CHAPTER 1
WHERE YOU WORK
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESTED ACTIVITIESWhat is long term care?
· Medical care
· Nursing and rehabilitative care
· Personal care
· Residential care
Why are people admitted to long term care?
· The long term care population
Who provides care in a long term care facility?
How is care paid for?
· Medicare
· Medicaid
· Personal resources
· Managed care plans
· Long term care insurance
Who oversees long term care? / · Define what makes life worth living
· Describe a Long Term Care facility
· List four services provided in long term care
· List the types of care offered in long term care
· Give two reasons why people are admitted to long term care
· Define the role of the members of the interdisciplinary health care team
· Explain how care is paid for
· Describe the agency that oversees long term care / Discussion; small group activity; lecture
Discussion; small group activity
Discussion
Discussion; lecture
Lecture; discussion
Lecture; discussion
CHAPTER 2
Starting Your Job: What to Expect
Curriculum Outline
Content / Behavioral Objective / Suggested ActivitiesProviding care
· Providing the best care possible
· Mindful caregiving
· Understanding residents’ routines
· Values and culture
· Ethics
· Developing trust
The interdisciplinary team
· Developing a relationship with the charge nurse
· Developing relationships with co-workers
· Daily assignments
Approaches to care
Factors that influence care
Job functions
Taking care of yourself
· Coping with stress
· Coping with your emotions / · Explain what is meant by mindful caregiving
· List ten questions to ask when learning about a resident’s routine
· Define ethical decisions
· Describe the nursing team
· Explain the importance of developing a trusting relationship with the charge nurse and co-workers
· List three questions to ask when receiving an assignment
· Describe the three different approaches to care
· List at least three factors that influence care
· Describe four essential job functions common in nurse assistant job descriptions
· Describe two ways to take care of yourself / Group activities; lecture; discussion
Lecture; discussion
Small group activity; lecture; discussion
Small group activity; lecture
Small group activity
Discussion; group activities
Lecture; discussion
Lecture; discussion
Group presentations; discussion;
flip chart /student responses
CHAPTER 3
Understanding People
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESTED ACTIVITIESPsychosocial wellbeing
· Discovering the resident
Gaining an understanding of residents
· Erikson’s eight stages of psychosocial development
· Maslow’s hierarchy of needs
- Physical needs
- Safety and security needs
- Social needs
- Self-fulfillment needs
· Other needs of residents
- Sexual needs
- Spiritual needs
· Cultural and values differences
· Meeting different needs
Understanding a resident’s history / · Describe how to know a resident
· List Erickson’s eight stages of psychosocial development
· Define Maslow’s hierarchy of needs
· List ways to meet resident’s needs
· Describe how knowing a resident’s history will help understand resident’s needs / Group presentations; discussion;
Lecture
Lecture; flip chart; discussion;
group presentations
Flip chart /student responses;
discussion;
Lecture; group presentations; flip chart /student responses;
discussion
Chapter 4
Understanding People’s Rights
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESED ACTIVITIESLegal rights
Right to exercise one’s rights
· How to assist residents to exercise their rights
Right to privacy and confidentiality
· How to protect resident’s rights to privacy
Right to information
· Your responsibilities for providing information
Right to choose
· How to help residents exercise their right to choose
Right to notification of change
· When to notify residents of change
Protection of resident’s personal funds
· Your responsibility regarding resident’s funds
Grievance rights
· Your responsibility regarding resident grievances
Admission, transfer and discharge rights
· Your role in transfers and discharges
Right to be free from restraint and abuse
· What you can do to be free from abuse
Ombudsman program / · Define rights
· List the rights in the Residents’ Bill of Rights
· Define terms used for abuse
· List what is required in an abuse program
· Define the role of the ombudsman / Flip chart /student responses; discussion; lecture
Flip chart /student responses; discussion; group presentations
Flip chart /student responses;
Discussion
Lecture
Chapter 5
Your Role in Ensuring Quality of Life
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESTED ACTIVITIESWhat is dignity?
· How perception influences dignity
· Changing a resident’s self-perception
Honoring a resident’s life
· Who is Anna Mae Halgrim Seaver?
Helping the resident to redefine their life
What difference does promoting dignity make?
Considering the resident as a customer
· How to add customer service into your caregiving
Activities
Quality of life
A different way to provide care / · Describe why treating a resident with dignity is important
· Describe what a customer service focus means for a nurse assistant
· Explain the importance of activities for residents
· Describe the principles of the Eden Alternative / Flip chart /student responses;
lecture; discussion; group presentations
Flip chart /student responses;
lecture; discussion
Lecture; discussion
Flip chart /student responses;
lecture; discussion
Chapter 6
The Role of the Family
Curriculum Outline
CONTENT / BEHAVIOR OBJECTIVE / SUGGESTED ACTIVITIESWhat is family?
· The family as customer
Why is family important?
What happens to families when residents get admitted?
· The adjustment process
· Guilt
· Anger
· Uncertainty
· Sadness
· Loss of control
· Relief
Your relationship with the family
Involving the family in care
· Communicating effectively with family members
Family visits
· Managing family members’ expectations
· When families express distress
When you become like a family member / · Define family
State why family is important
· Define the family’s adjustment process
· Explain how to develop a relationship with the family
· Describe how to make the resident’s family feel part of the health care team / Discussionl; role play; lecture;
flip chart /student responses;
lecture; discussion
Flip chart /student responses;
lecture; discussion;
group presentations
Flip chart /student responses;
discussion
Group presentations;
discussion
Chapter 7
Communication
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESTED ACTIVITIESHow we communicate
· Verbal communication
· Nonverbal communication/body language
· Touch
· Listening
· Validating communication
Promoting effective communication
Ending a conversation
Problems of ineffective communication
Special communication needs
· Communicating with demanding residents
· Communicating with residents who need encouragement
· Communicating with residents with visual impairment
· Communicating with residents with hearing impairment
· Communicating with residents who are depressed
· Communicating with residents with cognitive
· impairment
· Communicating with residents with speech impairment
Communication and inappropriate behavior
· Responding to sexual advances
· Responding to sexual abuse
Conflict resolution
· Understanding yourself
· Reactions to conflict
· Nondefensive communication
· Effective communication when conflict occurs
· Steps for conflict resolution
Communicating about yourself
Telephone courtesy / · List ways to make verbal communication effective
· Explain the importance of nonverbal communication, touch, and listening
· List general guidelines for good communication and active listening
· Explain ways to communicate with residents who have special communication needs
· Describe ways to handle residents’ inappropriate behavior or aggression
· Describe how to resolve conflicts
· Explain when it is OK to talk about yourself with residents
· Demonstrate proper telephone courtesy / Flip chart /student responses; discussion; lecture; small group activity
Group presentations; discussion
Discussion; lecture; flip chart /student responses
Group presentations; role plays; discussion
Discussion; flip chart /student responses; lecture
Discussion; flip chart /student responses; lecture, group presentations
Lecture
Lecture
Chapter 8
Documentation Principles and Procedures
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESTED ACTIVITIESGathering information about residents and their care activities
· Residents
· The resident’s chart
· Other communication devices
· Other people
· Facility policies and procedures
The difference between objective and subjective information
Resident assessment
· Quality indicators
Resident care plan
· Your role in the care plan meeting
How to report information
· Routine reporting
· Immediate reporting
· “By a certain time” reporting
Incident reports
Your role in documentation
· Guidelines for documentation
· Correcting a mistake in documentation
Common medical terms and abbreviations / · Name all the locations where resident information can be found
· Explain the difference between objective and subjective information
· Explain your role in the care planning process
· Explain when and how to report and document information
· Identify medical terminology and abbreviations / Small group activity;
responses; discussion;
lecture; flip chart /student responses
Flip chart /student responses;
discussion; lecture; group presentations
Flip chart /student responses;
optional group activity
Lecture; group presentations;
flip chart /student responses
Group activity; lecture
Chapter 9
Prevention and Control of Infection
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVES / TRAININGHow microorganisms cause infections
How microorganisms are transmitted: the chain of infection
· The microorganism
· The reservoir
· Portal of exit from the reservoir
· Modes of transmission from the reservoir
· Direct transmission
· Indirect transmission
· Airborne transmission
· Portal of entry into susceptible host
· Susceptible host
Strategies for breaking the chain of infection
· Handwashing and other strategies
· Breaking the chain at the mode of transmission link
· Breaking the chain at the susceptible host link
Handwashing
Using barriers
· Gloves
· Gowns
· Disposable plastic aprons
· Eye protection
Isolation precautions
· Transmission-based precautions
- Airborne precautions
- Droplet precautions
- Contact precautions
· Applying isolation precautions
· Psychosocial needs of residents on isolation precautions
Cleaning, disinfection, and sterilization
· Cleaning
· Disinfection
· Sterilization
· Designated clean and dirty areas of the facility / · State how microorganisms are transmitted
· Describe how the body responds to infection
· Define your role in identifying the signs,
symptoms, and clues of infection
· Demonstrate the skill of handwashing
· Demonstrate the proper way to put on and remove gowns, aprons, gloves, masks, and eye protection
· Explain your facility’s policies and procedures related to isolation precautions
· State your role in cleaning objects and disposing of solid items in the resident’s environment / Discussion; responses; lecture; flip chart ; group activity listing responses
Lecture; flip charts
Lecture; skill demonstration; practice; skills check-off
Lecture; skill demonstration; practice; skills check-off
Flip chart /student responses
lecture; discussion
Flip chart /student responses
Chapter 10
Personal Injury Prevention and Protection
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESTED ACTIVITIESProtecting yourself from bloodborne infections
· Standard precautions
- Handwashing
- Gloves
- Mask, eye protection, face shield
- Gown
- Resident care equipment
- Environmental control
- Linen
- Occupational health and bloodborne pathogens
- Resident placement
OSHA Bloodborne Pathogens Standard
· Preventing needlesticks
· Exposure control plan
· Engineering and work practice controls
· Personal protective equipment
· Housekeeping
· Hepatitis B vaccination and post-exposure evaluation and follow-up
· Information and training requirements
· Information and bloodline pathogens
· HIV and AIDs
· Hepatitis B and Hepatitis C
· Nurse assistant tasks involving exposure to blood
Special equipment and supplies for infection prevention and control
· Wastes requiring special handling
Injury Prevention (Ergonomics)
Mindful decision making: injury prevention
· Common sense rules
· Residents
· Nurse assistant
· Environment
Body mechanics
· Principles of body mechanics
- Step 1: things to consider
- Step 2: prepare yourself
- Step 3: determine how to move
Preventing resident falls
· Why residents fall
· Preventing falls
- Devices and equipment used to prevent falls
Environmental awareness
· Wet floor
· Electrical safety
· Chemical safety
· Material Safety Data Sheets (MSDS)
· Container labeling
· Emergency first aid for chemical exposures
· The “Right to Know” law
· Safety around oxygen
Disaster preparedness
· Weather
· Fire
- If you are first to notice a fire
- If a fire alarm sounds on another wing or unit
- If an evacuation is ordered
Incident reporting / · Explain standard precautions
· Define the OSHA Bloodborne Pathogens standard
· Define ergonomics
· List at least ten common sense rules for preventing injury
· Demonstrate good body mechanics
· Describe how to prevent resident falls
· Discuss your role in preventing injuries
· Discuss their role in disaster preparedness / Lecture; discussion; demonstration
Flip chart; lecture; group presentations; discussion
Flip chart; lecture
Demonstration; discussion; flip chart /student participation; lecture
Flip chart; lecture; small group activity; discussion;
demonstration; return demonstration
Lecture; demonstration
Lecture; group presentations
discussion
Flip chart ; Appendix D review; lecture; discussion
Chapter 11
The Aging Process and Disease Management
Curriculum Outline
CONTENT / BEHAVIORAL OBJECTIVE / SUGGESTED ACTIVITIESLearn how residents feel about aging
Avoid labeling
Acute versus chronic problems
Cancer
Infection
· Localized responses
· Whole body responses
· Silent responses
Identifying signs and symptoms of common infections
· Clues to infection in older adults
· Putting together clues to infection
Integumentary system (skin)
· Structures
· Functions
· Aging changes
· Abnormal signs and symptoms
· Observations to report
· Common chronic illnesses, diseases, and problems of the
· integumentary system
- Dry skin
· Signs and symptoms of dry skin
· Nurse assistant’s role in observation and intervention
· Goals of care
· Interventions or skills for care
- Contact dermatitis
Signs and symptoms of contact dermatitis
· Nurse assistant’s role in observation
· and intervention
· Goals of care
· Interventions or skills for care