21St Century Instructional Guide for Career Technical Education s1

21st Century Instructional Guide for Career Technical Education

Medical Laboratory Techniques

Health Science Education Cluster

Medical Laboratory Assisting Concentration

Title: / Medical Laboratory Techniques (WVEIS 0753)
Standard Number:
HSE.S.MLT.1 / Orientation to the Laboratory
Students will:
·  demonstrate knowledge of the laboratory departments including personnel within each department.
·  identify the training and licensure needed to perform laboratory procedures in a hospital or physician’s office.
·  demonstrate skills in the performance of safety procedures necessary in medical laboratory testing.
·  utilize the Material Safety Data Sheets (MSDS).
·  demonstrate comprehension of the levels of laboratory testing to the tests performed in each laboratory department.
Essential
Questions: / Why is the concept of lifelong learning (continuing education) so important in the health care field?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HSE.O.MLT.1.1 / determine the licensure and training requirements necessary for the performance of laboratory tests. / Note: Review the licensure requirements for the different occupations in the laboratory setting.
HSE.O.MLT.1.2 / correlate the importance of obtaining continuing education units (CEUs) to job performance. / Note: Conduct a discussion regarding the relationship between job performance and continuing education.
HSE.O.MLT.1.3 / relate methods of obtaining CEUs. / methods to obtain CEUs
·  home study courses
·  college courses
·  inservice trainings in the workplace
·  public health department-state/government
·  on line courses
HSE.O.MLT.1.4 / distinguish the difference between clinical and anatomical laboratory departments. / clinical
·  performs analysis on blood, urine, feces, and other specimens to analyze for disease or preventative care
anatomical
·  with body parts and tissues to help with the diagnosis of cancer or the cause of death
HSE.O.MLT.1.5 / examine the physical layout and environment of the clinical and anatomical laboratory departments. / Student Learning Activity: Provide students with a blank chart with the two laboratory divisions for labeling.
HSE.O.MLT.1.6 / relate the contribution of laboratory science to patient care. / define laboratory science and its relationship to patient care
·  research
° in making test procedures that will
determine disease process
° making of vaccines for prevention of
disease
° storage of organisms for research
° data research on diseases
·  state & county public health
°  track communicable diseases
°  vaccines for community
HSE.O.MLT.1.7 / differentiate levels of laboratory testing. / differences explained between divisions
·  waived testing-point of care
·  moderately complex
·  highly complex
Note: Personnel performing moderately or highly complex
testing must have college degrees in laboratory science.
HSE.O.MLT.1.8 / examine laboratory tests performed in each laboratory department. / Suggestions: Conduct discussions regarding various departments including the tests performed in each.
Provide students with an informational handout on each of the departments including the laboratory tests performed in each division.
HSE.O.MLT.1.9 / demonstrate the use of the Material Safety Data Sheet (MSDS). / Note: Conduct review of chemical hazards and personal protective devices.
Provide MSDS sheets for student use.
HSE.O.MLT.1.10 / establish the role of the pathologist and the physician in the hospital and physician offices. / Suggestion: Conduct discussion regarding pathologist’s role
versus the physician’s role.
Standard Number:
HSE.S.MLT.2 / Math
Students will:
·  apply mathematical skills as they relate to computations and principles of conversion used in the laboratory.
·  interpret information from charts and diagrams.
·  apply the use of Roman Numerals in laboratory analysis.
Essential
Questions: / Should the United States adopt the metric system?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HSE.O.MLT.2.1 / apply mathematical principles to computations related to healthcare procedures (metric and household, conversions and measurements). / Objectives 2.1-2.4 Provide students with mathematical computations to meet the selected objectives.
HSE.O.MLT.2.2 / differentiate Roman Numerals.
HSE.O.MLT.2.3 / demonstrate the use of Roman Numerals in laboratory analysis.
HSE.O.MLT.2.4 / analyze appropriate diagrams, charts, and tables to plot laboratory information.
Standard Number:
HSE.S.MLT.3 / The Microscope
Students will demonstrate knowledge of the use and care of the microscope.
Essential
Questions: / How did the development of the microscope change healthcare and its applications?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HSE.O.MLT.3.1 / describe the components of a microscope. / components
·  ocular
·  objectives
·  light source
·  course and fine adjustments
HSE.O.MLT.3.2 / identify the parts of the microscope on a diagram. / Student Learning Activity: Provide chart or diagram and have students identify the parts of the microscope.
HSE.O.MLT.3.3 / recognize the objective lenses explaining their use in identifying structures. / lenses
·  low
·  high
·  oil Immersion
HSE.O.MLT.3.4 / demonstrate focusing a microscope. / Student Learning Activity: Demonstrate procedure and have students perform return demonstration.
HSE.O.MLT.3.5 / demonstrate cleaning a microscope. / Student Learning Activity: Demonstrate procedure and have students perform return demonstration.
HSE.O.MLT.3.6 / demonstrate the method of transporting a microscope. / Student Learning Activity: Demonstrate procedure and have students perform return demonstration.
HSE.O.MLT.3.7 / establish the total magnification of a microscopic field for low power, high power, and oil immersion objectives. / Note: Ocular times objective is used for calculation.
HSE.O.MLT.3.8 / determine the working distance as it pertains to the microscope. / Note: Use course and fine adjustments for working
distance.
HSE.O.MLT.3.9 / select the materials used in microscopic work. / Note: Have student identify and select the materials necessary for microscopic work.
HSE.O.MLT.3.10 / differentiate between a monocular and compound microscope. / differentiate
·  monocular microscope (observe in classroom)
·  compound microscope (observe in classroom)
·  electron Microscope (research on Internet)
HSE.O.MLT.3.11 / recognize the method to label and file microscopic samples and slides. / storage of slides
·  cardboard trays must be placed flat, then stacked
°  space for 2-20 slides
°  usually temporary
°  usually placed with number in sequence
·  wooden or plastic boxes
°  slides placed on edge
°  space for 12-100 slides
°  covered with lid
°  number of series placed on outside of box
why slides must be kept
·  final diagnosis
·  autopsies
label slides
·  slides must be clean
·  label with a marker
·  frosted slides must b e written on the frosted end with a lead pencil or marker
·  plain slides must be etched with number, then
stained, then attach a paper label
Standard Number:
HSE.S.MLT.4 / Quality Control
Students will demonstrate knowledge and skills needed to compile quality control charts and perform Quality Control (QC) for each laboratory and diagnostic department, recognizing whenever QC is out of range.
Essential
Questions: / Why does industry require some type of quality control system?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HSE.O.MLT.4.1 / examine the Quality Control methods for diagnostic and laboratory analysis relating the importance of quality assurance. / importance of Quality Control
·  assures that instruments are operating properly
·  patient results are accurate
terminology
·  quality control
·  quality assurance
·  quality assessment
·  quality systems
required by
·  CLIA ’88
components of QC programs
·  personnel qualifications and training
·  participation in proficiency testing
·  quality assessment/quality assurance
a.  pre- analytical factors
1.  patient identification
2.  specimen collection
3.  qualified testing personnel
4.  up- to -date procedure manual
b.  post analytical factors
1.  reporting results
2.  charting results
3.  use of computers and bar codes to eliminate
many post analytical errors
c.  analytical factors
1.  preparation of samples
2.  instrument maintenance and calibration
3.  use of controls, standards and calibrations
4.  operator technique
5.  test procedure
6.  interfering conditions or substances
7.  statistical analysis of control results
HSE.O.MLT.4.2 / determine the difference in accuracy and precision. / accuracy
·  degree of closeness to true value
precision
·  reproducibility of results
HSE.O.MLT.4.3 / determine the mean value for a set of test results. / Student Learning Activity: Have students determine mean.
·  all sample results added together
HSE.O.MLT.4.4 / calculate the standard deviation for an analytical method. / Student Learning Activity: Provide students with informational sheet (formula for calculating standard deviation) and worksheet for practice on calculating the standard deviation.
formula for calculating the standard deviation:
1.  calculate the variance of the sample
__
S 2 = ( X -X) 2
______
n - 1
2.  then calculate the standard deviation by formula:
S = vs 2
HSE.O.MLT.4.5 / recognize deviations resulting in test results which are out of range for Quality Control
procedures. / Quality Control charts
·  normal
·  abnormal
Note: Plot on a Levey-Jennings chart.
HSE.O.MLT.4.6 / perform coefficient variation used in Quality Control. / Student Learning Activity: Provide students with an information sheet with worksheets and calculate the set of numbers given and record results.
HSE.O.MLT.4.7 / compare shifts and trends in the Quality Control analysis. / define
·  shift
·  trend
Westgard’s Rules (guidelines to help decide whether or not a method is out of control).
HSE.O.MLT.4.8 / recognize the Westguard rules in Quality Control performance. / Conduct research on the Internet to locate information about Quality Control.
See www.westgard.com.
·  list the set of rules for determining when a sample is out-of—control
·  list remedies or checks to perform to identify the problem
Standard Number:
HSE.S.MLT.5 / Biological Specimens
Students will
·  prioritize and distinguish the types of specimens received and collected into the laboratory setting.
·  demonstrate knowledge and skills in specimen collection and transportation procedures including applicable containers.
Essential
Questions: / Considering your knowledge of science to this point, how will you apply past learning to the new concepts that are being added to your knowledge base?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HSE.O.MLT.5.1 / prioritize and separate specimens into the correct laboratory department. / Student Learning Activities: Separate containers and tubes associated with the proper departments. Create flash cards for individual specimens and departments.
HSE.O.MLT.5.2 / choose collection containers for specimens collected or received. / special containers for each type of specimen
·  urine
·  blood collection tubes
·  sputum container
·  blood cultures tubes
·  spinal fluid tubes
·  feces
·  body fluids
·  microbiology culture tubes/swabs (different specimens)
HSE.O.MLT.5.3 / demonstrate procedures for biological specimen collections. / Student Learning Activities: Conduct lecture and demonstration on specimen collection. Provide students with an informational handout (specimen collections).
HSE.O.MLT.5.4 / illustrate proper labeling of specimens and their containers. / labeling
·  always label specimens from left to right
·  the second row and any other row completely or partially filled must read from left to right
specimen containers
·  label containers with the patient’s name
·  room number
·  date
·  time
·  technician’s initials
·  DOB (blood bank specimens)
·  social security (blood bank specimens)
HSE.O.MLT.5.5 / determine the appropriate tubes for blood collections. / tubes
·  lavender (hematology)
·  light blue (coagulation)
·  green (chemistry)
·  red/black (chemistry, serology)
·  gray (chemistry)
·  red (blood bank, chemistry, serology)
·  royal blue (chemistry)
·  light gold (chemistry, serology)
·  light green, green/black (chemistry)
HSE.O.MLT.5.6 / differentiate the anticoagulants in the blood collection tubes. / anticoagulants
·  EDTA (lavender)
·  sodium fluoride (light blue)
·  heparin (green)
·  gel and clot activator (red/black)
·  sodium fluoride and potassium oxlate (gray)
·  none (red)
·  EDTA, none, heparin (royal blue)
·  gel and clot activator (gold)
·  gel and heparin (light green, green/black)
HSE.O.MLT.5.7 / demonstrate the correct order of draw using blood collection tubes. / order of draw
·  sterile (Blood Cultures)
·  light Blue
·  red
·  red/black
·  green
·  lavender
·  gray
HSE.O.MLT.5.8 / correlate the different body fluids with their collection tubes, explaining methods of collection. / spinal fluids in special plastic tubes collected by the doctor
(four tubes are collected)
1.  chemistry
2.  microbiology
3.  hematology
4.  virology (or saved for other tests)
other body fluids collected in
1.  blood collection tubes (green or lavender)
2.  bag of fluid (histology and cytology studies)
HSE.O.MLT.5.9 / relate collection procedures used in urine sample collections. / urine collections
·  random
·  timed
·  clean-catch/midstream
·  catheterized
·  fasting
HSE.O.MLT.5.10 / select the equipment necessary for venipuncture. / Student Learning Activity: Conduct lecture on the equipment necessary for venipuncture.
HSE.O.MLT.5.11 / perform a venipuncture. / Student Learning Activity: Provide students with the national guidelines on venipuncture.
purpose of specimen collections
·  diagnose disease
·  determine treatment
·  define progress of disease
Standard Number:
HSE.S.MLT.6 / Basic Laboratory Equipment and Glassware
Students will:
·  demonstrate knowledge of general laboratory glassware, pipettes, and laboratory instruments used for testing purposes.
·  demonstrate use of the three types of centrifuges in the work area.
·  demonstrate knowledge and skills in cleaning procedures used in the laboratory setting.
Essential
Questions: / Discuss the need for strict adherence to standards when performing laboratory procedures.
Objectives: / Students will / Learning Plan & Notes to Instructor:
HSE.O.MLT.6.1 / recognize types of laboratory instruments, centrifuges, and glassware used in the laboratory area. / identification of equipment used in the laboratory
types of glassware
·  bottles
·  beakers
·  flasks
·  test tubes
·  cylinders-graduated
·  glass and plastic pipettes
Note: general glassware made with flint, borosilicate, or quartz. Plastic made with polyethylene, polystyrene, or polypropylene.
HSE.O.MLT.6.2 / recognize types of pipettes. / types of pipettes
·  TD- To Deliver (frosted, & Plain)
·  TC (To Contain)
·  volumetric
·  serological
·  graduated
·  micropipettes
HSE.O.MLT.6.3 / demonstrate the correct usage of pipettes to measure and transfer liquids. / Student Learning Activity: Demonstrate procedure and have students perform return demonstration.