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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.
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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
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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