot

iona

llyan

d ph

ysic

ally

. Wha

t wer

e th

eir

reac

-tio

ns?

Mak

e a

list,

as a

cla

ss, o

f th

eth

ings

that

wer

e co

nsid

ered

to b

e im

-po

rtan

t. A -

33

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

NP

atie

ntB

ehav

ior

cont

'd.

Per

sonn

elR

espo

nsib

ili-

ties

4.pr

evio

us h

ospi

tal e

x-pe

rien

ces

5.be

havi

or m

ay c

hang

efr

om u

sual

pat

tern

E.

Pre-

adm

issi

on p

roce

dure

1.ph

ysic

ian

calls

adm

it-tin

g de

part

men

t2.

patie

nt is

not

ifie

das

to ti

me

and

date

of

adm

issi

on3.

patie

nt a

rriv

es a

ndco

mpl

etes

adm

issi

onfo

rms

F.A

dmitt

ing

pers

onne

l

1.ad

mitt

ing

cler

k

a.gr

eets

pat

ient

,fr

iend

s, r

elat

ives

b.in

trod

uces

sel

fan

d pu

ts p

atie

ntat

eas

ec.

tend

s to

phy

sica

lco

mfo

rt o

f pa

-tie

nt (

empa

thy)

d.ob

tain

s pe

rtin

ent

data

1.in

form

atio

nco

nfid

entia

l2.

relig

ion

3.di

et4.

med

ical

hist

ory

5.sp

ecia

l med

i-ca

tions

now

taki

ng6.

insu

ranc

epa

pers

7.pr

epar

es"f

ace

shee

t"8.

addr

ess-

o-gr

aph

Dis

cuss

adv

anta

ges

ofpl

anni

ng w

hen

pos-

sibl

eH

ospi

tal c

an h

ave

test

sor

dere

d,et

c. L

ess

time

spen

t on

adm

ittin

g re

-du

ces

fatig

ue.

Dis

cuss

var

iatio

ns in

agen

cy p

olic

y as

tojo

b cl

assi

fica

tions

and,

resp

onsi

bilit

ies.

Hir

ing

in f

or s

peci

fic

job

of a

dmis

sion

cler

k. M

ovin

g fr

om p

atie

ntca

re p

rog-

ram

of

Nur

sing

Aid

e to

cle

rica

l job

.

a.In

stru

ctio

n an

d cl

ass

prac

tice

in-

trod

ucin

g se

lf a

nd o

ther

s.R

ole

play

ing.

b.D

raw

fro

m c

lass

fir

st h

and

ex-

peri

ence

s of

wha

t it f

eels

like

inne

w a

nd u

nkno

wn

situ

atio

ns.

c.H

ave

clas

s re

ad a

nd f

illou

t sam

ple

form

for

adm

ittin

g to

beco

me

fam

iliar

with

info

rmat

ion

nece

ssar

yfo

r ho

spita

l rec

ords

.D

iscu

ss w

hyth

is in

form

atio

n is

impo

rtan

t.

Stud

ents

inte

rest

ed in

this

type

of

job

may

act a

s cl

erk

and

fill

out t

hefo

rms

for

the

patie

nt, s

imul

atin

gan

adm

issi

ons

offi

ce e

nvir

onm

ent,

(see

sam

ple

form

sin

App

endi

x ).

Dis

play

and

sho

wus

e an

d re

ason

for

addr

ess-

o-gr

aph.

A -

34

Use

tape

rec

orde

r to

eval

uate

intr

oduc

tions

.

Eva

luat

e kn

owle

dge

ofte

rm "

empa

thy"

defi

ned

in U

nit 3

, B.

Pair

off

the

clas

s. H

ave

each

stu

dent

pla

yro

le o

f pa

tient

and

inte

rvie

wer

in a

dmis

-si

ons.

Eac

h st

uden

t,th

en te

ache

r, c

heck

for

accu

racy

.

CO

NC

EP

TS

IC

ON

TE

NT

LEA

RN

ING

OP

PO

RT

UN

ITIE

SS

UG

GE

ST

ED

EV

ALW

,TIO

N

Per

sonn

elR

espo

nsib

ili-

ties

cone

d.

9.or

ders

rou

-tin

e la

bte

sts

10.

notif

ies

pa-

tient

hea

lthte

am le

ader

patie

nt h

asar

rive

d11

.am

bass

ador

for

the

hosp

ital

2.A

dmis

sion

s A

ide

(Tra

nspo

rtat

ion

per-

sonn

el)

a.gr

eets

and

intr

o-du

ces

self

b.es

cort

s to

roo

m(g

e.i.r

ally

inw

),6e

1 .h

air)

;m

ud: f

i lug

gage

c.in

tro:

-:a

ces

room

-m

ate

(if

not p

ri-

vate

roo

m)

d.in

form

s pa

tient

of h

ospi

tal p

olic

y(T

.V.,

etc.

) H

ospi

tal h

andb

ook

e.cl

othe

s an

d va

lu-

able

s ch

eck

shee

tsi

gned

1.in

saf

e2.

give

n to

rela

tives

f.re

port

s to

team

lead

er h

e is

leav

-in

g pa

tient

Dis

cuss

som

e of

the

test

s w

hich

may

be

orde

red

by a

dmitt

ing

offi

ceor

hea

dnu

rse:

1.C

ompl

ete

bloo

d co

unt

2.Se

rolo

gy3.

Uri

naly

sis

4.C

hest

X-r

ay

Try

to m

ake

arra

ngem

ents

for

the

Red

Cro

ss X

-Ray

Uni

t to

visi

t the

sch

ool

or g

o w

here

a u

nit i

s lo

cate

d. H

ave

tech

nici

an e

xpla

in p

roce

dure

and

the

unit'

s ro

le in

goo

d he

alth

.

Dis

cuss

am

bass

ador

s of

goo

d w

ill in

for

-ei

gn c

ount

ries

to s

how

the

impo

rtan

ceof

gra

ciou

s re

cept

ion.

Str

ess

the

impo

rt-

ance

of

this

job

in g

ettin

g th

e pa

tient

off

to a

har

mon

ious

sta

rt.

Invi

te r

elig

ious

lead

ers

in c

omm

unity

tosp

eak

to c

lass

on

relig

ious

pra

ctic

es.

Inte

rest

ed s

tude

nts

may

wis

h to

res

earc

hdi

ffer

ence

s in

rel

igio

us b

elie

f w

hich

may

aff

ect p

atie

nt c

are

and

pres

ent

find

ings

to c

lass

.

Dis

cuss

res

pons

ibili

ties

diff

er a

ccor

ding

toag

ency

. Som

e ag

enci

es u

se o

rder

lies

and

the

floo

r nu

rses

aid

eas

sum

es th

e du

ties

of th

e ad

mis

sion

s ai

de.

Dem

onst

rate

and

cla

ss p

ract

ice

givi

ngsu

ppor

t to

the

unst

eady

pat

ient

inhe

lpin

g to

whe

elch

air

for

tran

spor

ting

to r

oom

, (lo

ck w

heel

s; w

ork

on u

naf-

fect

ed s

ide)

.

A -

35

Rev

iew

the

impo

rtan

ce o

f go

od b

ody

mec

h-an

ics.

Rat

e de

mon

stra

tions

.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Per

sonn

elR

espo

nsib

ili-

ties

cone

d.

3.N

urse

s ai

de a

tR

evie

w b

asic

equ

ipm

ent a

ndar

rang

e fo

rpa

tient

's u

nit

adm

ittin

g pa

tient

.

a.pr

epar

es a

nd/o

rch

ecks

the

unit

Poin

t out

var

iatio

n in

hos

pita

l pol

icy.

(che

ck s

peci

alT

his

may

be

done

by

adm

issi

on a

ide.

orde

rs o

f do

ctor

)b.

open

s be

d, p

ro-

vide

s go

wn

Thi

nk th

roug

h si

tuat

ion

as to

wha

t mig

htc.

gree

ts p

atie

nt a

ndyo

u do

if y

ou s

uspe

ct li

ce o

n pa

tient

sin

trod

uces

sel

fcl

othi

ng (

disc

uss

proc

edur

e).

d.as

ks f

rien

ds a

ndre

lativ

es to

wai

tin

loun

geH

ave

stud

ents

fill

out

sam

ple

clot

hing

e.sh

ows

patie

ntan

d va

luab

les

shee

t.to

roo

mf.

intr

oduc

e to

room

mat

e (i

fap

prop

riat

e)g.

scre

en u

nit

h.in

stru

ct p

atie

ntto

wea

r go

wn

and

get i

nto

bed

1.as

sist

ifne

eded

2.ch

eck

for

draf

ts3.

allo

w ti

me

and

priv

acy

i.lis

t clo

thin

g on

clot

hing

she

etan

d va

luab

les

shee

t

1.ha

nd in

roo

mlo

cker

or

hosp

ital

lock

er2.

info

rm p

a-tie

nt o

f lo

-ca

tion

ofro

be, e

tc.

3.ha

ve p

atie

ntsi

gn v

alua

bles

shee

t

A -

36

Set u

p un

it in

corr

ectly

with

del

iber

ate

erro

rs. H

ave

stud

ents

list

the

erro

rs th

eyse

e. H

ave

stud

ents

cor

rect

uni

t.

, a.,

a .(

414

AL

,O

W. 5

4:,._

412L

.da.

44.4

6611

.116

4.1.

16.1

.106

taid

i=.0

,11.

..""

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Per

sonn

elR

espo

nsib

ili-

ties

cone

d.

show

pat

ient

lo-

catio

n of

bat

h-ro

om

1.hi

s to

wel

san

d ot

her

artic

les

2.w

here

he

can

put h

isto

ilet a

rti-

cles

3.de

ntur

e cu

pbe

dsid

eta

ble

draw

er

k.as

sist

pat

ient

into

bed

1.fo

otst

ool

2.lo

wer

s be

dto

low

erle

vel

3.ad

just

s th

eco

vers

1,ex

plai

n an

d de

-m

onst

rate

how

the

bed

wor

ksan

d si

gnal

ligh

tor

inte

rcom

m.

chec

k pa

tient

'sid

entif

icat

ion

brac

elet

to s

eeth

at it

's s

ecur

e

n.ro

utin

e ad

mit-

ting

list:

1.ur

ine

spe-

cim

en2.

T.P

.R.

3.de

ntur

es4.

any

othe

rpr

othe

ses

Dem

onst

ratio

n an

d cl

ass

prac

tice

help

ing

patie

nt in

to b

ed.

Dis

cuss

the

adva

ntag

es a

nd d

isad

vant

ages

of s

igna

l lig

ht a

nd in

terc

om s

yste

ms.

Hav

e st

uden

ts r

ole

play

the

expl

anat

ions

they

mig

ht g

ive

to p

atie

nts

as th

e re

a-so

ns f

or ta

king

thes

e re

quir

ed te

sts.

Exp

lain

to p

atie

nt th

e us

e of

con

tain

eran

d st

ress

med

ical

ase

psis

.

Hav

e st

uden

ts lo

ok u

p th

e w

ord

"pro

the-

ses"

bef

ore

clas

s an

d be

abl

e to

exp

lain

.

A -

37

Cla

ss d

evel

op a

rat

ing

scal

e to

eva

luat

e.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Per

sonn

elR

espo

nsib

ili-

ties

cont

'd.

1

Pat

ient

Tra

nsfe

r

5.re

cent

me-

dica

l his

tory

and

spec

ial

med

icat

ions

6.m

ode

of a

r-ri

val (

whe

el-

chai

r, s

tret

-ch

er)

7.ab

norm

ali-

ties

(sca

rs,

skin

, les

ions

,so

res,

ras

hes,

beha

vior

alst

rang

enes

s)8.

relig

ion

9.di

et p

rob-

lem

s an

ddi

slik

es

o.un

scre

en a

ndm

ake

patie

ntco

mfo

rtab

le

1.he

lp w

ithse

lect

ion

ofm

enu

(a-

war

e of

doc

-to

r's o

rder

s)2.

offe

r dr

ink-

ing

wat

er(i

f al

low

ed)

A.

Rea

sons

1.O

rder

ed b

y ph

ysic

ian

2.M

ore

desi

rabl

e ac

com

mod

a-tio

ns3.

Priv

acy

for

a cr

itica

lly il

lpa

tient

4.Is

olat

ion

5.T

reat

men

t roo

m o

r te

stin

gde

part

men

t6.

Lou

nge,

sun

porc

h

Dis

cuss

and

sho

w f

orm

s fo

r ro

utin

e ad

mit-

ting

list.

Prac

tice

jotti

ng d

own

"com

-m

ents

" as

app

aren

t, ap

pear

s to

be

noab

norm

aliti

es.'

Rev

iew

type

s an

d ki

nds

of d

iets

: liq

uid,

redu

cing

, low

sod

ium

, bla

nd, e

tc.

Exp

lain

wha

t may

res

ult i

f di

et is

not

ad-

here

d to

.

Dis

cuss

the

impo

rtan

ce o

f un

ders

tand

ing

the

need

s of

a d

iabe

tic p

atie

nt.

Dis

cuss

the

proc

edur

e of

giv

ing

the

adm

it-tin

g lis

t to

war

d cl

erk

and

wha

t she

doe

sw

ith it

.

Film

:"H

ospi

tal S

epsi

s"If

pre

viou

sly

show

n, r

evie

w h

igh

poin

tsof

film

.

Rev

iew

pro

cedu

res

for

isol

atio

n of

patie

nts.

Prac

tice

goin

g in

and

out

of

a ro

om in

isol

atio

n.

Dis

cuss

pos

sibl

e re

actio

ns p

atie

nts

may

have

tow

ards

bei

ng tr

ansf

erre

d. R

ole

play

situ

atio

ns s

tres

sing

impo

rtan

ce o

fex

plan

atio

ns a

nd r

eass

uran

ce.

A -

38

Ora

lly r

ecal

l pla

ces

with

in h

ospi

tal p

atie

ntm

ay b

e tr

ansf

erre

d.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Pat

ient

Tra

nsfe

rco

nt'd

.

1

B.

Proc

edur

e

1.ch

eck

doct

or's

ord

ers

with

war

d cl

erk

or te

am le

ader

.2.

expl

ain

to p

atie

nt r

easo

nfo

r tr

ansf

er.

3.H

ave

war

d cl

erk

notif

y th

eun

it to

whi

ch p

atie

nt is

goin

g.4.

Col

lect

all

belo

ngin

gs, m

e-di

cine

s, c

hart

s.5.

Intr

oduc

e pa

tient

to n

urse

at r

ecei

ving

uni

t.6.

Giv

e ch

arts

, med

icin

es to

team

lead

er o

n re

ceiv

ing

unit

and

any

info

rmat

ion

that

will

hel

p he

r w

ith th

epa

tient

.7.

Ret

urn

to f

orm

er u

nit,

clea

n an

d pr

epar

e fo

r us

e.W

ard

cler

k in

form

s ho

use-

keep

ing

depa

rtm

ent.

C.

Tec

hniq

ue to

obs

erve

1.Pr

oper

bod

y m

echa

nics

inm

ovin

g an

d gi

ving

sup

port

to p

atie

nt.

2.D

irec

tion

of w

heel

chai

ran

d ca

r

a.in

ele

vato

rb.

in h

alls

3.Sa

fety

a. b. c.

path

way

rest

rain

tssp

eed

D.

Tra

nsfe

r re

cord

ing

1.R

ecor

d tim

e an

d da

te2.

Mod

e of

tran

sfer

3.N

ame

of r

ecei

ving

uni

t4.

Roo

m a

nd b

ed n

umbe

r to

whi

ch th

e pa

tient

is b

eing

tran

sfer

red.

(W

ard

cler

kno

tifie

s ad

mis

sion

s of

fice

.)

Dis

cuss

and

sho

w f

orm

use

d by

war

dcl

erk

to e

xecu

te tr

ansf

er o

f pa

tient

.

Dem

onst

rate

- pr

actic

e an

d re

turn

dem

on-

stra

tion

help

ing

the

unst

eady

pat

ient

to th

e w

heel

chai

r. D

iscu

ss g

ettin

gas

sist

ance

whe

n m

ovin

g to

car

t.

Prac

tice

reco

rdin

g pr

oced

ure

for

tran

sfer

patie

nt. A

- 39

Rat

e re

turn

dem

onst

ratio

n.

Ret

urn

dem

onst

ratio

n.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Pat

ient

Dis

char

geA

.T

ypes

1.R

egul

ar

2.A

gain

st m

edic

al a

dvic

e

B.

Patie

nt's

con

ditio

n

1.E

mot

iona

l

2.Ph

ysic

al

C.

Res

pons

ibili

ties

in p

repa

ring

for

depa

rtur

e:

1.C

olle

ct th

e pe

rson

alpo

s-se

ssio

ns

a.cl

othi

ng. m

edic

atio

ns-

chec

k w

ith h

ead

nurs

e,to

ilet a

rtic

les,

flo

wer

s,gi

fts,

rea

ding

mat

eria

lsn

.C

heck

clo

thin

g lis

t and

iva

luab

les

from

saf

eha

vepa

tient

sig

n re

leas

e fo

rm3.

Ass

ist w

ith p

acki

ng o

f be

-lo

ngin

gs if

nee

ded

4.O

bser

ve d

ress

ings

, if a

ny,

and

repo

rt to

hea

d nu

rse

if n

eed

chan

ging

5.A

f.si

st th

e pa

tient

in d

ress

-in

g if

nee

ded

6.In

talk

ing

with

pat

ient

see

that

he

unde

rsta

nds

the

nurs

es in

stru

ctio

ns f

ortr

eatm

ent a

nd ta

king

med

icin

e7.

Giv

e su

ppor

t if

need

ed f

orge

tting

pat

ient

into

whe

el-

chai

r8.

Che

ck w

ith h

ead

nurs

e to

be s

ure

patie

nt is

cle

ared

for

rele

asin

g

P. b.do

ctor

's o

rder

sm

edic

atio

n an

d pr

e-sc

ript

ions

Dis

cuss

how

mos

t pat

ient

s w

ill b

e el

ated

to g

o ho

me.

Poi

nt o

ut r

espo

nsib

ilitie

sof

not

letti

ng p

atie

nt b

ecom

e ov

er-

exha

uste

d.

Dis

cuss

eth

ics

of ta

king

Ups

or

gift

sfr

om p

atie

nts.

Aga

in, d

iscu

ss h

ow s

ome

of th

e re

spon

-si

bilit

ies

may

be

done

by

adm

issi

ons

offi

ce.

A -

40

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Pat

ient

Dis

char

geco

nt'd

.

9.A

ssis

t pat

ient

with

lugg

age

or m

ay in

form

war

d cl

erk

call

for

orde

rly

10.

Tak

e pa

tient

to o

ffic

e, e

xit

or a

mbu

lanc

e

D.

Rec

ordi

ng d

ism

issa

l

1.T

ime

and

mod

e of

dis

mis

-sa

l2.

Com

men

t on

gene

ral c

on-

ditio

n of

pat

ient

E.

Aft

er d

ism

issa

l

1.C

heck

aga

in f

or p

erso

nal

belo

ngin

gs o

f pa

tient

2.C

lean

the

unit

and

leav

eit

read

y fo

r us

e3.

Hav

e w

ard

cler

k no

tify

hous

ekee

ping

A -

41

Wri

tten

eval

uatio

n of

uni

t.

UN

IT V

IP

RE

PA

RIN

G T

HE

EN

VIR

ON

ME

NT

(Rec

omm

ende

d tim

e pe

riod:

3 w

eeks

)

Maj

or O

bjec

tive: D

emon

stra

te a

n ab

ility

topr

epar

e th

e en

viro

nmen

t of

the

new

pat

ient

eff

icie

ntly

usi

ng c

orre

ct b

ody

mec

hani

cs a

ndpr

inci

ples

of

med

ical

ase

psis

.

Spe

cific

Obj

ectiv

es:

Dem

onst

rate

kno

wle

dge

of th

e ba

sic

prin

cipl

es o

f di

sinf

ectio

n an

d st

erili

zatio

n an

dre

cogn

izes

the

proc

ess

to u

se

Use

pro

per

hand

-was

hing

tech

niqu

e in

and

ase

ptic

pro

cedu

res

in p

repa

ring

the

unit.

Lis

t the

ste

ps in

volv

ed in

prep

arin

g a

hosp

ital u

nit f

or a

new

pat

ient

.

Dem

onst

rate

the

corr

ect p

lace

men

t of

all

equi

pmen

t in

a ho

spita

l uni

t and

exp

lain

the

proc

edur

e.D

escr

ibe

how

toar

rang

e lin

en in

ord

er o

f us

e an

d lis

t lin

en n

eede

d to

mak

ea

bed.

Dem

onst

rate

pro

cedu

re in

mak

ing

an u

nocc

upie

d be

d.

Lis

t the

ste

ps in

mak

ing

an o

ccup

ied

bed.

Dem

onst

rate

the

corr

ect p

roce

dure

for

mak

ing

an o

ccup

ied

bed.

A -

42

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Dis

infe

ctio

n

Ste

riliz

atio

n

Pat

ient

Uni

t

I.D

efin

ition

: ant

isep

tsis

II.

Usi

ng c

hem

ical

age

nts.

III.

Purp

ose

A.

Kill

pat

hoge

ns b

ut n

otth

ose

with

spo

res.

B.

Kee

p pa

thog

ens

from

spre

adin

g

IV. R

evie

w c

onte

nt in

Uni

t IV

.

I.D

efin

ition

II.

Aut

ocla

ves

III.

Purp

ose

A.

Com

plet

e de

stru

ctio

n of

all o

rgan

ism

s

B.

Prot

ectio

n of

the

patie

ntto

the

high

est d

egre

epo

ssib

le

IV. S

taph

Inf

ectio

n

A.

Cha

ract

eris

tics

B.

Prev

entio

n

C.

Tre

atm

ent

I.T

ypes

A.

Priv

ate

B.

Sem

i-pr

ivat

e

C.

War

d (m

iny

size

s)

D.

Suite

Dis

cuss

the

impo

rtan

ce o

f us

ing

disi

nfec

-tio

n an

d st

erili

zatio

n:

a.in

the

hosp

ital

b.at

hom

e

Lea

rn n

ew w

ords

rel

ated

to th

e un

it; s

pell-

ing

and

defi

nitio

n:

antis

eptic

germ

icid

esau

tocl

ave

mic

ro-o

rgan

ism

bact

eria

path

ogen

carr

ier

ster

iliza

tion

cont

amin

ated

surg

ical

disi

nfec

tant

asep

sis

Dis

cuss

the

diff

eren

ce b

etw

een

clea

n an

ddi

rty

area

s in

a h

ealth

fac

ility

.

Nam

e fo

ur ty

pes

of s

taph

infe

ctio

ns a

ndw

here

they

can

be

foun

d.

Show

the

film

"Hel

ping

Han

ds fo

r Ju

lia"

from

the

Nur

sing

Ass

ocia

tion.

Usi

ng c

onst

ruct

ion

pape

r an

d cu

t-ou

tsan

d gr

aph

pape

r, s

how

gen

eral

layo

utof

var

ious

roo

ms.

.

A -

43

Rev

iew

lear

ning

fro

m u

nit o

n m

edic

alas

epsi

s w

ith a

wri

tten

pre-

test

and

apr

actic

al d

emon

stra

tion

of h

and-

was

hing

pro

cedu

res.

Play

a g

ame

such

as

Key

wor

d w

here

stud

ents

dem

onst

rate

bot

h kn

owle

dge

of h

ealth

wor

ds a

nd a

bilit

y to

spe

llth

em.

Stud

ents

con

stru

ct (

or te

ache

r) a

cro

ss-

wor

d pu

zzle

usi

ng h

ealth

wor

ds p

arti-

cula

rly.

Ran

dom

ly d

istr

ibut

e ge

nera

l roo

m la

yout

san

d st

uden

ts e

xpla

in w

hy lo

catio

ns h

ave

been

cho

sen

for

vari

ous

piec

es o

f eq

uip-

men

t.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

4110

11.1

1111

IMIl

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Pat

ient

Uni

tco

ned.

II.

Furn

iture

and

equ

ipm

ent

A.

Bed

1.St

anda

rd h

ospi

tal b

ed(G

atch

type

)2.

Mot

oriz

ed b

ed(H

ilow

type

)3.

Bed

rai

ls4.

Spec

ial t

ypes

a.St

ryke

r R

ever

-si

ble

b.C

irc-

O-L

ectr

ic

B.

Bed

side

cab

inet

C.

Ove

rbed

tabl

e

D.

Stra

ight

cha

ir

E.

Arm

cha

ir

F.Sc

reen

s an

d cu

rtai

ns

G.

Foot

stoo

l

H.

Was

te c

onta

iner

I.D

ress

er a

nd/o

r cl

oset

(sto

rage

are

a)

III.

Inte

r-co

rn S

yste

m

A.

Patie

nt's

equ

ipm

ent

B.

Inst

itutio

n's

equi

pmen

t

C.

Em

erge

ncy

prov

isio

ns

IV. P

atie

nt C

are

Art

icle

s

A.

Was

h-ba

sins

B.

Em

esis

bas

in

C.

Mou

thw

ash

cup

Use

ove

rhea

d tr

ansp

aren

cies

.

Use

ove

rhea

d pr

ojec

tor.

Use

equ

ipm

ent i

n th

e cl

assr

oom

.

Dem

onst

rate

var

ious

par

ts o

f th

e be

d on

clas

sroo

m e

quip

men

t.

Eac

h st

uden

t pra

ctic

e an

d de

mon

stra

teea

ch p

art u

ntil

she

does

it w

ith e

ase.

Dem

onst

rate

use

of

over

bed

tabl

e an

dfo

llow

the

sam

e st

uden

t pro

cedu

re.

Exp

lain

the

reas

ons

for

each

pie

ce o

feq

uipm

ent l

ocat

ed in

the

unit.

Dis

cuss

cha

ract

eris

tics

of e

quip

men

t and

reas

ons,

e.g

., sm

ooth

sur

face

, eas

y to

clea

n an

d si

mpl

icity

of

line.

Exp

lain

the

use

for

each

pie

ce o

f pa

tient

care

art

icle

s.

Dem

onst

rate

an

orde

rly

proc

edur

e fo

rar

rang

ing

the

beds

ide

cabi

net.

A -

44

Eac

h st

uden

t pre

pare

a b

edsi

de u

nit f

or a

new

pat

ient

usi

ng a

pre

pare

d ch

eckl

ist.

suck

.

CO

NC

EP

TS

Pat

ient

Uni

tco

nt'd

.

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

D.

E. F. G.

Soap

dis

h

Wat

er P

itche

r

Bed

pan

and

/or

urin

al

Tis

sue

box

H.

Dri

nkin

g gl

ass

I.D

entu

re c

up, i

f ne

eded

V. P

repa

ring

the

Uno

ccup

ied

Uni

t

A.

Rem

ove

all l

inen

and

plac

e in

apr

ro r

uts

con-

Wne

r. N

ever

on

the

floo

r.

B.

Any

line

n or

equ

ipm

ent

from

isol

atio

n un

it pl

aced

in s

peci

ally

labe

led

bags

.

C.

All

equi

pmen

t to

utili

tyro

om to

be

ster

ilize

d.

D.

Pers

onal

bel

ongi

ngs

labe

led

and

take

n to

nur

se's

sta

-tio

n.

E.

Lef

t ove

r pa

per

mat

eria

lsdi

spos

ed o

f ac

cord

ing

toin

stitu

tion

prac

tice.

F.C

heck

dra

pes,

cha

ir c

over

s,et

c. a

nd c

hang

e if

nece

ssar

y

G.

Floo

r cl

eane

d w

ith tr

eate

dm

op a

nd s

crub

bed.

H.

Roo

m d

uste

d

I.Pi

llow

cov

ers

and

mat

tres

sw

ashe

d or

dam

p du

sted

.

J.Sp

ring

s w

ashe

d an

d dr

ied

See

the

film

"Hos

pita

l Sep

sis

A C

om-

mun

icab

le D

isea

se"

Als

o, th

e fi

lm"T

he P

atie

nts

Uni

t and

Mak

ing

the

Uno

ccup

ied

Bed

"

Dis

cuss

the

aide

's r

ole

in m

aint

aini

ngas

eptic

con

ditio

ns a

s sh

e pr

epar

es a

unit.

Dem

onst

rate

step

s in

pre

pari

ng th

epa

tient

s un

it us

ing

asep

tic p

roce

dure

.

Prac

tice

labe

ling

pers

onal

bel

ongi

ngs.

Prac

tice

dam

p du

stin

g cl

assr

oom

equ

ip-

men

t.

A -

45

Eac

h st

uden

t do

a fe

edba

ck d

emon

stra

tion

of p

repa

ring

a p

atie

nt's

uni

t.

CO

NC

EP

TS

Pat

ient

Uni

tco

nt'd

.

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

K.

Bed

side

tabl

e w

ashe

d w

ithge

rmic

ide

solu

tion,

rin

sed

and

drie

d.

L.

New

set

of

patie

nt c

are

ar-

ticle

s se

cure

d an

d be

dlin

ens.

M.

Bed

is m

ade.

N.

Equ

ipm

ent s

tore

d.

0.C

lean

ing

equi

pmen

t re-

turn

ed a

nd d

ispo

sed

of a

c-co

rdin

g to

inst

itutio

n pr

o-ce

dure

.

VI.

Mak

ing

a B

ed

A.

The

uno

ccup

ied

bed.

1.w

ash

hand

s2.

colle

ct li

nen

a. b. c.

linen

roo

mlin

en c

art

linen

pac

k

3.ar

rang

e lin

en f

or w

ork

4.m

akin

g a

bed

5.ty

pes

a.op

enb.

clos

ed

B.

Cha

ract

eris

tics

of a

wel

l-m

ade

bed.

1.cl

ean

9..

war

m3.

com

fort

able

4.fr

ee o

f w

rink

les

5.to

e pl

eat

C.

Alte

rnat

ive

met

hods

.

1.co

ntou

r sh

eets

Secu

re a

pat

ient

's p

erso

nal c

are

pack

fro

ma

hosp

ital a

nd e

xpla

in r

easo

ns f

or in

-cl

udin

g va

riou

s ar

ticle

s.

Rev

iew

cor

rect

han

d-w

ashi

ng p

roce

dure

.

See

Vid

eo T

ape,

Les

son

III

Mak

ing

anU

nocc

upie

d B

ed (

DE

NT

).

Tea

cher

dem

onst

rate

cor

rect

bed

-mak

ing

tech

niqu

e, m

akin

g se

vera

l err

ors

inpr

oced

ures

.

Prac

tice:

a.pu

tting

a p

illow

case

on

corr

ectly

b,ar

rang

ing

linen

in o

rder

and

pla

c-in

g fo

r us

ec.

fold

ing

used

line

n sp

read

ing

am

inim

um o

f ba

cter

ia, e

tc.

d.m

akin

g a

toe

plea

te.

mite

ring

a c

orne

rf.

mak

ing

a be

d w

ith tw

o ba

sic

appr

oach

es

A -

46

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Usi

ng a

che

ck-s

heet

, stu

dent

s ev

alua

te e

ach

othe

r, w

orki

ng in

pai

rs.

Aft

er v

iew

ing

tape

or

othe

r vi

deo

mat

eria

l,ev

alua

te te

ache

r's d

emon

stra

tion

on m

ak-

ing

an u

nocc

upie

d be

d.

Mak

e a

bed

from

beg

inni

ng to

com

plet

ion,

succ

essf

ully

.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Pat

ient

Uni

tco

nt'd

.2.

Rub

ber

and

cotto

ndr

awsh

eet

3.H

oriz

onta

l toe

ple

at4.

Squa

re c

orne

r5.

Dis

posa

ble

linen

D.

The

sur

gica

l bed

.

VII

. The

occ

upie

d un

it

A.

Car

e us

ually

giv

en in

A.M

.m

ay b

e m

ore

ofte

n.

B.

Det

erm

ined

by

patie

nt's

cond

ition

.

1.po

st-o

pera

tive

2.in

cont

inen

t pat

ient

3.dy

ing

patie

nt

C.

Dai

ly c

are

(may

be

par-

tially

don

e by

hou

seke

ep-

ing

staf

f).

1.da

mp-

dust

all

equi

p-m

ent

2.sp

ecia

l car

e gi

ven

tobe

dsid

e ta

ble

3.th

orou

gh c

lean

ing

ofbe

dpan

and

uri

nal.

4.re

plac

e lin

ens

5.pe

rson

al b

elon

ging

sst

ored

nea

tly.

6.di

scar

d ol

dpa

pers

and

mag

azin

es w

ithpa

tient

's p

erm

issi

on7.

prov

ide

clea

n w

aste

cont

aine

r8.

refi

ll an

y ne

eded

sup-

plie

s, e

.g. t

issu

es, l

o-tio

n, e

tc.

9.m

akin

g th

e be

d

a.be

dfl

at if

allo

wed

b.lo

ck w

heel

sc.

expl

ain

proc

ess

to p

atie

ntfo

llow

pro

cedu

reap

prop

riat

e fo

rpa

rtic

ular

pat

ient

d.

See

Vid

eo T

ape,

less

on V

Mak

ing

anO

ccup

ied

Bed

(D

EN

T)

or o

ther

appr

o-pr

iate

vis

ual.

Hav

e th

e st

uden

ts m

ake

a lis

t of

proc

edur

esto

fol

low

in c

arin

g fo

r an

occ

upie

d un

it.

Iden

tify

the

fact

ors

to c

onsi

der

whe

nyo

uar

e w

orki

ng "

arou

nd"

the

patie

nt.

Iden

tify

prin

cipl

es w

hich

rel

ate

to m

akin

gan

occ

upie

d be

d us

ing

any

good

text

or tr

ansp

aren

cies

.

Dem

onst

rate

pro

cedu

re o

f m

akin

gan

oc-

cupi

ed b

ed f

ollo

wed

by

stud

ent p

rac-

tice.

Rev

iew

pri

ncip

les

of g

ood

body

mec

hani

cs.

A 4

7

Prac

tice

and

mak

eup

an

occu

pied

bed

suc

cess

-fu

lly, i

.e.,

achi

evin

g ac

cept

able

sta

ndar

ds o

fa

heal

th a

genc

y.

Prac

tice

mak

ing

anoc

cupi

ed b

ed u

ntil

ac-

cept

able

sta

ndar

ds a

re a

chie

ved.

UN

IT V

IIP

AT

IEN

T C

AR

E

(Rec

omm

ende

d tim

e pe

riod:

3 w

eeks

)11

11M

1.

Maj

or O

bjec

tives

: Dem

onst

rate

thro

ugh

actio

ns d

urin

g th

e un

it (a

nd c

ours

e)a

wor

king

kno

wle

dge

of th

e dy

nam

ics

of g

ivin

g pa

tient

car

e ac

cord

ing

to p

atie

nt n

eeds

.

Is a

ble

to p

rovi

de p

rope

rca

re f

or th

e pa

tient

with

eas

e an

d ef

fici

ency

.

Spe

cific

Obj

ectiv

es:

Exp

lain

how

pat

ient

nee

ds d

eter

min

e pa

tient

care

.

Is a

ble

to p

lace

, rem

ove,

and

sto

re th

e be

dpan

cor

rect

ly.

Is a

ble

to w

ash

patie

nt's

fac

e an

d ha

nds

corr

ectly

.

Lis

t the

pro

blem

s in

volv

ed in

neg

lect

ing

care

of

the

hair

.

Is a

ble

to c

are

for

patie

nt's

hai

r.

Lis

ts th

e st

eps

in c

arin

g fo

r te

eth

and

mou

th, i

nclu

ding

dent

ures

.

Is a

ble

to p

rovi

de a

dequ

ate

care

for

pat

ient

's te

eth,

gum

s, to

ngue

, and

mou

th.

Giv

e re

ason

s fo

r th

e am

bula

tion

ofa

patie

nt.

Is a

ble

to a

ssis

t a p

atie

nt n

eedi

ng h

elp

to a

mbu

late

.

Bec

omes

mor

e ad

ept a

t bei

ng a

ble

to tr

ansf

er th

e pa

tient

.

A -

48

,,

VT

R-

W*7

n,

CO

NC

EP

TS

Pat

ient

Car

e

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

I.Pe

rson

al c

are

of p

atie

nt

A.

Rol

e of

aid

e in

car

epr

oces

s

1.m

ake

patie

nt a

s co

m-

fort

able

as

poss

ible

2.m

ake

patie

nt a

s cl

ean

and

neat

as

poss

ible

3.pe

rfor

m ta

sks

effi

-ci

ently

and

cor

rect

ly4.

teac

h pa

tient

the

mec

han

ics

of s

elf-

help

B.

Gen

eral

dai

ly r

outin

e

1.m

orni

ng c

are

a.pr

ovid

e fo

r hy

-ge

nic

need

sb.

eval

uate

pat

ient

'sco

nditi

onc.

repo

rt a

ny u

nu-

sual

con

ditio

nd.

adju

st im

med

iate

envi

ronm

ent

2.re

gula

r da

y ca

re

a.ob

serv

e an

d re

-po

rt s

ympt

oms

and

cond

ition

b.pr

ovid

e ba

th o

rsp

onge

bat

hc.

prep

are

unit

and

patie

nt f

orvi

sito

rsd.

esta

blis

h ro

utin

efo

r gi

ving

bed

pan

e.pr

ovid

e fo

r ha

nd-

was

hing

as

nece

s-sa

ryf.

answ

er p

atie

nt's

call

as n

eede

d,pr

ovid

e fr

esh

wat

er, e

tc.

Ass

ign:

Inte

rvie

w f

rien

ds a

nd/o

r re

lativ

es, e

tc. w

hoha

ve b

een

a pa

tient

ina

hosp

ital:

1.W

hat d

id th

ey li

ke b

est?

2.W

hat d

id th

ey d

islik

e?3.

Wha

t do

they

thin

k sh

ould

hav

ebe

en d

one?

Cla

ss d

iscu

ssio

n:

1.Pr

evio

us a

ssig

nmen

t2.

Wha

t do

you

thin

k ar

e th

e m

ost

impo

rtan

t fun

ctio

ns o

f a n

urse

sai

de in

car

ing

for

a pa

tient

?3.

Why

are

thes

e fu

nctio

ns im

port

ant?

Cla

ss a

ssig

nmen

t:

1.L

ist t

he th

ings

you

do

whe

nyo

uge

t up

in th

e m

orni

ng b

efon

t;, b

e-gi

nnin

g da

ily a

ctiv

ities

.

2.D

iscu

ss a

ssig

nmen

t rel

atin

g it

toth

e ne

eds

of th

e pa

tient

.

A-

49

SU

GG

ES

TE

D E

VA

L U

AT

ION

Rol

epla

y:

1. T

ypic

al n

urse

- pa

tient

situ

atio

ns:

a.Pa

tient

is th

irst

y-

wan

ts w

ater

-do

ctor

ord

ers

no w

ater

b.Pa

tient

wan

ts to

go

to th

e ba

th-

room

- d

oes

not w

ant t

o us

e be

dpa

n.

c.D

octo

r ha

s no

t bee

n in

.

d.Pa

tient

doe

sn't

like

the

way

foo

dis

pre

pare

d.

e.Pa

tient

say

s sh

e is

on w

rong

die

t.

f.A

mbu

lato

ry p

atie

nt r

efus

es to

get u

p.

g.de

pres

sed

patie

nt..

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Pat

ient

Car

eco

n:id

.

Elim

inat

ion

3.E

veni

ng c

are

a.pr

ovid

e re

stfu

lat

mos

pher

eb.

prep

are

for

bed

C.

Spec

ific

type

of

care

de-

term

ined

by

patie

nt's

nee

ds..

1.in

form

atio

n id

entif

y-in

g pl

an f

or p

atie

nt s

care

a.m

orni

ng a

ndev

enin

g re

port

b.pa

tient

's c

hart

c.K

arde

xd.

chec

k w

ith n

urse

or d

octo

r

2.de

gree

of

assi

stan

cede

term

ined

by

stag

eof

illn

ess

a.un

cons

ciou

s -

patie

nt c

ompl

ete-

ly d

epen

dent

b.ac

utel

y ill

and

post

-ope

rativ

e -

mus

t be

assi

sted

c.be

d pa

tient

- s

omas

sist

ance

req

uir-

edd.

ambu

lato

ry -

shou

ld d

o as

muc

has

pos

sibl

e fo

rse

lf

II.

Elim

inat

ion

- ba

sic

need

of

all

livin

g or

gani

sms.

A.

Hum

an b

ody

excr

etes

was

te p

rodu

cts.

1.ki

dney

s, b

ladd

er, u

re-

thra

- u

rine

Dis

cuss

:

1.H

ow n

ight

car

e di

ffer

s fo

r in

divi

-du

al p

atie

nts

in r

elat

ion

to:

a.ag

e

b.se

x

c.de

gree

of

illne

ss

d.ki

nd o

f ill

ness

e.am

ount

or

phys

ical

mob

ility

patie

nt h

as

f.cu

lture

- r

elig

ious

Usi

ng C

halk

boar

d:

1.E

xpla

in a

nd d

iscu

ss "

Gen

eral

rout

ine

for

patie

nt c

are"

2.Po

int o

ut r

outin

e m

ay v

ary

de-

pend

ing

on th

e ag

ency

Cla

ss D

iscu

ssio

n:

1.H

ow w

ould

you

kno

w if

you

r pa

-tie

nt n

eede

d a

spec

ific

kin

d of

care

?

Exp

lain

:

Plan

s fo

r pa

tient

car

e.

Ass

ign:

Def

initi

on o

f re

late

d te

rms:

feca

l mat

ter,

sto

ol, d

efec

ate,

fec

es,

void

, pas

sing

wat

er, u

rina

te, c

onst

ipa-

tion,

cat

hart

ic, e

nem

a, in

cont

inen

t,pe

rist

alsi

s, B

.M.,

diar

rhea

.

A -

50

Dis

cuss

:

1.R

ole

of n

urse

in p

revi

ous

role

play

situ

atio

ns.

Cla

ss D

iscu

ssio

n:

1.W

hat t

hing

s m

ight

you

kno

w a

bout

your

pat

ient

fro

m o

bser

vatio

n?

2.W

hy c

ould

n't y

ou o

bser

ve a

nd u

seyo

ur o

wn

judg

emen

t in

dete

rmin

ing

care

you

wou

ld p

rovi

de?

Che

ck o

rally

to s

ee if

stu

dent

s kn

ow r

e-la

ted

term

s.

CO

NC

EP

TS

Elim

inat

ion

cont

'd.

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

2.la

rge

inte

stin

es, r

ec-

tum

, anu

s -

fece

s

3.sk

in e

limin

ates

was

tepr

oduc

ts a

lso

- ur

ea,

etc.

B.

Fact

ors

rela

ted

to p

rope

rel

imin

atio

n.

1.w

ell b

alan

ced

diet

2.ad

equa

te f

luid

inta

ke

3.su

ffic

ient

exe

rcis

e

4.fr

eedo

m f

rom

wor

ryan

d an

xiet

y

5.es

tabl

ishm

ent o

f re

gu-

lar

time

or h

abit

C.

Con

stip

atio

n -

infr

eque

ntor

dif

ficu

lt ev

acua

tion

offe

cal m

ater

ial.

1.C

atha

rtic

s

2.

a.m

edic

ines

whi

chpu

rge

b.us

e on

ly a

sor

dere

d

Ene

mas

a.cl

eans

ing

enem

a -

clea

nses

larg

e in

-te

stin

e

Cla

ss d

iscu

ssio

n:

1.H

ow d

o yo

u fe

el b

efor

e an

d af

ter

you

use

the

toile

t on

aris

ing

ever

y m

orni

ng?

Exp

lain

:

1.So

me

patie

nts

in th

e ho

spita

lm

ust r

ely

on th

e ai

des

to p

erfo

rmth

is f

unct

ion.

Cla

ss D

iscu

ssio

n:

1.W

hy is

it im

port

ant t

o ta

ke c

are

ofth

e pa

tient

's n

eeds

fir

st th

ing

inth

e m

orni

ng?

Exp

lain

:

1.U

sing

cha

rts

and

tran

spar

enci

esde

scri

be o

rgan

s us

ed in

exc

retio

nof

uri

ne a

nd f

eces

How

foo

d be

com

es w

aste

mat

eria

lPr

inci

ple

and

proc

ess

of e

limin

atio

n2. 3.

Ass

ign:

1.St

uden

t res

earc

h pr

ojec

ts o

n:

a.E

limin

atio

n in

the

hum

anbo

dy.

Film

: (E

limin

atio

n)

Cla

ss D

iscu

ssio

n:

1.W

hat i

s co

nstip

atio

n?2.

How

can

it b

e pr

even

ted?

3.H

ow c

an it

be

relie

ved?

4.W

hat i

s pu

rpos

e of

laxa

tives

?

A -

51

Pre-

test

:

Asc

erta

in h

ow m

uch

stud

ents

rem

embe

rfr

om b

iolo

gy (

if th

ey h

ave

had

it) a

bout

the

orga

ns a

nd p

roce

sses

of

elim

inat

ion

of u

rine

and

fec

es.

Cla

ss r

epor

ts.

Cla

ss D

iscu

ssio

n:

1.W

hy is

it im

port

ant t

o pr

ovid

epr

ivac

y fo

r pa

tient

,?

2.W

hy is

hea

d of

bed

rai

sed

whe

npa

tient

is o

n be

dpan

?

3.W

hen

wou

ld y

ou o

ffer

bed

pan?

4.W

hy c

lean

bed

pan

with

col

d w

ater

firs

t?

CO

NC

EP

TS

CO

NT

EN

T

Elim

inat

ion

cont

'd.

Inco

ntin

ent

Pat

ient

b.ca

rmin

ativ

e en

e-m

a -

relie

ves

gas

or f

latu

lenc

ec.

nutr

itive

ene

ma

-su

pplie

s nu

trie

nts

that

can

not b

eta

ken

by m

outh

d.m

edic

atio

n en

e-m

a -

prov

ides

se-

datio

n an

d st

im-

ulat

ion

e.em

ollie

nt a

nd o

ilen

emas

- s

ooth

ean

d pr

otec

t irr

i-ta

ted

inte

stin

alm

ucos

af.

antis

eptic

ene

-m

as -

des

troy

s or

less

ens

the

acti-

vity

of

germ

s an

dba

cter

iag.

anth

elm

intic

en-

ema

- ki

lls o

rca

uses

the

expu

l-si

on o

f w

orm

s

D.

Inco

ntin

ent P

atie

ntca

n-no

t con

trol

elim

inat

ion

ofur

ine

or f

eces

.

1.pr

ovid

e in

cont

inen

tpa

ds o

r ch

ug2.

chan

ge w

hene

ver

nece

ssar

y3.

clea

n pa

tient

and

soile

d ar

ea a

s ne

eded

LEA

RN

ING

OP

PO

RT

UN

ITIE

SS

UG

GE

ST

ED

EV

ALU

AT

ION

Exp

lain

:

1.St

ress

cau

tion

in th

e us

e of

cat

har-

tics:

use

onl

y, a

s or

dere

d2.

Poin

t out

var

ious

ther

apeu

tic u

ses

of e

nem

as3.

Stre

ss d

ange

rs o

f be

ing

give

n by

unqu

alif

ied

pers

onne

l

Dem

onst

rate

:

1.Pr

inci

ples

and

tech

niqu

e (2

) us

edin

off

erin

g an

d pl

acin

g th

e be

d-pa

n --

obs

ervi

ng a

nd r

epor

ting

ifre

quir

ed.

2.H

ow to

rem

ove,

car

ry, o

bser

veco

nten

ts o

f, c

lean

and

sto

re b

ed-

pan.

3.fl

ow to

cle

an h

elpl

ess

patie

nt.

Stre

ss c

lean

fro

m f

ront

to b

ack.

4.St

ress

med

ical

ase

psis

and

bod

ym

echa

nics

.

Cla

ss d

iscu

ssio

n:

1.A

ttitu

des

infa

nt b

egin

s to

dev

elop

abou

t him

self

fro

m th

e w

ay h

ism

othe

r ch

ange

s hi

s di

aper

toile

t 0:A

iling

.2.

Atti

tude

s ai

des

tran

smit

to p

atie

ntw

hen

plac

ing

and

rem

ovin

g th

ebe

dpan

.

a.W

hen

cari

ng f

or a

n in

cont

i-ne

nt p

atie

nt.

Exp

lain

:

1.Sp

ecia

l nee

ds o

f th

e in

cont

inen

tpa

tient

.2.

Som

e ca

uses

of

inco

ntin

ency

.3.

Prob

lem

s re

sulti

ng f

rom

impr

oper

care

(ph

ysic

al a

nd e

mot

iona

l).

a. o

dor

b. d

isco

mfo

rtc.

cha

fing

d. d

ecub

itus

A -

52

a. d

epre

ssio

nb.

res

entm

ent

c. a

ntag

onis

md.

with

draw

al

ossm

niew

mP

IOav

Stud

ent D

emon

stra

tion:

1.O

ffer

ing,

pla

cing

, rem

ovin

g, c

arry

-in

g, c

lean

ing

and

stor

ing

bedp

an.

Stud

ent e

valu

atio

n to

be

used

aft

er e

ach

dem

onst

ratio

n:

1.W

as a

ll eq

uipm

ent t

here

?

2.W

as e

quip

men

t in

orde

r of

use

?

3.W

as it

saf

e fo

r th

e pa

tient

?

4.D

id I

use

goo

d bo

dy m

echa

nics

?

5.D

id I

inst

ruct

the

patie

nt?

Patie

nt e

valu

atio

n:

1.W

as c

are

appr

opri

ate?

2.W

as p

roce

dure

com

fort

able

3.W

as s

uffi

cien

t res

pect

giv

en to

patie

nt n

eeds

? (e

mot

iona

l and

phys

ical

)

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Inco

ntin

ent

Pat

ient

cont

'd.

Per

sona

lC

are

4.pr

otec

t bed

ding

5.tr

eat p

atie

nt a

s an

adul

t - n

ot in

fant

6.yo

ur a

ttitu

des

are

re-

flec

ted

and

perc

eive

dby

the

patie

nt

E.

Func

tions

and

dut

ies

ofai

de:

1.w

ash

hand

s be

fore

ente

ring

pat

ient

'sun

it2.

asse

mbl

e an

d pr

epar

eeq

uipm

ent

3.pr

epar

e pa

tient

and

prov

ide

priv

acy

4.as

sist

pat

ient

una

ble

to h

elp

him

self

5.in

quir

e ab

out d

efec

a-tio

n of

pre

viou

s da

y6.

mai

ntai

n pr

ofes

sion

alat

titud

e7.

rem

ove

equi

pmen

t,cl

ean

and

put i

n pr

ope

r pl

ace;

was

h ha

nds

8.ob

serv

e an

d re

port

any

abno

rmal

ities

III.

Dai

ly p

erso

nal b

ody

clea

nlin

ess.

A.

Prep

arat

ion

and

proc

edur

es

1.ar

rang

e eq

uipm

ent i

nor

der

of u

se2.

put e

quip

men

t with

inea

sy r

each

of

patie

nt3.

assi

st o

r pr

ovid

e ca

refo

r pa

tient

if n

eces

-

4.iF

IT nstr

uct p

atie

nt a

ndso

licit

his

coop

erat

ion

if p

ossi

ble

5.re

port

any

unu

sual

obse

rvat

ions

to n

urse

Sum

mar

ize:

1.Fu

nctio

ns a

nd d

utie

s of

the

aide

rela

ted

to g

ivin

g th

e be

dpan

.

Dem

onst

rate

:

Coa

gula

tion

of e

gg w

hite

in h

ot w

ater

.

Cla

ss d

iscu

ssio

n:

1.W

hy is

dai

ly p

erso

nal h

ygie

ne s

oim

port

ant?

a. c

lean

lines

sb.

com

fort

c. a

ppea

ranc

ed.

hea

lth

A -

53

Rev

iew

:

Func

tions

of

aide

in p

repa

ratio

n of

equi

pmen

t.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Per

sona

lC

are

cone

d.

Ora

l Car

e

B.

Was

hing

the

patie

nt's

fac

e.

1.us

e no

soa

p un

less

patie

nt r

equi

res

it2.

was

h aw

ay f

rom

eye

s3.

use

firm

, gen

tlest

roke

s4.

rins

e an

d dr

y th

o-ro

ughl

y

C.

Was

hing

the

patie

nt's

han

ds

1.pl

ace

hand

s di

rect

lyin

bas

in2.

clea

n fi

nger

nails

with

oran

gew

ood

stic

k3.

rins

e an

d dr

y th

o-ro

ughl

y4.

appl

y lo

tion

(opt

ion-

a

D.

Mou

th c

are

for

patie

nt

1.ri

d th

e m

outh

of

food

par

ticle

s

a.br

ushi

ng o

rcl

eans

ing

teet

hb.

use

of d

enta

lfl

oss

c.ri

nsin

g m

outh

with

wat

er a

fter

eatin

g

2.pu

rpos

e of

cle

anin

gm

outh

a.re

duce

num

ber

of m

icro

-org

an-

ism

sb.

prev

ent d

enta

lca

ries

c.st

imul

ate

circ

u-la

tion

of g

ums

and

muc

ous

mem

bran

es

Dem

onst

rate

and

exp

lain

:

1.Pr

epar

atio

n an

d pr

oced

ure

for

was

hing

pat

ient

's f

ace

and

hand

s.

Ass

ign:

1.St

uden

t res

earc

h pr

ojec

t on:

a. S

truc

ture

and

car

e of

the

skin

Ass

ign:

.

1.D

efin

e re

late

d te

rms:

car

ies,

per

i-do

ntal

dis

ease

, pyo

rrhe

a, g

ingi

vitis

,pl

aque

, feb

rile

, hal

itosi

s

Cla

ss d

iscu

ssio

n:

1.W

hy d

o w

e tr

y to

cle

an th

e m

outh

?2.

Wha

t mak

es a

goo

d to

oth

brus

h?3.

Wha

t cau

ses

halit

osis

?4.

Now

doe

s go

od d

enta

l hea

lthaf

fect

tota

l hea

lth?

A -

54

Stud

ent d

emon

stra

tion

(stu

dent

s w

illw

ork

in p

airs

, int

erch

angi

ng r

ole

ofpa

tient

and

aid

e):

1.W

ashi

ng p

atie

nt's

fac

e an

d ha

nds

Stud

ent s

elf-

eval

uatio

n of

per

form

ance

.

Stud

ent p

atie

nt e

valu

atio

n of

care

giv

en.

Che

cklis

t:

Fact

s an

d fa

llaci

es a

bout

:

toot

hbru

shes

dent

ifri

ces

mou

thw

ashe

sch

ewin

g gu

mbr

eath

puri

fier

s, e

tc.

Dis

cuss

che

cklis

t.

anr

^n I

ILT

T;7

4771

VV

,447

r,k1

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Ora

l Car

eco

ned.

d.pr

even

t hal

itosi

sca

used

by

poor

hygi

ene

e.co

mfo

rt

3.K

inds

of

toot

hbru

shes

a.ha

ndpr

oper

size

impo

rtan

tb.

elec

tric

--

less

inju

riou

s to

gum

sre

mov

es d

ebri

san

d pl

aque

bet

ter

c.ba

ttery

ope

rate

dre

quir

es n

o el

ec-

tric

ity

4.U

se o

f sa

fe a

nd e

ffec

-tiv

e de

ntif

rice

a.co

mm

erci

al to

oth

past

e or

pow

der

b.ta

ble

salt

c.ba

king

sod

a

5.B

rush

ing

proc

edur

e

a.m

orni

ng, n

ight

,if

pos

sibl

e af

ter

ever

y m

eal

b.br

ush

in d

irec

-tio

n of

gro

wth

c.ri

nse

mou

thd.

clea

n an

d st

ore

equi

pmen

t

6.M

outh

car

e fo

r fe

brile

patie

nts

a.cl

ean

ever

y 4

hour

s as

nec

es-

sary

b.ri

nse

mou

thw

hene

ver

milk

take

nc.

prov

ide

plen

tyof

flu

ids

as d

irec

-te

d

Usi

ng v

ario

us k

inds

and

siz

es o

f to

oth-

brus

hes

com

pare

adv

anta

ges

and

disa

d-va

ntag

es.

Cla

ss d

iscu

ssio

n:

1.W

hat a

re th

e ad

vant

ages

of

elec

tric

toot

hbru

shes

? D

isad

vant

ages

?2.

Wha

t are

the

adva

ntag

es o

f ba

ttery

oper

ated

toot

hbru

shes

? D

isad

vant

-ag

es?

Dem

onst

rate

:

1.U

sing

den

ture

s de

mon

stra

te p

rope

rpr

oced

ure

for

brus

hing

teet

h.

2.U

sing

stu

dent

s de

mon

stra

te p

rope

rpr

oced

ure

for

clea

ning

teet

h an

dm

outh

of:

a.he

lple

ss p

atie

ntb.

unco

nsci

ous

patie

ntc.

patie

nt w

ith d

entu

res

Cla

ss d

iscu

ssio

n:

1.W

ould

you

pro

vide

spe

cial

mou

thca

re f

or a

feb

rile

pat

ient

?2.

How

oft

en s

houl

d th

e te

eth

of a

febr

ile p

atie

nt b

e br

ushe

d?3.

Why

?

1."O

ral H

ygie

neT

ooth

brus

hT

echn

ique

"2.

"Gat

eway

to H

ealth

"

A -

55

Stud

ent d

emon

stra

tion:

1.B

rush

ing

teet

h an

d cl

eani

ng m

outh

of:

a. h

elpl

ess

patie

ntb.

unc

onsc

ious

pat

ient

c. p

atie

nt w

ith d

entu

res

Stud

ent s

elf-

eval

uatio

n.

Stud

ent p

atie

nt e

valu

atio

n.

Stud

ent e

valu

atio

n of

film

(s).

1144

1`4.

1,4

1,11

11.4

14

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Ora

l Car

eco

ned.

d.us

e a

mou

thcl

eans

er p

leas

anto

tast

e

7.M

outh

car

e fo

r un

con-

scio

us p

atie

nt:

a.op

en m

outh

with

tong

ue d

epre

ssor

neve

r us

e fi

n-ge

rsb.

use

mou

thw

ash

on a

pplic

ator

sor

spo

nges

c.cl

ean

teet

h, to

n-gu

e an

d ro

of o

fm

outh

d.do

not

let p

a-tie

nt s

wal

low

solu

tion

orch

oke

have

head

to s

ide;

prev

ents

asp

ira-

tion

e.lu

bric

ate

lips,

tong

ue a

nd in

-si

de o

f m

outh

with

wat

erso

lubl

e je

llyf.

disc

ard

used

ap-

plic

ator

s, c

lean

and

stor

e eq

uip-

men

t pro

perl

y

8.C

are

of d

entu

res

1.al

way

s us

e de

n-tu

re c

up2.

prov

ide

priv

acy

-av

oid

emba

rras

s-in

g pa

tient

3.br

ush

acco

rdin

gto

pro

cedu

re4.

assi

st in

rem

oval

and

inse

rtio

n if

nece

ssar

y

Ass

ign:

1.St

uden

t res

earc

h pr

ojec

t on:

a.gr

owth

, fun

ctio

n an

d ca

re o

fte

eth

b.de

ntur

es

c.hi

stor

y of

den

tal s

cien

ce

A -

56

Cla

ss r

epor

ts.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Hai

r C

are

E.

Car

e of

pat

ient

's h

air

1.Pr

oble

ms

whi

ch m

ayex

ist:

a.dr

y ha

ir a

ndsc

alp

1.oi

ling

may

help

(ol

ive

oil,

cast

oroi

l, m

iner

aloi

l)2.

spec

ial s

ham

poos

for

oily

hai

rb.

bald

ness

or

alop

ecia

1.pr

obab

lyhe

redi

tary

2.ra

re in

wo-

men

, com

-m

on in

men

c.da

ndru

ff-

flak

ing

scal

p

1.m

ay b

e du

eto

exc

essi

vesc

alin

g of

skin

2.ca

use

may

be in

fect

ion

of s

calp

3.br

ush

and

was

h pr

op-

erly

4.co

nsul

t phy

-si

cian

ifhe

avy,

per

-si

sten

t or

ir-

rita

tes

scal

p

d.pe

dicu

losi

s -

infe

c.tio

n w

ith li

ce

Ass

ign:

Def

ine: da

ndru

ff, n

its, l

ice,

tent

er, a

lope

cia,

ring

wor

m, p

edic

ulos

is

Cla

ss d

iscu

ssio

n:

1.W

hat a

re s

ome

com

mon

pro

blem

sof

hai

r an

d sc

alp?

2.W

hat a

re s

ome

caus

es o

f th

ese

prob

lem

s?3.

How

doe

s ill

ness

, esp

ecia

lly p

ro-

long

ed il

lnes

s, a

ffec

t the

con

ditio

nof

the

hair

?4.

Wha

t are

som

e ph

ysic

al a

nd e

mo-

tiona

l con

ditio

ns w

hich

incr

ease

hair

pro

blem

s?5.

prev

entiv

e-

ther

apeu

tic tr

eatm

ent

Usi

ng c

hart

s ex

plai

n:

1.W

hat l

ice

ate

2.W

hat w

ould

be

evid

ence

of

lice

on h

air

or b

ody

3.H

ow li

ce a

re s

prea

d4.

How

to g

(.4

rid

of5.

How

to p

reve

nt s

prea

d

A -

57

Che

ck o

rally

:

1.D

efin

ition

of

term

s.

Che

ck L

ist:

Fact

s an

d fa

llaci

es o

f ha

ir p

robl

ems

and

adve

rtis

ed "

cure

s."

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Hai

r C

are

cont

'd.

1.pe

dicu

lus

hum

anus

,va

r, c

orpo

r-is

infe

sts

body

2.pe

dicu

lus

hum

enus

,va

r. c

orpo

r-is

- in

fest

sbo

dy3.

phth

irus

pubi

s -

in-

fect

s sh

ort-

er h

airs

on

body

e.ri

ngw

orm

- r

ing

- sh

aped

pat

ches

on s

calp

1.hi

ghly

con

-ta

giou

s2.

caus

ed b

yfu

ngus

3.us

ually

foun

d on

child

ren

rath

er th

anad

ults

4.re

port

sym

ptom

s

f.po

ssib

le e

ffec

tsof

illn

ess

on h

air

1.ex

cess

ive

loss

of

hair

2.br

ittle

ness

3.de

crea

sed

rate

of

grow

th4.

beco

mes

tang

led

orm

atte

d

Oth

er s

kin

and

scal

p di

seas

es:

6.W

hat i

s te

tter?

T.

Wha

t is

ring

wor

m?

8.W

hat s

houl

dyo

u do

abo

ut th

em?

9.St

ress

med

ical

ase

psis

whe

n ca

ring

for

hair

and

ski

n.

Cla

ss d

iscu

ssio

n:

1.H

ow c

an th

e ai

de p

reve

nt th

e ha

irfr

om b

ecom

ing

tang

led

if lo

ng?

2.W

hat s

houl

d ai

de d

o if

hai

r is

too

tang

led

to c

omb?

3.H

ow o

ften

sho

uld

hair

be

com

bed?

4.W

hat i

s a

dry

sham

poo?

5.W

hen

wou

ld y

ougi

ve o

ne?

Cla

ss d

iscu

ssio

n:

1.W

hy d

o w

e co

mb

the

hair

?2.

Wha

t doe

s br

ushi

ng d

o fo

r th

eha

ir a

nd s

calp

?

A -

58

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Hai

r C

are

cont

'd.

g.bo

dy c

ondi

tions

whi

ch c

ause

hai

rpr

oble

ms

1.en

docr

ine

abno

mal

i-tie

s2.

incr

ease

dbo

dy te

mp-

erat

ure

3.po

or n

utri

-tio

n4.

anxi

ety

and

wor

ry5.

poor

hyg

-ie

ne6.

radi

atio

nth

erap

y7.

som

e m

edi-

catio

n

h.pu

rpos

e of

hai

rco

mbi

ng a

ndbr

ushi

ng

1.st

imul

ate

scal

p ci

r-cu

latio

n2.

cond

ition

sth

e ha

ir3.

dist

ribu

tes

oil t

hrou

gh-

out t

hesu

rfac

e4.

help

s re

-lie

ve p

rob-

lem

of

dand

ruff

5.pr

ovid

esop

port

unity

to o

bser

vesc

alp

for

diso

rder

s

A -

59

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Hai

r C

are

con

t'd.

6.im

prov

esap

pear

ance

and

mor

ale

of p

atie

nt

i.w

ashi

ng th

epa

tient

's h

air

i

1.dr

y sh

ampo

wet

sha

m2.

phys

icia

n or

nurs

e de

ter-

min

e pr

oce-

dure

3.do

ctor

may

dete

rmin

em

edic

atio

n4.

was

h as

of-

ten

as n

ece-

ssar

y to

keep

cle

an5.

rins

e an

ddr

y th

o-r

ough

ly

kind

s of

sha

mpo

o

1.liq

uid

and

crea

mw

ash

out

bette

r th

anba

r so

ap2.

dete

rgen

ts-

mor

e ef

fect

-iv

e th

an s

oain

hot

wat

er3.

som

e es

pe-

cial

ly m

ade

for

dry

hair

rem

oves

all

subs

tanc

esex

cept

na-

tura

l oils

Dem

onst

rate

and

exp

lain

:C

lass

dis

cuss

ion:

1.Pr

epar

atio

n an

d pr

oced

ure

for

1.W

hen

wou

ld y

ou g

ive

dry

vs. w

etw

ashi

ng a

nd a

rran

ging

the

patie

nt's

sham

poo?

hair

. Use

stu

dent

if p

ossi

ble,

or

use

wig

.2.

Bra

idin

g an

d Fr

ench

bra

idin

g.St

uden

t dem

onst

ratio

n:

A -

60

1.W

ashi

ng a

nd a

rran

ging

pat

ient

's h

air.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Hai

r C

are

cone

d.4.

pow

ders

and

oils

used

for

dry

sham

poo

k.w

igs

and

toup

ees

1.gi

ve s

ame

care

as

nor-

mal

hai

r2.

was

h le

ssof

ten

not

oEy

like

norm

al h

air

1.pe

rman

ent w

ave

1..

chec

k w

ithph

ysic

ian

2.do

not

giv

eun

less

com

-pe

tent

3.ar

rang

e ha

irat

trac

tivel

y,ap

prop

riat

e-ly

, but

sim

ply

4.N

EV

ER

cut

with

out p

a-tie

nt's

and

nurs

e's

per-

mis

sion

F.Sh

avin

g th

e m

ale

patie

nt.

1.at

leas

t eve

ry 2

4 ho

urs

2.ba

rber

, ord

erly

or

nurs

e's

aide

3.eq

uipm

ent t

o be

use

d

a.sa

fety

raz

or,

Cla

ss d

iscu

ssio

n:

1.Im

port

ance

of

shav

ing

for

the

mal

e pa

tient

.

Com

pare

:

1.A

dvan

tage

s of

saf

ety

razo

r vs

.el

ectr

ic s

have

r.

A -

61

Wri

tten

exam

:

1.T

ypic

al p

atie

nt c

are

situ

atio

nsw

hat w

ould

you

do if

you

wer

eth

e nu

rse'

s ai

de?

Hav

e st

uden

ts p

ract

ice

shav

ing

brot

her

orfa

ther

, etc

. and

rep

ort t

o cl

ass

the

re-

sults

.

CO

NC

EP

TS

CO

NT

EN

T

Hai

r C

are

cont

'd.

Am

bula

tion

and

Tra

nsfe

r

blad

e, s

havi

ngcr

eam

b.el

ectr

ic s

have

r

4.af

ter-

shav

e lo

tion,

pow

der

a. b,so

othe

the

skin

alco

hol h

as a

nti-

sept

ic a

ctio

n

IV. T

rans

fer

mov

ing

patie

nt f

rom

one

plac

e to

ano

ther

.

A.

Purp

ose

of tr

ansf

erch

angi

ng u

nits

1.pr

ovid

e m

ore

desi

rabl

eac

com

mod

atio

ns2.

prov

ide

priv

acy

for

criti

cally

ill

LEA

RN

ING

OP

PO

RT

UN

ITIE

S

2.D

isad

vant

ages

of

each

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Dem

onst

rate

:

If p

ossi

ble,

sha

ving

the

mal

e pa

tient

(pre

para

tion

and

proc

edur

e).

T.V

. (D

EN

T)

Vie

w ta

pe: M

orni

ng c

are

or f

ilm

Hav

e st

uden

ts p

ract

ice:

1.sh

avin

g a

peac

e, o

r so

me

sim

ilar

obje

ct (

ballo

on).

2.sh

avin

g ea

ch o

ther

's le

gs (

chec

k th

ele

gal i

mpl

icat

ions

bef

ore

doin

gth

is).

Cla

ss d

iscu

ssio

n:

1.W

ould

nur

se's

aid

e gi

ve p

erm

anen

tw

ave?

Ass

ign:

1.St

uden

t res

earc

h pr

ojec

t on:

a.St

ruct

ure

and

care

of

hair

(Dye

ing,

Str

aigh

teni

ng, e

tc.)

Hai

r sp

rays

.

A -

62

If p

ossi

ble

- st

uden

t dem

onst

rate

:

1.Sh

avin

g th

e m

ale

patie

nt.

Cla

ss r

epor

ts.

Rev

iew

:

1.Pr

evio

us le

arni

ng o

n tr

ansf

er o

fpa

tient

.

2.St

uden

ts g

ive

step

s in

tran

sfer

of

patie

nt.

3.R

olep

lay:

a.tr

ansf

er o

f pa

tient

b.re

cord

ing

tran

sfer

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Am

bula

tion

and

Tra

nsfe

rco

ned.

3.pr

ovid

e is

olat

ion

inca

se o

f co

mm

unic

a-bl

e di

seas

e4.

coop

erat

e w

ithot

her

depa

rtm

ents

in th

e pl

acem

ent

of p

atie

nts

5.to

pro

vide

spe

cial

func

tions

or

care

B.

Prep

arat

ion

for

tran

sfer

1.ex

plai

n to

pat

ient

why

he

is b

eing

mov

ed2.

arra

nge

mov

e at

aco

nven

ient

tim

efo

r pa

tient

3.no

tify

unit

tow

hich

pat

ient

is to

be tr

ansf

erre

d4.

assu

re h

im h

isfa

mily

and

fri

ends

will

kno

w w

here

he

is

C.

Proc

edur

e fo

r tr

ansf

er-

chan

ging

uni

ts

1.co

llect

per

soni

l be-

long

ings

2.gi

ve p

erso

nal e

f-fe

cts

to r

ecei

ving

nurs

e to

put

aw

ay3.

acco

mpa

ny p

atie

ntw

hile

he

is b

eing

mov

ed4.

assi

st in

tran

sfer

ring

from

bed

to s

tret

-ch

er o

r w

heel

chai

r;ha

ve a

dequ

ate

help

to a

ssis

t in

tran

sfer

5.gi

ve p

atie

nt h

isro

be a

nd s

lippe

rs6.

sele

ct m

ost s

uita

ble

mod

e of

tran

sfer

for

patie

nt's

con

ditio

n

Exp

lain

:

1.A

ny a

reas

that

stu

dent

s ha

vedi

ffic

ulty

with

in "

revi

ew."

Exp

lain

:

1.M

etho

ds o

f tr

ansf

er2.

Prep

arat

ion

and

proc

edur

e fo

rtr

ansf

er.

Vie

w T

.V. t

ape

or f

ilm:

"Tra

nsfe

r an

d am

bula

tion"

(D

EN

T)

Ass

ign:

Def

ine: he

mip

lelit

icpa

rapl

egic

quad

rapl

egic

pivo

tam

bula

tion

intr

aven

ous

infu

sion

fole

y ca

thet

er

A -

63

Cla

ss d

iscu

ssio

n:

Set u

p hy

poth

etic

al s

ituat

ions

:

a.Pa

tient

wea

k fr

om lo

ng c

on-

fine

men

t

b.Pa

tient

with

one

leg

in c

ast.

c.Pa

tient

goi

ng to

sur

gery

d.E

lder

ly c

onfu

sed

patie

nt

Whi

ch m

ode

of tr

ansf

er w

ould

you

sele

ct?

Cla

ss d

iscu

ssio

n:

1.W

hy d

o w

e ne

ed v

ario

us tr

ansf

erte

chni

ques

?

Che

ck o

rally

:

Def

initi

on o

f te

rms

CO

NC

EP

TS

CO

NT

EN

T

Am

bula

tion

and

Tra

nsfe

rco

nt'd

.

7.in

trod

uce

patie

ntto

nur

se o

n re

ceiv

-in

g un

it8.

give

all

info

rmat

ion

and

reco

rds

to r

e-ce

ivin

g he

ad n

urse

9.ge

t pat

ient

's f

orm

erun

it re

ady

for

use

D.

Tra

nsfe

r te

chni

ques

met

hods

of

mov

ing

pa-

tient

fro

m o

ne p

lace

to a

noth

er

1.be

d to

str

etch

er

a.pr

otec

t pa-

tient

's h

ead

b.pu

sh f

eet f

irst

,sl

owly

c.us

e m

oder

ate

spee

dd.

take

imm

e-di

atel

y to

dest

inat

ion

2.be

d to

whe

elch

air

a.pi

vot

1.pa

tient

depe

nden

2.ai

desw

ings

patie

ntin

to c

hair

b.he

mip

legi

c

1.pa

tient

para

lyze

don

1 s

ide

2.pa

tient

help

s pi

-vo

t sel

fin

to c

hair

LEA

RN

ING

OP

PO

RT

UN

ITIE

SS

UG

GE

ST

ED

EV

ALU

AT

ION

Dem

onst

ratio

n:St

uden

t dem

onst

ratio

n:

1.Pr

otec

ting

patie

nt, s

ettin

g in

and

1.Pr

otec

ting

patie

nt g

ettin

g in

and

mov

ing

in w

heel

chai

r.m

ovin

g in

whe

elch

air.

2.G

ettin

g pa

tient

bac

k to

bed

.2.

Get

ting

patie

nt b

ack

to b

ed.

3.St

ress

bod

y m

echa

nics

.St

uden

t pat

ient

eva

luat

ion.

A -

64

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

Am

bula

tion

and

Tra

nsfe

rco

nt'd

.

3.ai

de s

up-

port

s af

-fe

cted

side

4.po

sitio

nch

air

onun

affe

ct-

ed s

ide

c.sl

idin

g bo

ard

1.sm

ooth

,st

rong

boar

d of

adeq

uate

leng

th2.

patie

ntsl

ides

on

boar

d in

-to

whe

elch

air

d.in

depe

nden

t

1.w

heel

-ch

air

with

rem

ovab

lfe

atur

esar

e ad

-va

ntag

eou

2.pa

tient

tran

sfer

sw

ithou

tas

sist

ance

3.co

mm

onfo

r pa

-tie

nts

para

lyze

dat

low

erha

lf o

fbo

dy4.

take

stim

e an

dpr

actic

efo

rpa

tient

A -

65

SUG

GE

STE

D E

VA

LU

AT

ION

111.

1.11

1111

11.1

114

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Am

bula

tion

and

Tra

nsfe

rco

nt'd

.

E.

Prep

arat

ion

of tr

ansf

ereq

uipm

ent

1.m

ake

sure

equ

ip-

men

t is

wor

king

prop

erly

2.lo

ck w

heel

s an

dst

abili

ze3.

adju

st to

leve

l of

bed

or v

ice-

vers

a4.

put i

n pr

oper

posi

tion

F.Pr

oced

ure

for

tran

sfer

1.in

stru

ct p

atie

nt2.

assi

st p

atie

nt a

sne

eded

3.ha

ve e

noug

h he

lpto

car

ry o

ut w

hole

proc

edur

e sa

fely

4.se

cure

pat

ient

as

nece

ssar

y5.

prot

ect p

atie

ntfr

om ja

rrin

g an

dan

d dr

afts

6.ta

ke im

med

iate

lyto

des

tinat

ion

atm

oder

ate

spee

d

V.

Am

bula

tion

mov

ing

or w

alk

ing

abou

t.

A.

Rea

sons

for

tem

pora

rytr

ansf

er a

nd a

mbu

latio

n

1.pr

ovid

es e

xerc

ise

2.pr

even

ts p

hysi

cal

com

plic

atio

ns o

fin

activ

ity3.

prev

ents

men

tal

disc

oura

gem

ents

whi

ch a

ccom

pany

inac

tivity

4.pr

ompt

s in

depe

n-de

ncy

5.pr

ovid

es c

hang

e of

scen

ery

Cla

ss d

iscu

ssio

n:

1.W

hy is

it im

port

ant f

or p

atie

nt to

ambu

late

?2.

Wha

t is

the

func

tion

of th

e ai

de in

the

ambu

latin

g pr

oces

s?

Exp

lain

:

1.T

he im

port

ance

of

prog

ress

ive

ambu

latio

n

A -

66

Cla

ss d

iscu

ssio

n:

1.H

ow c

an a

ide

faci

litat

e am

bula

tion

proc

ess?

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Am

bula

tion

and

Tra

nsfe

rco

nt'd

.

B.

Stag

es o

f pr

ogre

ssiv

eam

bula

tion

1.da

ngle

s fe

et o

ver

bed

2.st

ands

at b

edsi

de3.

mov

es in

to c

hair

or w

heel

chai

r4.

wal

ks u

nass

iste

d

C.

Patie

nt's

con

ditio

n de

-te

rmin

es th

e am

ount

and

degr

ee o

f as

sist

ance

need

ed

1.w

eak

and

cann

otam

bula

te a

lone

2.ne

eds

assi

stan

ceun

stea

dy a

fter

long

conf

inem

ent t

o be

d3.

has

som

e ty

pe o

feq

uipm

ent w

hich

rest

rict

s am

bula

tion

4.pa

raly

sis

of o

ne o

rm

ore

extr

emiti

es

D.

Prep

arat

ion

for

ambu

la-

tion

1.ar

rang

e eq

uipm

ent

prop

erly

2.m

ake

sure

you

hav

eal

l pro

per

equi

pmen

t3.

be s

ure

all e

quip

-m

ent i

s w

orki

ngan

d sa

fe4.

rem

ove

all h

azar

dsto

pat

ient

's s

afet

y

E.

Proc

edur

e fo

r am

bula

t-in

g

1.te

ll pa

tient

wha

tyo

u ar

e go

ing

to d

o2.

expe

ct h

im to

do

wha

t you

tell

him

Exp

lain

:

Prin

cipl

es a

nd p

roce

dure

s fo

r am

bula

-tio

n.

Cla

ss d

iscu

ssio

n:

How

are

am

bula

tion

prin

cipl

es a

ndpr

oced

ures

sim

ilar

to tr

ansf

er p

rinc

iple

san

d pr

oced

ures

?

A -

67

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Am

bula

tion

and

Tra

nsfe

rco

nt'd

.

3.in

stru

ct p

atie

nt4.

use

prev

ious

lear

n-in

g on

bod

y m

ech-

anic

s5.

supp

ort a

ffec

ted

side

6.m

ove

stro

nger

or

unaf

fect

ed s

ide

firs

t

F.M

etho

ds o

f am

bula

ting

1.Fo

ley

cath

eter

a.re

mov

e Fo

ley

bay

from

bed

b.N

EV

ER

dis

-co

nnec

t tub

ing

from

cat

hete

rw

ithou

t per

-m

issi

onc.

follo

w s

peci

fic

inst

ruct

ions

todi

scon

nect

:

1.w

ash

hand

sfi

rst

2.di

scon

-ne

ct w

ithal

coho

lsp

onge

3.pu

t eac

hen

d in

4 x

4st

erile

wip

e4.

secu

rew

ithel

astic

5.re

conn

ect

and

un-

clam

pw

hen

fini

shed

ambu

lat-

ing

Exp

lain

:

1.M

etho

ds o

f am

bula

ting.

2.Pr

oces

s fo

r di

scon

nect

ing

Fole

yca

thet

er3.

Stre

ss c

autio

non

ly if

ord

ered

to d

o so

.

Dem

onst

ratio

n:

1.Pr

epar

atio

n an

d pr

oced

ure

for

ambu

latin

g w

ith:

a.ca

neb.

crut

ches

c.bl

ind

patie

nt (

use

blin

dfol

d)d.

Fole

y ca

thet

er (

sim

ulat

edsi

tuat

ion

if p

ossi

ble)

e.in

trav

enou

s in

fusi

on (

sim

u-la

ted

situ

atio

n if

pos

sibl

e)

2.St

ress

bod

y m

echa

nics

.

A -

68

Stud

ents

per

form

sam

e de

mon

stra

tion.

Stud

ents

sel

f-ev

alua

te.

Stud

ent p

atie

nt e

valu

atio

n.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

Am

bula

tion

and

Tra

nsfe

rco

ned.

6.w

ash

and

dry

area

thor

ough

-ly

with

alco

hol

7.m

ake

sure

exce

sstu

bing

rest

s on

bed,

not

on f

loor

8.m

ake

sure

tubi

ng is

not c

rook

.ed

or

kink

ed9.

mak

e su

repa

tient

is n

ot ly

-in

g on

tubi

ng2.

Intr

aven

ous

infu

-si

on

a.su

ppor

t arm

with

I. V

.b.

mak

e su

re it

is c

onne

cted

wel

lc.

mak

e su

rene

edle

rem

ains

inta

ct, t

ubin

gno

t kin

ked

d.an

y pa

in o

rsw

ellin

g (p

uff-

ines

s) a

roun

dL

V. s

houl

d be

repo

rted

3.Pa

tient

on

crut

ches

a.ha

ve p

atie

ntw

ear

shoe

sb.

chec

k ru

bber

stop

pers

on

end

of c

rutc

hes

A -

69

SU

GG

ES

TE

D E

VA

LUA

TIO

N

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Am

bula

tion

and

Tra

nsfe

rco

ned.

c.m

ake

sure

path

way

iscl

ear

d.ne

ver

let

patie

nt le

an o

ncr

utch

ese.

have

cru

tch

to 2

inch

esbe

low

arm

pit

f.le

nd s

uppo

rtif

nec

essa

ry

4.Pa

tient

with

a c

ane

a.ch

eck

rubb

erst

oppe

r on

end

b.ha

ve c

hair

nea

rfo

r th

e fi

rst

atte

mpt

5.B

lind

patie

nt

a.pa

tient

hol

dsai

de's

arm

b.pa

tient

fol

low

sai

dec.

aide

sho

uld

desc

ribe

wha

tsh

e se

esd.

rem

ove

any

safe

ty h

azar

ds

A -

70

Wri

tten

assi

gnm

ent:

1.L

ist t

hose

gen

eral

pri

ncip

les

whi

chw

ould

app

ly to

any

or

ever

y ar

eaof

pat

ient

car

e in

this

uni

t.

2.W

hy a

re th

ese

prin

cipl

es s

o im

port

ant?

UN

IT V

IIIT

HE

HU

MA

N B

OD

Y (

PH

YS

IOLO

GY

AN

D A

NA

TO

MY

)

(Rec

omm

ende

d tim

e: W

ill d

epen

d on

oth

er u

nits

but

at l

east

3 w

eeks

.)

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

The

Hum

anB

ody

Ski

n, th

e fir

stlin

e of

def

ense

I.E

ight

maj

or s

yste

ms

A.

B.

C.

D.

E.

F. G.

H.

Skel

etal

Mus

cula

rD

iges

tive

Exc

reto

ry (

elim

inat

ion)

Cir

cula

tory

(or

vas

cula

r)R

espi

rato

ryN

ervo

usR

epro

duct

ive

II.

Cel

ls

A.

Typ

esB

.D

ivis

ion

III.

Tis

sues

A.

Epi

thel

iel

1.Se

cret

ion

2.A

bsor

ptio

nB

.C

onne

ctiv

eC

.M

uscu

lar

D.

Ner

vous

IV. O

rgan

s

I.Fu

nctio

ns o

f th

e sk

in

A.

Aes

thet

ic v

alue

B.

Show

s on

e of

the

firs

tsi

gns

of il

lnes

sC

.Pr

otec

ts b

ody

from

bact

eria

D.

Ner

ve e

ndin

gs in

ski

n gi

vea

sens

e of

fee

lE

.Pr

ovid

es f

or e

xcre

tion

ofw

aste

1.pe

rspi

ratio

n2.

oil

F.R

egul

ates

tem

pera

ture

of

the

body

Use

ove

r-la

y tr

ansp

aren

cies

and

sho

w h

owth

e 8

syst

ems

rela

te to

eac

h ot

her.

Show

the

vari

ous

stag

es o

f ce

ll di

visi

on b

ysi

mpl

e dr

awin

gs a

fter

see

ing

tran

spar

en-

cies

dep

ictin

g pr

oces

s.

Add

new

wor

ds to

voc

abul

ary.

If

it ha

s no

tbe

en d

one

to th

is p

oint

, eac

h st

uden

tco

uld

begi

n m

akin

g he

r ow

n di

ctio

nary

.

Dis

cuss

the

skin

as

a pr

imar

y hu

man

or-

gan;

how

doe

s it

prot

ect,

war

n, a

ndm

aint

ain

the

hum

an b

ody.

A -

71

Lis

t the

maj

or s

yste

ms

of th

e hu

man

bod

y.

Hav

e a

spel

ling

bee

to d

eter

min

e ho

w w

ell

stud

ents

can

def

ine

and

spel

l new

wor

ds.

Dra

w a

pic

ture

of

a si

de v

iew

of

the

skin

laye

rs. W

hat h

appe

ns w

hen

you

cove

rit

for

a pr

olon

ged

peri

od o

f tim

e, e

.g.,

two

days

with

a b

and-

aid.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Ski

n, th

e fir

stlin

e of

def

ense

cont

'd.

Car

dina

lS

ympt

oms

G.

Cle

an s

kin

give

s a

fee

ing

of w

ell-

bein

g

II.

Stru

ctur

e

A.

Epi

derm

isB

.D

erm

isC

.Su

bcut

aneo

us ti

ssue

D.

Muc

ous

mem

bran

e

III.

Dec

ubitu

s U

lcer

s

A.

Lac

k of

blo

od s

uppl

y an

dnu

triti

on to

und

erly

mg

tissu

eB

.Pa

infu

lC

.Sl

ow to

hee

l, if

eve

rD

.Se

cond

ary

bact

eria

l inf

ec-

tion

usua

lly in

volv

ed

I.T

he n

orm

al b

ody

A.

Con

vers

ion

of f

ood

occu

rsno

rmal

lyB

.H

eart

pum

ps s

tead

yC

.L

ungs

take

in r

egul

ar a

irsu

pply

D.

Bod

y he

at is

con

stan

t

II.

Vita

l sig

ns

A.

Tem

pera

ture

1.N

orm

al a

dult

oral

tem

-pe

ratu

re98

.6°

F.2.

Proc

edur

e in

usi

ng a

clin

ical

ther

mom

eter

3.U

sing

a r

ecta

l the

rmo-

met

er4.

Rea

ding

a th

erm

omet

e5.

Car

e of

ther

mom

eter

6.R

ecor

ding

the

read

ing

7.A

xilla

ry te

mpe

ratu

re

Show

how

por

es f

unct

ion

to p

rote

ct th

ebo

dy. C

over

with

mak

e-up

. Wha

tha

ppen

s?

Exp

lain

the

dept

h of

the

skin

ulc

er p

rob-

lem

.

Use

a g

ood

film

to h

elp

the

stud

ents

rea-

lize

how

ser

ious

dec

ubitu

s ul

cers

can

be.

Rev

iew

mat

eria

l dev

elop

ed in

Per

sona

lC

are

Uni

t.

Use

any

of

the

new

com

mer

cial

mod

els

ofbc

dy o

rgan

s to

intr

oduc

e fu

nctio

n of

hear

t and

lung

s.

Dis

cuss

the

tem

pera

ture

of

the

body

as

asi

gn o

f he

alth

.

Exp

lain

the

use

of a

clin

ical

ther

mom

eter

.

Dem

onst

rate

taki

ng, r

eadi

ng, a

nd c

hart

ing

a te

mpe

ratu

re.

Stud

ents

pra

ctic

e ta

king

eac

h ot

her's

tem

p-er

atur

e:...

NA

M

...W

M.

0.1.

.M11

afte

r ru

nnin

gaf

ter

a cu

p of

hot

bev

erag

eaf

ter

a gl

ass

of ic

e w

ater

or

coke

Dem

onst

ratio

n an

d fe

edba

ck o

f ax

illar

yte

mpe

ratu

re. A

- 7

2

Dem

onst

rate

was

hing

are

as o

f sk

in w

here

bone

is n

ear

surf

ace,

e.g

., ne

ar e

lbow

.E

xpla

in w

hy m

ovin

g th

e pa

tient

is im

-po

rtan

t.

Dra

w a

pic

ture

of

a cl

inic

al th

erm

omet

eran

d ex

plai

n th

e va

riou

s pa

rts.

Rea

d a

ther

mom

eter

acc

urat

ely.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

NC

ardi

nal

Sym

ptom

sco

nt d

.

B.

Puls

e

1.N

orm

al, a

dult

puls

era

te f

rom

72-

80 b

eats

a m

inut

e2.

Fact

ors

whi

ch in

-fl

uenc

e pu

lse

a. b. c. d. e. f. h.

sex

exer

cise

post

ure

dige

stio

nph

ysiq

ueem

otio

ndi

seas

ebl

ood

pres

sure

3.U

sual

ly ta

ken

atw

rist

4.M

etho

d fo

r ta

king

puls

e5.

Rec

ordi

ng p

ulse

rat

eon

TPR

cha

rt

C.

Res

pira

tion

1.H

ealth

y ad

ults

bre

athe

16-2

0 tim

es a

min

ute

2.Fa

ctor

s in

flue

ncin

gre

spir

atio

n

a. b. c. d. e. f. h.

sex

exer

cise

dige

stio

nem

otio

ndi

seas

edr

ugs

pain

, fev

er, a

ndsh

ock

3.In

hala

tion

and

exha

-la

tion

4.T

akin

g re

spir

atio

nco

unt

5.R

ecor

ding

cou

ntac

cura

tely

Dem

onst

ratio

n an

d pr

actic

e of

pul

sera

teaf

ter

vari

ous

form

s of

act

ivity

.

See

(DE

NT

) V

ideo

Tap

e, L

esso

n7,

TPR

The

ory.

Dem

onst

ratio

n an

d pr

actic

e of

rea

ding

resp

irat

ion

and

puls

e at

the

sam

e tim

e.

Hav

e th

e st

uden

ts d

ecid

eon

sev

eral

pos

-si

ble

activ

ities

to u

nder

take

befo

re d

o-in

g a

seco

nd a

nd th

ird

read

ing.

Div

ide

into

team

s to

che

ck o

ther

stu

dent

sin

the

build

ing,

e.g

., th

egy

m, c

afet

eria

,st

udy

hall,

etc

.

A -

73

Feed

back

dem

onst

ratio

n of

taki

nga

puls

ere

adin

g.

Iden

tify

actio

n ta

ken

by s

taff

mem

ber

whe

nre

adin

gs a

re n

ot n

orm

al.

Feed

back

dem

onst

ratio

n of

pul

sean

d re

s-pi

ratio

n re

adin

g. R

ecor

d ac

cura

tely

.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Ske

leta

lS

yste

m

Mus

cula

rS

yste

m

I.T

he B

ody'

l Fra

mew

ork

A.

Bon

es

1.H

ard

2.E

last

ic

B.

Stru

ctur

e of

bon

es

1.B

lood

ves

sels

2.N

erve

s3.

Car

tilag

e4.

Mar

row

C.

Func

tion

of b

ones

1.St

ruct

ural

fra

mew

ork

2.Pr

otec

tion

for

vari

ous

orga

ns3.

Stor

age

depo

t for

min

eral

s4.

Act

as

leve

rs5.

Prod

uce

bloo

d ce

llsin

the

bone

mar

row

II.M

yolo

gy

A.

Mus

cula

r st

ruct

ure

1.V

olun

tary

2.In

volu

ntar

yT

endo

ns4.

Typ

es

a. b. c.

skel

etal

smoo

thca

rdia

c

B.

Mus

cula

r fu

nctio

n

1.Pr

oduc

es m

ovem

ent

2.M

aint

ains

the

body

post

ure

3.B

urns

gly

coge

n pr

o-du

cing

hea

t and

ener

gy

Bor

row

a s

kele

ton

from

the

Scie

nce

De-

part

men

t and

invi

te th

e bi

olog

y te

ache

rto

exp

lain

the

maj

or b

ones

in th

e bo

dyan

d ho

w th

ey w

ork.

Ask

the

stud

ents

(or

pro

vide

) to

bri

ng a

chic

ken

thig

h bo

ne to

cla

ss.

a.E

xpla

in v

ario

us p

arts

b.B

reak

the

bone

and

dis

cuss

mar

row

(Bon

e sh

ould

not

be

cook

ed.)

Use

tran

spar

enci

es to

sho

w v

ario

us m

us-

cula

r st

ruct

ures

.

Lea

rn n

ames

and

pur

pose

of

maj

orm

uscl

e st

ruct

ure.

Rec

all i

nfor

mat

ion

lear

ned

earl

ier

inbi

olog

y cl

ass

and/

or h

ome

nurs

ing.

A -

74

Use

a b

lank

ske

leto

n fi

gure

and

the

stud

ents

will

iden

tify

as m

any

maj

or b

ones

as

poss

ible

.

Thi

s ca

n al

so b

e do

ne o

rally

.

Use

a s

impl

e m

ultip

le-c

hoic

e qu

iz to

eva

lu-

ate

know

ledg

e.

Dig

estiv

eS

yste

m

Exc

reto

ryS

yste

m

HI.

Foo

d C

onsu

mpt

ion

and

Abs

orp-

tion

A.

The

Alim

enta

ry C

anal

1.St

omac

h

a.fo

od e

nter

sb.

glan

ds s

ecre

teju

ices

c.ac

tivat

es e

nzym

e,pe

psin

d.fo

od is

con

vert

edin

to a

min

o ac

ids

e.th

ree

to f

ive

hour

proc

ess

2.T

he s

mal

l int

estin

e

a. b. c.

duod

enum

jeju

num

ilium

3.T

he la

rge

inte

stin

ean

d re

ctum

B.

A p

hysi

cal a

nd c

hem

ical

proc

ess

IV. T

he B

ody'

s Fi

lteri

ng S

yste

m

A.

The

kid

neys

1.Sh

aped

like

ove

rsiz

eki

dney

bea

ns2.

Com

pose

d of

mic

ro-

scop

ic tu

bule

s3.

Con

nect

ed to

bla

dder

by th

e ur

eter

s

B.

The

bla

dder

1.H

allo

w s

ac2.

Res

ervo

ir f

or u

rine

Use

ove

rlay

tran

spar

enci

es to

sho

w p

roce

ssof

foo

d to

mou

th, s

tom

ach,

sm

all i

n-te

stin

e, la

rge

inte

stin

e an

d re

ctum

.

Exp

lain

and

dis

cuss

eac

h st

ep.

Eva

luat

e a

tele

visi

on a

d fo

r a

laxa

tive

orot

her

prod

uct i

n lig

ht o

f th

e fa

cts

lear

ned.

Dis

cuss

laxa

tives

and

con

stip

atio

n ex

plai

n-ed

in U

nit V

II.

Use

a d

iagr

am to

exp

lain

var

ious

par

ts o

fth

e ki

dney

.

Bri

ng a

rea

l por

k or

vea

l kid

ney

to c

lass

(be

sure

it's

ref

rige

rate

d til

l use

). E

x-am

ine

the

orga

n in

side

and

out

side

.

Bri

efly

dis

cuss

"ur

emic

poi

soni

ng."

Dis

cuss

rel

atio

nshi

p w

ith d

iges

tive

syst

em.

A -

75

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Prov

ide

stud

ents

with

a b

lank

dra

win

g of

the

dige

stiv

e sy

stem

. The

y ca

n la

bel

part

s an

d ex

plai

n fu

nctio

n.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Exc

reto

ryS

yste

mco

ned.

Circ

ulat

ory

Sys

tem

C.

The

ure

thra

1.C

ondu

cts

urin

e fr

ombl

adde

r to

poi

nt o

fdi

scha

rge

2.V

olun

tari

ly c

ontr

olle

d

V.

Vas

cula

r sy

stem

and

str

uctu

re.

A.

Syst

em

1.A

rter

ies

2.V

eins

3.C

apill

arie

s

B.

Stru

ctur

e

1. 2.

Blo

od

a.th

ick,

red

liqu

idb.

one-

twel

fth

body

wei

ght

c.si

x qu

arts

inav

erag

e bo

dyd.

tran

spor

ts o

xy-

gen

e.re

mov

es w

aste

f.m

aint

ains

pro

per

flui

d ba

lanc

eg.

defe

nds

body

agai

nst d

isea

se

Hea

rt

a.ac

ts a

s tw

o pu

mp

b.di

vide

s ci

rcul

a-to

ry s

yste

mc,

ryth

mic

car

diac

cont

ract

ions

C.

Cir

cula

tory

fai

lure

s

1.T

hrom

bosi

s2.

Em

balis

ms

3.St

roke

s4.

Art

erio

scle

rosi

s5.

Hea

rt a

ttack

Use

tran

spar

enci

es o

r ch

arts

to s

how

how

bloo

d m

oves

in a

nd o

ut o

f th

e he

art

to m

aint

ain

life.

Loo

k at

a d

rop

of b

lood

und

er a

mic

ro-

scop

e.

Iden

tify

maj

or p

robl

ems

rela

ted

to th

isor

gan

of th

e bo

dy.

Exp

lain

the

role

of

whi

te c

ells

, red

cel

lsan

d di

seas

e.

Dis

cuss

the

limite

d ro

le o

f en

try

leve

lpe

rson

nel i

n ca

rdia

c ca

ses.

A -

76

Rev

iew

maj

or p

oint

s in

a q

uiz

usin

g co

m-

plet

ion

item

s.

Use

a b

lank

dra

win

g of

a h

eart

. Hav

e th

est

uden

ts la

bel t

he p

arts

and

col

ored

penc

ils to

sho

w th

e fl

ow o

f bl

ood.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Circ

ulat

ory.

Sys

tem

cone

d.

Res

pira

tory

Sys

tem

Ner

vous

Sys

tem

D.

Hem

orrh

age

E.

An

Ane

urys

m

VI.

Bre

athi

ng

A.

Stru

ctur

e of

the

syst

em

1.A

ser

ies

of p

assa

ge-

way

s

a. b. c. d. e.

aose

phar

ynx

lary

nxtr

ache

abr

onch

i

B.

Func

tion

of th

e sy

stem

1.O

btai

ning

oxy

gen

2.D

ispe

lling

car

bon

diox

ide

3.E

xcha

nge

mus

t be

cont

inuo

us

VII

. The

Bod

y's

Com

mun

icat

ion

Syst

em

A.

Stru

ctur

e

1.B

rain

2.Sp

inal

cor

d3.

Ner

ves

B.

Aut

onom

ic n

ervo

ussy

stem

1.A

utom

atic

2.re

flex

es

C.

Cen

tral

Ner

vous

Sys

tem

1.B

rain

Use

a w

ater

fau

cet w

ithou

t a h

andl

e to

dem

onst

rate

.U

se a

bal

loon

to s

how

wha

t hap

pens

inan

ane

urys

m.

Use

ove

rhea

d tr

ansp

aren

cies

(or

larg

e-si

ze c

hart

s) to

dis

cuss

str

uctu

re o

f th

esy

stem

.

Rel

ate

to r

espi

ratio

n st

udie

d ea

rlie

r. D

is-

cuss

the

reas

ons

why

this

is a

n im

port

regu

lar

reco

rd.

Stud

y th

e sy

stem

usi

ng tr

ansp

aren

cies

or

char

ts.

Lea

rn th

e na

mes

and

pos

ition

s of

thes

epa

rts

of th

e bo

dy.

Invi

te a

n M

.D. t

o th

e cl

ass

to d

emon

stra

teth

e au

tono

mic

sys

tem

. (M

any

stud

ents

may

hav

e ne

ver

had

a ph

ysic

al e

xam

and

are

unfa

mili

ar w

ith th

is a

spec

t of

thei

r bo

dies

.)

Rep

eat r

espi

ratio

n an

d pu

lse

feed

back

dem

onst

ratio

n to

see

if s

tude

nts

rem

em-

ber.

Use

an

inst

rum

ent w

ith m

atch

ing

item

s to

eval

uate

.

CO

NC

EP

TS

CO

NT

EN

TLE

AR

NIN

G O

PP

OR

TU

NIT

IES

SU

GG

ES

TE

D E

VA

LUA

TIO

N

Ner

vous

Sys

tem

cont

'd.

a.ce

rebr

umb.

cere

bellu

m

2.Sp

inal

cor

d

Rep

rodu

ctiv

eV

III.

The

Bod

y's

Rep

rodu

cing

Sys

tem

Syst

em

A.

The

Fem

ale

syst

em

B.

The

Mal

e sy

stem

Bib

liogr

aphi

cal m

ater

ials

indi

cate

that

this

uni

t is

omitt

ed, m

ore

ofte

n th

anno

t om

itted

, in

the

grea

test

num

ber

ofso

urce

s.

The

topi

c ne

eds

to b

e di

scus

sed

furt

her

and

mat

eria

ls a

dded

to th

ese

sugg

es.

tions

.

A .

78

HEALTH SERVICES 11

Curriculum Guidelines

Unit I Review of Content and Skills Developed in Health Services I

Unit II Recording Information

A. Charting

1. Temperature

2. Pulse

3. Respiration

4.. Blood Pressure*

5. Intake and Output

B. Anecdotal Information

1. Objective

2. Subjective

Unit III How the Body Systems Work

A. Skeletal

B. Nervous

C. Respiratory

D. Circulatory

E. Digestive

F. Elimination

1. Discussion of enema*

2. Observation of urine and stool

(The emphasis in the second course experience will be of greater depth and breadth

of understanding. The students would be expected to more fully understand the

processes involved in each system, as well as the relationship between systems.)

Unit IV Symptoms of Illness

A. Nature of symptoms

B. Methods of detection

1. Objective

2. Subjective

*This is a debatable practice or skill required of nurse's aides. It is known that this is a local institu-tional decision and as such should be left to the health institution to teach.

A - 79

Unit V Care for Special Types of Patients

A. Isolation

B. Mother and Baby

C. Diabetic

D. Cardiac

E. Geriatrics

Unit VI Treatments

A. Hot and Cold Pack Applications

B. Sitz Bath

C. Binders and Bandages

Unit VII Physical Examinations and Positioning

Unit VIII Pre-Operative and Post-Operative Care

Unit IX Bed Bath and Back Rub

Unit X Method of Transfer and Ambulation

Unit XI Care of the Dying and Spritual Needs of the Patient

Unit XII Counseling and Future Plans

A. Job

B. Further Training

1. Scholarship

2. Financial Aid

C. Learning while Earning

It is suggested that at the conclusion of Health Services II, a set of competency evaluations which

cover the basic knowledges and skills would be administered to each student. The student would be

required to achieve at a performance level pre-determined by an advisory committee made up of

representatives from institutions participating in the cooperative work experience and the health

service staff in the school

These competencies should be made known to the students at the onset of the total experience. In

this manner, the student can be evaluating his own progress as he moves through the sequence. In the

opinion of this author, this is a vital aspect of the learning. The student must have a realistic perception

of his own ability and the contribution these competencies will make in the total care of patients.

A - 80

APPENDIX B

Bibliography for Secondary School Programs

Workbooks and Textbooks for Health Services I & II

Abdallah, Mary C., R.N., Nurses Aide Study Manual. Philadelphia:W. B. Saunders Co., 1965.

This manual is a very good source for both the Health Services I

and the Health Services II. Some of the lessons are geared to thebeginning course while other lessons can be omitted until the studentis in the advanced course. It provides the reader with basic in-formation required for actual patient care. The book deals withorientation, hospital ethics, human anatomy, basic procedures andtechniques of care and actual situations like those in the hospital.It is written for students in a vocational type program. There arediagrams, summaries and even review questions to help the studentlearning processes. This manual is used in several schools at thepresent time.

Handbook for Nursing Aides can be obtained from the hospitals whichthe school uses for co-op. These are especially valuable becausethe student is able to learn the procedures used by the hospital orhospitals that his coordinator uses. These handbooks have instruc-tions as well as sample charts, etc., used by the nurse aide.

Baron, Margaret Le., Thompson, Ella M., Simplified Nursing, Seventhedition. Philadelphia: J. B. Lippincott Co., 1960.

Most of the emphasis is for the practical nurse. There are up-to-date discussions on drugs and treatments in use at the present time.The history of the Practical Nursing profession and the laws gov-erning this practice is dealt with. It also stresses the need forpractical nurses. For those students who might possibly have aninterest in this area this would be very helpful. The color dia-grams of the human body are very detailed and illustrative. Thereis also a good section on patient care which the students wouldbenefit from.

Basic Nursing Skills, Student Study Guide.Produced by: Detroit Education for Nursing via 2500 Megacycle TV.

Collage of NursingWayne State UniversityDetroit, Michigan

in cooperation with

Center for Instructional TechnologyWayne State UniversityDetroit, Michigan

This study guide is designed to go with the Tele-lesson tapes andwould require supplementary reading on the part of the studentsplus a thorough study of the guide before classroom viewing of thetapes. This is the guide used in the first Health Services workshop.held at Wayne State University for teachers interested in the fieldof Health Services as taught in the vocational departments of theirrespective schools. The students would surely find the guide infor-mative and quite a different kind of learning experience. For ad-ditional information, contact the College of Nursing, Wayne StateUniversity, Detroit, Michigan.

B - 1

Course Outline, Nurse Aide and Orderly Training Pr:a-ram. Senior Year.Cooperative Vocational Education for Lake Shore Eigh School.Twelfth Grade Cooperative. Written By Robert M. Churly and Lois A.Marentette.

Units in instruction are given in outlined form. The materials aretext-oriented with skills and procedures being intermingled withinthe instruction. The text was not available, but the outlineseemed sufficient if correlated to a text.

Dakin, Florence and Thompson, Ella M., Simplified Nursing. Philadel-phia: J. B. Lippincott Co.

"Intended mostly for the Practical nurse", although there are verygood materials on the Human Body, Health, Illness, etc.

On page 469, there is a very good chapter entitled "Nursing Is anArt." This topic would be well worth having all the students read.There is also a good section on procedures such as bedmaking, ad-mitting patients, transfer and additional information on types ofillnesses. This book is recommended as a supplement for the nurseaide in Health Services I.

Diehl, Harold S., Laton, Anita D., Vaughn, Franklin C. Health andSafety for You, Second edition. New York: Webster Division,McGraw Hill Book Co., 1961.

"The second edit on contains eight chapters on mental health andpersonality development. Profusely illustrated. Introduces thestudent to the areas of health and safety."

There is a section in this book on your body's supply systemswhich would be valuable to the nurse aides study for the HealthServices Course. There is also a chapter on personality develop-ment that would be helpful in the Introductory Course as well as theHealth Services Course. There are illustrative diagrams of thebody.

Fuerst, Elinor and Wolff, Luverne, Fundamentals of Nursing, Thirdedition. Philadelphia: J. B. Lippincott Co., 1964.

This book is recommended highly as a textbook for the course whichthe students have copies of in the classroom or purchase as theirown. It is very detailed and covers those areas of nursing carewhich the student would be responsible for knowing. Principlesand guides in nursing care are given and elaborated upon clearlyenough for classroom use. It presents concepts that are funda-mental to the practice of the nurse aide for hospital co-op.

Handbook for Nursing Aides in Hospitals, Betty Golrick and DorothySutherland, under the direction of Margaret G. Arnstein, Directorof Nursing Resources, Public Health Service. American HospitalAssociation, c. 1957. 192 pages.

"This manual for teaching 67 simple nursing procedures served as thebasis for a nationwide project for training nurses aides, sponsoredby the National League for Nursing, Department of Hospital Nursing;

B -2

the Division of Nursing Resources, U. S. Public Health Service; andthe Council on Professional Practices, American Hospital Association."

This handbook can be obtained from: American Hospital Association840 N. Lake Shore DriveChicago, Illinois 60611$2.00

Handbook for Nursing Aides in Hospitals, published by The AmericanHospital Association Council on Professional Practice, 840 N. LakeShore Drive, Chicago 11, Illinois.

This booklet is based on training of the nurse aide. It is veryillustrative. Specific emphasis is put on what is to be done andhow effectively it can be done. There is very detailed informationand illustration on care of patients, care of hospital equipment,and nursing techniques in general. These are supplemented bynumerous illustrations. The illustrations are in aqua and white andvery impressive. Highly recommended for the students.

Harmer, Bertha, R.N. A.M. Textbook of the Principles and Practice ofNursing. New York: The Macmillan Co., 1960.

"This text is intended as a guide to instructors and students ofnursing and as a general reference for nurses practicing in hospitalor clinic, office or home."

This book goes very thoroughly into fundamentals of nursing care.There are numerous picture illustrations and explanations. Thereis a section on common problems in nursing practice which would beideal as a learning experience for the class. The role of the nurseaide in realistic situations is emphasized. For co-op students thisbook would be an excellent source for information they might wantto look up on their own, or for outside readings to be followed bydiscussion.

Leake, Mary J., Manual of Simple Nursing Procedures. Philadelphia:W. B. Saunders Co., 1961.

"The.purpose and content are to facilitate the training of nursingassistants, the attendant and nursing aide."

This manual has materials specifically related to the dutiesperformed by the above persons. There are detailed explanations,drawings and step-by-step procedures. Questions are given at theend of the chapters. Illustrations are numerous and aid in clari-fying the explanations that are not too clear.

Matheney, Ruth V., Nolan, Breda T., Ehrhart, Alice M., Griffin,Joanne King. Fundamentals of Patient Centered Nursing. St. Louis:The C. V. Mosby Co., 1964.

"This book is designed for beginningptudents in nursing and isbased upon fundamental concepts that are applicable to all clinicalareas in nursing. As such, it provides the basis upon which theunique aspects of each of the major clinical areas can be built."

B - 3

This book contains very basic concepts and has many illustrations.It progresses from the very simple but fundamental to the morecomplex. The Health Team concept is discussed and so are the per-sonalities of different workers and from there the basic needs ofthe patient are discussed and related to members of the Health Team.The latter part of the book becomes very deep for the students anddeals with experiences that are complex and not the responsibilityof the nurse aide. It is recommended that the last chapters onovert nursing and rehabilitation be omitted for the students.

Nursing Procedures, Chicago Michael Reese Hospital School of Nursing,Chicago, Illinois. March, 1942.

Procedures and equipment used for different jobs is given, but withno detailed plans or pictures. Not recommended for classroom usebecause of limited directions and illustrations.

Nordmark, Madelyn T. and Ronweder, Anne W., Scientific Foundations ofNursing, Second edition. Philadelphia: J. B. Lippincott Co., 19

"This book was conceived originally as a guide for teachers ofnursing students. Since publication seven years ago, however, thebook has been used increasingly by nursing students in both basicand graduate nursing programs. Comments and suggestions that filmstered back to the authors seemed to indicate interest in a revisionthat would (1) increase the science content and the nursing applica-tion and (2) present the material in a form that might be more usefulto students."

"This edition is an amalgamation of the data from the original andand expansion in the science and the related nursing."

This book is recommended as an excellent reference to the HealthServices teacher and for the more advanced students. Especiallygood is the section on social science and nursing applicationdealing with attitudes, beliefs, behavior, etc.

Otto, James H., Julian, Cloyd J., Tether, Edward J. Modern Health.Holt, Rinehart and Winston, Inc., c. 1963.

"Modern Health is suited to either a one semester or a full yearcourse in health and safety, offered at any level in the high schoolcurriculum."

This book is especially good for the lessons on the human body.The systems of, the body are diagrammed and the pages are so thatparts of the body are on separate pages and can be lifted forclarification, viewing the number codes, and naming the parts ofthe body. These diagrams are of anatomical transparencies inVivid colors with a key to the different parts. For classroom usethis is very dramatic and interesting to the students as well as aninvaluable learning experience. There is a very good section onbody mechanics and how the body works. Although this text wouldnot be sufficient in all the other areas it is well worth while forthe lessons on the body. Very good for both classesLin HealthSerVices I and II.

B - 4

Price, Alice L., R.N., M.A. The Art, Science, and Spirit of i4ursing.

Third edition. Philadelphia: W. B. Saunders Co., 1965.

"The Art, Science, And Spirit of Nursing is now familiar as a textor reference work to students of nursing throughout this countryand Canada."

Some of the reading as well as the materials presented in this textare beyond those of the nurse aide duties so that this text mightbe used for a reference for those students who are seeking addition-al information concerning a career. This book is not recommendedfor all students and the materials are not covered as thoroughlyas they are in some other texts. There is a supplement for use withthe book which the teacher uses. You would aeed quite a bit ofextra reading to go along with the text if it were used in theclassroom.

Reese, Dorothy E. How to be a Nursing Aide in a Nursing Home. Divi-sion of Nursing Resources, U. S. Public Health Service, c. 1958.

"This teaching manual uses simple, illustrated lessons to teachnursing aide procedures. It emphasizes rehabilitation and otherneeds of aged and chronically ill patients."

It can be obtained from: American Nursing Homes Association1346 Connecticut Avenue N. W.Washington, D. C.$2.50

Rothweiler, Ella L., White, Jean Martin. The Art and Science ofNursing. Revised by Doris A. Geitzey. Sixth edition. Philadelphia:F. A. Davis Co., 1965.

This book contains 114 illustrations that are very good. It is ex-cellent for students references. It has numerous charts, abbrevia-tions and pictures. I recommend it for students reference, but it

is not detailed in all areas.

Seedor, Mary M., Introduction to Asepsis, a programmed unit in thefundamentals of nursing. Bureau of Publications, Teacher College,Columbia University, 1963.

A very good check for the students to see if they really understandmedical asepsis. Situations are given and there is a choice forthe student to choose which answer best carries out the proceduresin terms of medical asepsis. Some parts of the book are very goodsources for classroom discussions. There is a guide included withthe book that helps the teacher to set the stage for the materialand helps her to evaluate the students in terms of their learningexperiences.

Sutton, Audrey Latshaw. Bedside Nursing Techniques in Medicine andSurgery. Philadelphia: W. B. Saunders Co., c. 1964.

"This book is designed to serve as a handbook of practical informa-tion for the bedside nurse. It is a reference for all those occa-sions when the hurse knows what to do but can't quite remember how

B - 5

to go about doing it."

The first chapter is very detailed in relation to the modern hospi-tal with informationabout the units, equipment, etc. The proceduresto be used are discussed and pictures and diagrams are shown. Thiseffective use of diagrams and pictures is quite good.

Winters, Margaret Campbell. Protective Body Mechanics in Daily Lifeand in Nursing. Philadelphia: W. B. Saunders Co., 1952.

"A manual for nurses and their co-workers." 150 pages.

References for the Co-ordinator or Health Teacher in Setting Up

Stations for Work or Practice Situations

Henriksen, Heide L. Curriculum Study of the Occupational HealthAspects of Nursing, C. 1959.

This an excellent reference for teachers for an insight into whatother places, as well as schools, are doing about health servicepersonnel. It is especially helpful in listing duties of membersof, the health team, employment figures, and evaluations. There areevaluation excerpts and examples so that you have a guide to helpstudents understand what they can expect to be graded upon and whatthey should know in a given position.

Homhurger, Freddy and Bonner, Charles D., Medical Care and Rehabilita-tion of the Aged and Chronically Ill. Boston: Little, Brown, andCo., 1964.

For those students who will be dealing with the elderly patient,this is a very helpful source of information. Some parts of thebook are not functions of the nurse aide but others listed are.

Horizons Unlimited, A Medical Careers Handbook. c. 1967.

A very concise paper-bound pocketbook-size edition on careers forthose interested in the health field. Specific emphasis on what isavailable to the student in different areas of health occupations,qualifications necessary and the course of study needed. Tellswhere the student can get the training for a specific job in Michi-gan. May be obtained free of charge from the Michigan HealthCouncil, 712 Abbott Road, East Lansing, Michigan.

Lambertsen, Eleanor C. Nursing Team Organization and Functioninj.Bureau of Publications, .'eachers College, Columbia University, 1953.

"This publication is the outgrowth of experimentation designed tosolve the problem of utilizing nursing personnel in hospitals mostadvantageously."

B - 6

Good information is given on the health team. Types of trainingfor the health nurse, duties, etc., are clarified. The main em-phasis is on working together and even though the book is not a recentone, this section on team efforts could be used.

O'Donnell, Beatrice, Associate Professor, College of Education,Michigan State University. Worker Requirements and Methods ofEntry into Home Economics and Community Occupations Related toHome Economics.

"Brief dscriptions of specific occupations classified into sixclusters. Highlights of areas of Work and Worker Trait Groups forIndividual Occupations."

"Selected from the Dictionary of Occupational Titles, Vol. land II.Third edition, 1965. The Executive Board of the Michigan HomeEconomics Association reacted to the proposed method for identifica-tion of Home Economics related occupations and provided names ofpersons who were knowledgeable about the extent home economics wasneeded for job competence or job training for specific occupations."

Pearl, Arthur and Riesman, Frank. New Careers for the Poor. NewYork: The Free Press of Glencoe, c. 1965.

"This book offers a powerful new approach to the war on poverty.The basic idea is to develop four to six million meaningful careersnot merely jobs for the poor in the helping profession, such associal work, teaching, recreation, and health services."

This book can be a valuable aide to the co-ordinator.

Skipper, James K. Jr. and Leonard, Robert C. Social Interaction andPatient Care. Philadelphia: J. B. Lippincott Co., 1965.

"Well researched readings that serve as a link between the socialsciences and clinical practice, including the nurses' role."

This is an excellent reference for students to use for readings con-cerning the care of patients. The articles that you could assignfrom Skipper would help the students to realize the needs andanxieties of the ill. This may serve as a supplementary readingguide before role-playing.

You, Your Job, and Your Future. By the edibors of Changing Times.Published by the Kiplinger Washington Editors, Inc., Washington,D. C., 1964.

"This book will help you with an analysis of yourself. It willalso help you with some pertinent facts about specific jobs andcareers and the mechanics of getting and keeping the job you want.It offers no scientific formulas and no guarantees of success. Allit attempts to do is to give you a shove -- a shove toward furtherthinking about yourself, your qualifications, your temperament, thejob you fill or the job you would like to fill."

B - 7

Desirable for the introductory course as a supplement for thosestudents who are unsure about their ability to become a member ofthe health team and if so, in what area. The reading is very clearand easy to understand. Then for those students on co-op, it hasvaluable information on getting a job. Quite informative.

For additional information concerning career opportunities existingin the health field in Michigan, write to;

Michigan Health Council712 Abbott RoadEast Lansing, Michigan

or

'Michigan State Medical Society120 West Saginaw StreetEast Lansing, Michigan

Periodicals

These periodicals are listed because they are a valuable aid forthe teacher to use in relating the most current medical articlesto the students. Some of the articles may be used as classroomreading assignments.

American Journal of Nursing, J. B. Lippincott Co.; East WashingtonSquare; Philadelphia, Pennsylvania, 19105,

The Journal of the American Medical Association (J.A.M.A.) pub-lished under the auspices of the Board of Trustees; c. bythe American Medical Association.

The Journal of Nursing Education, Blakiston Division, McGraw HillBook Co.; 330 West 42nd Street, New York, New York, 10036.

Journal ofdentown,

Psychiatric Nursing and Mental Services; Box 204, Bor-New Jersey, 08505.

Michigan Hospital, official Journal of the Michigan Hospital Asso-ciation. Published monthly by the Michigan Hospital Associa-tion, 2213 East Grand River; Lansing, Michigan, 48912.

Nursing Outlook, W. B. Saunders Co., Philadelphia,Pennsylvania.

Nursing Research, sponsored by the National League for Nursing;The American Nurses Association; 1315 Cherry Street, Philadelphia,Pennsylvania.

Scientific American, est. 1845. Published monthly, 415 MadisonAvenue, New York, New York, 10017.

World Health, the magazine of the World Health Organization;Columbia University Press; International Documents Service; 136South Broadway, Irvington on Hudson, New York, New York 10533.

APPENDIX C

Floor Plans and Equipment Lists

MIN

IMU

M m

)AC

ii.JT

Yc-

-ra

FOR

°12

)EG

INN

iNG

PID

LO

GPM

OFF

EP1

iNG

gib

SQ, g

7";

Tyr

16

side

:cie

r/5

wrH

t, pa

ddle

arm

chai

rsw

;tk -

babi

es

1141

1M

MSC

411.

O 0

13.6

7D

esK I O

Dt4

ospl

+a

Sea

'B

i,c.

K 8

ciO

V 4

P-Z

CA

reen

'ZIT

es/A

I:2e

;

-ra6

)e.

4S

cree

n

0=11

1

7

I-Q

EC

-r):

3 v

m4*

.1 c

olsr

,ve.

i1

)'I

nens

scup

llep4

.74

C. I

0 S

e 4.

1.1/

8.8.

/ e"C

A 6

03V

C1- E

G1e

enPP

Oitc

.I.,6

6).ti

"

t o

FL

AD

EQ

UA

T'..

FA

CiL

iTY

0914

1+11

1 80

1v1E

. DE

FIC

IEN

C1E

c509

2 3Q

1:7

:

/0. (

cath

e

1+4) Pi-o

Jeci

leo

S c

re-r

7

R,/

ch li

eho

e er

g4e

'auL

4

Cl.o

Sei S

z:

rro

+ L

oc.*

Sm

Aia

rine

s

Dra

wer

s(A

rm

ggL

o 'S

(3qt

. ct(

Str

les.

%e

e.1

c3/4

ciee

pT

oW

elci

tspe

r%se

v,

No

Sp.

1111

°".1

3

`fla

gsitt

s1E

:IN

AL

L

lair

-con

ditio

ned

insi

de r

ood-

-1

oec

c L

oot

t sec

. hA

114

1R1

nn

.roo

ctoo

s

Alb

O.

Mbe

10%

NW

& IM

O

3a21

e16

1(

sagm

aral

I44

.3

1

r---

111

==

it!L

Y,0

41

FU

LLY

8A

TIS

FA

CT

OR

YFA

CiL

iTY

FO

IZ A

CO

MP

LET

E P

RO

GR

AM

sugg

este

dfo

r 18

45si

uden

-f5

/62/

549

.F7:

4-C

old el

C

IMP

-41

lerw

ohis

"w

:M

ir rc

e on

rate

s

5&

ton

-

Ilri

naaf

ies

nLer)

skeW

pra

toev

sr

Den

-fal

A55

T.

Are

a/s

Log

'x /7

'-o"

Tra

AJe

rSsl

atrA

ssl

eet

"Dec

pSf

nkr,

,=

.pr

. v c

Y C

Uri

d, 1

1S0

Pt-I

v-A

ces

Surc

ace.

burn

ers

1 1

v Ir

a ;c

a. C

oun4

er-

gg L

o")<

5c,L

O"

1 NO

ON

Oai

libb

.11=

is41

11I

mw

00

ams

amon

m,

11in

=O

E=

MO

O=

IsI

good

.00

In.

=Is

Gab

NM

VC

ricl

oWS-

WO

N 2

4.#4

K-O

ut C

AL

tria

mS

SC.a

. te,

-44

10"

=-c

socr

i-

M:4

011,

111e

t

cc,

tres

'4.1

APPENDIX D

Community Survey Instrument

SURVEYfor

NURSE AIDE PREPARATION FOR EMPLOYMENT

Name of Institution

Address Phone:

Person completing Questionnairename

Total number of Nurse Aides presently employed or desired on staff

Approximate turnover in Nurse Aides (No. jobs available per month)

Salary Range: to

title

starting maximum

QUALIFICATIONS for employment (circle, check, or fill in as needed): Minimum age

Education: High School graduate? Yes no

Prior Nurse Aide Training Course? required desirable

Do you offer a training course at start of emp!oyment? yes

If so, length of time involved in training course:

"On the Job" training given after employment? yes

Work experience elsewhere required? yes no

If yes, length of experience required:

* * * * * * * * *

SKILLS/KNOWLEDGE NEEDED

Bedmakingunoccupiedoccupied

Wash face and handsBed bath

partialfull

Alcohol sponge bathSitz bathOral Care (mouth, teeth, dentures)Shampoo hairBrush hairShave male patientBack rubsMassageRange of Motion ExercisesLift or move patientWheel Chair/Stretcher TransfersPositioning patient

in bedfor examination

Pass drinking waterServe FoodFeed helpless patientMeasure and record IntakeBed Pan ServiceUrinal ServiceMeasure and record Output

no

no

Minimum for Within range of Desirable orofemployment duties anticipated value if known

D - 1

SKILLS/KNOWLEDGE NEEDED

Collect specimensFecesUrineSputum

Test diabetic urineClean equipmentSterilize equipmentTake TPR'sTake Blood PressureChartingEnemas

CleansingIrrigations

DouchesEarStomach

Insert Tubes/CathetersApply BindersChange BandagesGive InjectionsHot/Cold Packs and ApplicationsCare of Patient in TractionIsolation CarePre-Operative CarePost-Operative CareCleaning the Unit

Minimum for Within range of Desirable or ofemployment duties anticipated value if known

.......41

Others?Please list any additional tasks that may have been overlooked due to my own unfamiliarity with this field.

If our school were to initiate a Nurse Aide Training Course, would your Institution consider working out aCo-Op program to enable the students to gain further experience?

Would you or scmeone from your staff be willing to become a part of an Advisory Committee in setting upsuch a course?

If you have any available material such as Job Description, List of Duties, Employment Data, or Tests usedin hiring Nurses Aides which you would be willing to share, I would appreciate your forwarding this.

D - 2

APPENDIX E

Workshop Evaluation

// WA YNE STATE UNIVERSITY

FAMILY LIFE EDUCATION DEPARTMENT

Health Services WorkshopJuly, 1968

FINAL EVALUATION

The original proposal to the Michigan Department of Education, Division of Vocational Educationincluded five (5) basic objectives for the workshop:

1. Develop an understanding of the scope of the health occupations with an emphasison setting up high school courses and experiences within these courses.

2. Prepare teachers to conduct health occupation courses in secondary schools through...n intensified educational experience in the significant content areas.

3. Develop some curriculum materials for teaching based on the educational experiencein the content areas stressing sound educational objectives.

4. Field-test the developed materials as courses are offered in the secondary schools.

Evaluate the fPasibihty of this type of workshop of the college campus in relationto future plans.

Part I

As a member of the workshop, discuss how the objectives were met from your own point of view.It is apparent, that No. 4 should be omitted at this time.

In No. 5, be sure to include suggestions for future workshops and the work experience for teachersdiscussed in class. If there are specific content experiences which you feel should be included withthe work experiences, describe these as well.

Include your name and the date on the paper representing Part I.

Part II

This portion of the evaluation may be done anonymously. In any event, it should be on a separatesheet of paper.

From your point of view,

a. What were the strengths of the workshop?

b. What were the weaknesses of the workshop?

c. Did you feel the time allowed was sufficient for the tasks to be accomplished?

d. Would you feel competent to begin developing a program in your own school?

E - 1