10.07.02.40

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=160 BGCOLOR="#006699" TEXT="#080000" background="16d00a03.jpg"> <div> <I><B>V</B></I><FONT SIZE="6" COLOR="#000080" FACE="Verdana" ><I><B>oices</B></I></FONT><FONT SIZE="6" COLOR="#000080" FACE="TimesRoman" ><I><B> </B></I></FONT><FONT SIZE="5" COLOR="#000080" FACE="Verdana" ><I><B>for Quality Care (LTC), Inc.</B></I></FONT></div> <bR> <div> <B>P.O. 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Introduction.</B></div> <div> <B>(1) Role of nursing assistant;</B></div> <div> <B>(2) Relationships of nursing assistant to health care team;</B></div> <div> <B>(3) Purpose of long-term care;</B></div> <div> <B>(4) Patient's rights.</B></div> <div> <B>B. Approaches of Caring for the Aging Patient.</B></div> <div> <B>(1) Observation/reporting:</B></div> <div> <B>(a) Changing function and behavior--normal vs. abnormal,</B></div> <div> <B>(b) Confidentiality;</B></div> <div> <B>(2) Communication:</B></div> <div> <B>(a) Forms (examples, body language, verbal and nonverbal),</B></div> <div> <B>(b) Patient, family and staff;</B></div> <div> <B>(3) Cultural and social needs:</B></div> <div> <B>(a) Background--past/present views,</B></div> <div> <B>(b) Social myths and prejudice;</B></div> <div> <B>(4) Spiritual needs;</B></div> <div> <B>(5) Family's needs and reaction.</B></div> <div> <B>C. Patient Environment.</B></div> <div> <B>(1) Safety:</B></div> <div> <B>(a) Protective devices/restraints,</B></div> <div> <B>(b) Fire and disaster;</B></div> <div> <B>(2) Infection control:</B></div> <div> <B>(a) Handwashing,</B></div> <div> <B>(b) Signs and symptoms of common communicable disease,</B></div> <div> <B>(c) Basics in isolation techniques;</B></div> <div> <B>(3) Maintaining the patient room:</B></div> <div> <B>(a) General environmental cleanliness,</B></div> <div> <B>(b) Age-related consideration (for example, temperature, glare, noise);</B></div> <div> <B>(4) Equipment:</B></div> <div> <B>(a) Storage,</B></div> <div> <B>(b) Use,</B></div> <div> <B>(c) Preventive maintenance.</B></div> <div> <B>D. Basic Skills. These skills will require instruction, demonstration, and return demonstration by each student.</B></div> <div> <B>(1) Bedmaking:</B></div> <div> <B>(a) Supplies,</B></div> <div> <B>(b) Occupied/unoccupied,</B></div> <div> <B>(c) Method,</B></div> <div> <B>(d) Handling of linens (clean and dirty);</B></div> <div> <B>(2) Personal grooming:</B></div> <div> <B>(a) Baths:</B></div> <div> <B>(i) Types,</B></div> <div> <B>(ii) Supplies,</B></div> <div> <B>(iii) Nail care,</B></div> <div> <B>(iv) Foot care,</B></div> <div> <B>(v) Hair care;</B></div> <div> <B>(b) Oral hygiene:</B></div> <div> <B>(i) Importance,</B></div> <div> <B>(ii) Equipment,</B></div> <div> <B>(iii) Procedure,</B></div> <div> <B>(iv) Special care;</B></div> <div> <B>(3) Feedings:</B></div> <div> <B>(a) Types,</B></div> <div> <B>(b) Assisting,</B></div> <div> <B>(c) Independent,</B></div> <div> <B>(d) Complete;</B></div> <div> <B>(4) Bedpans and urinals:</B></div> <div> <B>(a) Precautions,</B></div> <div> <B>(b) Positioning;</B></div> <div> <B>(5) Body mechanics:</B></div> <div> <B>(a) Transfer:</B></div> <div> <B>(i) Equipment,</B></div> <div> <B>(ii) Principles,</B></div> <div> <B>(iii) Types;</B></div> <div> <B>(b) Positioning:</B></div> <div> <B>(i) Bed,</B></div> <div> <B>(ii) Chair.</B></div> <div> <B>E. Intermediate Skills. These abilities will require instruction, demonstration, and return demonstration by each student.</B></div> <div> <B>(1) Ambulation:</B></div> <div> <B>(a) Walker,</B></div> <div> <B>(b) Cane;</B></div> <div> <B>(2) Enemas:</B></div> <div> <B>(a) Types,</B></div> <div> <B>(b) Positioning;</B></div> <div> <B>(3) Collection and types of specimens (urine, stool, and sputum);</B></div> <div> <B>(4) Intake and output--observation and recording;</B></div> <div> <B>(5) Vital Signs:</B></div> <div> <B>(a) Temperature,</B></div> <div> <B>(b) Pulse,</B></div> <div> <B>(c) Respirations,</B></div> <div> <B>(d) Height,</B></div> <div> <B>(e) Weight,</B></div> <div> <B>(f) Blood pressure;</B></div> <div> <B>(6) Terminal care:</B></div> <div> <B>(a) Dying vs. death,</B></div> <div> <B>(b) Family--present and past,</B></div> <div> <B>(c) Personal possessions,</B></div> <div> <B>(d) Cultural benefits,</B></div> <div> <B>(e) Postmortem care.</B></div> <div> <B>F. Advance Skills. These skills will require instruction, demonstration, and return demonstration by each student.</B></div> <div> <B>(1) Bowel and bladder training;</B></div> <div> <B>(2) Range of motion;</B></div> <div> <B>(3) Reality orientation;</B></div> <div> <B>(4) Patient care planning implementation;</B></div> <div> <B>(5) Oxygen;</B></div> <div> <B>(6) Emergency procedures;</B></div> <div> <B>(7) Decubitus care and prevention;</B></div> <div> <B>(8) Feeding tube care;</B></div> <div> <B>(9) Catheter care and positioning of tube for drainage;</B></div> <div> <B>*(10). Impactions--observation and removal; *(11) Colostomy/ileostomy/ileo-conduit;</B></div> <div> <B>(12) Hot and cold applications;</B></div> <div> <B>*(13) Sitz baths. ---------- * Optional procedures.</B></div> <div> <B>G. Principles of Body Systems. Objectives of this unit will be to present a basic overview of each system as it relates to patient limitation/condition/disease.</B></div> <div> <B>(1) Circulatory;</B></div> <div> <B>(2) Respiratory;</B></div> <div> <B>(3) Muscular and skeletal;</B></div> <div> <B>(4) Sensory/neurological;</B></div> <div> <B>(5) Metabolic/endocrine;</B></div> <div> <B>(6) Urinary;</B></div> <div> <B>(7) Gastrointestinal;</B></div> <div> <B>(8) Skin.</B></div> <div> <B>H. Dementia. Objectives of this unit will be to enable students to identify and describe behavior and symptoms of dementia, to recognize and report changes in behavior to supervisors, to assist cognitively impaired patients with activities of daily living including personal care and ambulation with the least possible behavior disruptions, to maintain a safe environment for patients with dementia, and to intervene appropriately in behavioral manifestations of dementia.</B></div> <div> <B>(1) Introduction.</B></div> <div> <B>(a) Definition of dementia disease process;</B></div> <div> <B>(b) Misconceptions;</B></div> <div> <B>(c) Causes:</B></div> <div> <B>(i) Irreversible,</B></div> <div> <B>(ii) Reversible;</B></div> <div> <B>(d) Delirium:</B></div> <div> <B>(i) Recognizing delirium to differentiate delirium from dementia,</B></div> <div> <B>(ii) Causes.</B></div> <div> <B>(2) Behaviors and Symptoms.</B></div> <div> <B>(a) Specific behaviors:</B></div> <div> <B>(i) Aggressiveness,</B></div> <div> <B>(ii) Agitation/screaming,</B></div> <div> <B>(iii) Catastrophic,</B></div> <div> <B>(iv) Hallucinations/delusions,</B></div> <div> <B>(v) Inappropriate sexual behavior,</B></div> <div> <B>(vi) Limited attention span,</B></div> <div> <B>(vii) Resistive behavior,</B></div> <div> <B>(viii) Rummaging and hoarding,</B></div> <div> <B>(ix) Suspiciousness,</B></div> <div> <B>(x) Wandering;</B></div> <div> <B>(b) Related behaviors:</B></div> <div> <B>(i) Anxiety,</B></div> <div> <B>(ii) Demanding,</B></div> <div> <B>(iii) Depression/withdrawal,</B></div> <div> <B>(iv) Irritability,</B></div> <div> <B>(v) Sleep changes.</B></div> <div> <B>(3) Psychosocial Aspects.</B></div> <div> <B>(a) Impact on family;</B></div> <div> <B>(b) Impact on other residents;</B></div> <div> <B>(c) Coping with losses;</B></div> <div> <B>(d) Staff stress and its management.</B></div> <div> <B>(4) Responses to Behaviors. Each behavior shall include a description of the behavior, what to report and when to report, to whom to report, and management aspects (environment, communication, social/activities, physical management).</B></div> <bR> </td> </tr></table></body>