“Pre-op Prep”

Pre-Operative Preparation For

The Virtual Healthcare Experience

A Teaching and Learning Guide/Workbook

Health Science Education

West Virginia Department of Education


Introduction

To the Student

I

magine yourself as a healthcare professional. Your goal is to deliver quality, compassionate care resulting in successful outcomes for your patients. As a healthcare professional, you have many career options.

Imagine that this week you will be working in the operating room, assisting the surgeon in performing atotal knee replacement. You will use sophisticated surgical equipment and technology in an attempt to correct this patient’s physical condition. You will be a vital member of the surgical team. You will view the actual surgical field with the surgeon as he operates.

Imagine! You could be a Patient Transporter, Registered Nurse, Circulating Nurse, Surgical Technologist, Central Supply Technician, Anesthesia Technician, Certified Registered Nurse Anesthetist, Anesthesiologist, Surgical 1st Assistant or a Surgeon. These are just some of the careers utilized in the hospital and found in today’s operating room or surgical suite.

Imagine! When the day arrives, experience the real world inside the operating room – contemplate the patient’s concerns, feel the expert hands of the surgeon, see the knowledge and skills as they are demonstrated by the surgical team and celebrate in the knowledge that someone’s health and quality of life has been improved.

Imagine! If working in surgery is not your area of interest, there are many careers necessary for the care of just one patient, along with his or her family. A patient scheduled for surgery or coming to a hospital might come in contact with the following: Registration or Admissions Clerk, Social Worker, Accounts Manager, Radiological Technologist, Cardiovascular Technologist, Phlebotomist, Physician Assistant, Licensed Practical Nurse, Nursing Assistant, Nurse Practitioner, Dietitian, Dietary Aide, Recovery Room Nurse, Surgical Intensive Care Unit (SICU) Nurse, Ward Clerk, Environmental Services Technician, Spiritual Care Team Member or Clergy.

Imagine! Whatever career goals you are contemplating, you can do it within the healthcare industry. Unfortunately, there will always be people that are sick; and fortunately, there will always be people that want to stay healthy. Healthcare is for those who are sick and those who are well. As we move into the 21st century, wellness will play an increasingly important role in healthcare and will bring about additional careers thatwe have only begun tosee.

Today you do not have to Imagine! You have been given the opportunity to participate in the Imagine U experience. Rise to the challenge! Make the most of the experience by completing each of the following:

  • Complete the Pre-Op Prep, the teaching/learning guide designed to help you better understand the experience.
  • Reviewthe Career Interviews(Imagine U website), provided for the purpose of introducing you to manyof the healthcare careers and professionals that will be seen during thesurgical broadcast.
  • Review Brian Williams’ story, related resources on Baby Boomers and the increased incidence of replacement surgery and ethics discussion questions prior to surgical broadcast.
  • View the live surgical broadcast.
  • Participate in the Question & Answer opportunity, with the surgical health care provider/clinical specialist throughout thesurgical broadcast.

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Introduction

To the Teacher

The Virtual Healthcare Experience is an extraordinary teaching/learning opportunity. The partnership between education and the healthcare industry allows learning to move beyond the walls of the normal classroom. It transforms the classroom into a real world learning environment.

The goals of this experience are to:

  • introduce students to a variety of careers available within healthcare.
  • generate student excitement and interest in the pursuit of careers within the

healthcare industry.

  • provide an authentic healthcare experience [this has become very difficult due to the Health Insurance Portability and Accountability Act of 1996 (HIPAA)].
  • demonstrate the necessity for integration of a strong academic and technical

foundation.

  • provide a student experience relevant to the elements of 21st Century teaching

and learning.

  • raise student achievement.

As the classroom teacher, you are of vital importance in the accomplishment of these goals. You are being asked to engage your expertise to maximize student outcomes. The efforts put forth to provide this learning experience will be to no avail without your help.

Thecomponents of the Virtual HealthcareExperience include the following:

  • Pre-Op Prep, the teaching/learning guide designed to prepare students for the experience.
  • Career Interviews, provided for the purpose of introducing many healthcare careers, specifically those which might be seen during surgery.
  • Brian Williams’ story, related resources on Baby Boomers and the increased incidence of replacement surgery and ethics discussion questions.
  • Surgery broadcast, which will include a live, interactive Question and Answeropportunity for the students.

The Pre-Op Prepis both a teaching guide and a student workbook for the Imagine U: Virtual HealthcareExperience. In order to enhance learning and prepare students to view the surgery, five units of instruction have been created. Lessons of instruction include the following:

Lesson 1:Arthroscopy and Total Knee Replacement

Lesson 2:Infection Control: Principles of Disease Transmission and Prevention in

Medical and Surgical Asepsis

Lesson 3:Brian Williams’ story, related resources on Baby Boomers and the increased incidence of replacement surgery and ethics discussion questions

Lesson4:Surgical Procedures: Arthroscopies and Total Knee Replacement

Lesson 5:Recovery: Postoperative Care and Recovery

The learning guide is beingprovided as a resource for the Virtual HealthcareExperience and is to be used at the discretion of the teacher. It may be used in its entirety or the teacher may pick and choose desired activities within the units. There are numerous delivery methods for using the units of instruction including curriculumsupplements to current content skill sets and objectives, independent study, homework assignments and collaborative projects. Also, the teacher should feel free to use any other materials necessary to raise student achievement. If you choose to incorporate additional activities, please provide an overview and feedback for future projects. However you choose to use the learning guide/workbook, do not distribute the guide without providing instruction to the students on its use.

Units of instruction are standards-based and driven by instructional objectives. Each unit was correlated to the National Health Care Skills Standards in order to provide validity, thereby demonstrating the relationship of instruction to the National Skills Standards established for the Health Science Education Career Cluster.

The Virtual Healthcare Experience’s instructional design is that of simple to complex, building on previous learning. It is designed to allow students to gain introductory knowledge of the human body, pathophysiological processes, medical/surgical interventions and recovery.

As students’ progress through the learning workbook, questions might arise which are more appropriately addressed by a surgical healthcare professional/clinical specialist. It is recommended that the questions be recorded on the pages provided within the workbook and that the students bring the workbook, with the recorded questions,to the surgery broadcast. A surgical health care professional/clinical specialistwill provide narration throughout the surgical procedure. During the broadcast, students may tweet or email questions to the surgical health care professional/clinical specialist. They will attempt to answer as many questionsduring the broadcast as possible.

Consider contacting healthcare professionalsfrom the local healthcare community to participate in the virtual surgery experience. They provide an excellent teaching resourceand can address many of your students’ questions on site.

On behalf of CAMC and the Health Science Education office of the West Virginia Department of Education, thank you for your participation in this educational opportunity. Throughout this experience, should you have questionsthat cannot be answered by your local administration, feel free to emailDebra Catron, Coordinator of Health Science Education, at or Cyndy Sundstrom, Coordinator of Health Science Education, at .

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Setting Your Goals

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Goal setting is powerful! Writing your goals help you to make them become a reality. Developing a plan to meet your goals allows you to take control of where you want to go in life. Before beginning your Virtual Healthcare Experience think about yourshort and long term goals – for the VHE, education, career, and also your long-range goals. Where do you see yourself in 5, 10, 15, and 20 years? Select two goals for each of the areas below.

Goals should be:

  • Written in clear and specific statements.
  • Realistic, achievable and challenging.
  • Measureable, in order to know when you have met your goal.
  • Leading you in the direction you desire.

When setting your goals:

  • Write your goals.
  • Prioritize your goals.
  • Develop an action plan.
  • Decide on when you will take action.
  • Decide on a date you hope to complete your goals.
  • Check your progress regularly.
  • Celebrate your success.

My Virtual Healthcare Experience Goals

1. ______

2.______

Action Plan

1.______

2.______

Start Date/End Date

1.______

2.______

Who Can Help Me Meet My Goals

1.______

2.______

My Educational Goals

1.______

2.______

Action Plan

1.______

2.______

Start Date/End Date

1.______

2.______

Who Can Help Me Meet My Goals

1.______

2.______

My Career Goals

1.______

2.______

Action Plan

1.______

2. ______

Start Date/End Date

1.______

2.______

Who Can Help Me Meet My Goals

1.______

2. ______

My Long-Range Goals

1.______

2.______

Action Plan

1.______

2.______

Start Date/End Date

1.______

2.______

Who Can Help Me Meet My Goals

1.______

2.______

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Pre and Post-Learning Activity

Know-Wonder-Learn

Using the topics listed below and the chart provided, complete sections one and two, prior to beginning the instructional lessons and the last section after completion of the lessons.

  • Arthroscopy and Total Knee Replacement
  • Infection Control: Medical and Surgical Asepsis
  • Case Review and Ethics Discussion Questions
  • Operating Room Personnel and Processes
  • Post-operative Recovery following Surgery

*The chart may be completed individually, by each student or by the class as a whole.

What do you know about the topics?
What do you want to know about the topics?
What did you learn about the topics and would still like to learn about the topics?

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Surgical Procedures:

  • Arthroscopy
  • Total Knee Replacement

Instructional Lessons

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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Lesson 1

Skeletal System

Overview:

The study of anatomy and physiology means the study of the structures and function of the human body. By reviewing theskeletal system, you will be more prepared for viewing the surgical procedure.

Unit Standard:

National Health Care Skill Standards:

Standard 1: Academic Foundation

Accountability Criteria: 1.1 Human Structure and Function

Lesson Objectives:

Upon completion of this lesson, students will be able to

  • identify the structure and function of the skeletal system.
  • examine the changes in the skeletal system associated with aging.
  • describe the treatment options forbone and joint disease/injury.

Teaching/Learning Guide:

Visit the following online siteto meet lesson objectives:

  • Read the selection and outline the function of the skeletal system

Examples of Assessments (to be used at the discretion of the teacher):

Products*:

Report – summary of knowledge gained on the urinary system.

Essay– guest column for local newspaper on any topic within the lesson

Poster – any topic within the lesson

Performances*:

Presentation – on any topic within the lesson

Written and Oral Tests/Quizzes:

Tests and Quizzes – on acquisition and comprehension of basic knowledge (i.e. vocabulary, structure, function, etc.)

The following website has a variety of assessment tools and includes a rubric for each tool:

See page 20-25 of this guide for sample rubrics.

IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE

Lesson 2

Infection Control: Principles of Disease Transmission and

Prevention in Medical and Surgical Asepsis

Overview: An essential component of a successful surgical procedure is infection control. The activities within this lesson are designed to familiarize the student with the principles of disease transmission and prevention and their role in medical/surgical asepsis.

Unit Standards:

National Health Care Skill Standards:

Standard 7: Safety Practices

Accountability Criteria: 7.1 Infection Control

7.2 Personal Safety

7.3 Environmental Safety

7.4 Common Safety Hazards

Lesson Objectives:

Upon completion of this lesson, students will be able to

  • describe Standard Precautions.
  • define biohazard and recognize the symbol indicating the presence of biohazardous materials.
  • compare and contrast medical and surgical asepsis.
  • identify appropriate personal protective equipment required for surgery.
  • define general terminology related to infection control.

Teaching/Learning Guide:

Objective 1

Using the following onlinesite, define Standard Precautions.

Optional Activities:

Create a Power Point or Prezipresentation describing the Standard Precautions required for surgery.

Create a poster on hand hygiene using the CDC’s Fact Sheet found at the website.

Objective 2

Use the online resources below to respond to the statement or question presented.

Define Biohazard.

Identify the Biohazard symbol.

Using the virtual reality tour on OSHA’s website, identify Biohazard symbols and create a Fact Sheet describing the Bloodborne Pathogens Standard.

Objective 3

Create a table comparing/contrasting medical and surgical asepsis using the following online resources.

Objective 4

Using the online resources provided, list the personal protective equipment (PPE) used in surgery.

(See Provision)

Using the surgical suite on the Occupational Safety and Health Administration (OSHA) website, examine the set-up in a surgical suite.

After watching the video, AORN Hand Hygiene – Surgical Scrub for the OR,

write a paragraph in which you describe the surgical scrub process.

Objective 5

Use the web resources presented thus far in the curriculum and the additional websites listed below to define the following terminology:

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Asepsis

Medical Asepsis

Surgical Asepsis

Sterile Field

Pathogen

Infection Control

Disinfection

Sterilization

Antisepsis

Sterile Technique

Standard Precautions

Personal Protective Equipment

Biohazard

Nosocomial infection

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Medline Plus –

Wikipedia –

Examples of Assessments (to be used at the discretion of the teacher):

Products*:

Report – summary of knowledge gained, such as Surgical Asepsis

Essay – guest column for local newspaper on any topic within the lesson

Pamphlet/Brochure – on any topic within the lesson

Poster – any topic within the lesson, such as personal protective equipment

Power Point – any topic within the lesson

Performances*:

Presentation – persuasive proposal on any topic within the lesson, such as the promotion and positive outcomes of proper handwashing

Creative Performance – skit, such as healthcare professional teaching the surgical scrub

Simulation – mock trial, using aspects medical and surgical asepsis as related to a healthcare professional that did not use proper procedures

Interview – using elements within the lesson taking on human persona, such as the pathogen

Written and Oral Tests/Quizzes:

Tests and Quizzes – on acquisition and comprehension of basic knowledge

(i.e. vocabulary, structure, function, etc.).

The following website has a variety of assessment tools and includes a rubric for each tool: HOSA Handbook: Section B

Competitive Events(use topics from the lesson).

See page 20-25 of this guide for sample rubrics.

Lesson 3

Case Review/WebQuest

Unit Standards:

National Health Care Skill Standards:

Standard 6: Ethics

Accountability Criteria: 6.1 Ethical Boundaries

6.2 Ethical Practice

Lesson Objectives:

Upon completion of this lesson, students will be able to:

  • discuss the trend of increasing incidence of knee replacement surgery among Baby Boomers.
  • discuss ethical issues surrounding replacement surgeries.

Learning/Instructional Strategies:

WebQuestOverview:

NBC Nightly News Anchor, Brian Williams, underwent knee replacement surgery in August, 2013. He chose to have the surgery to relieve chronic pain. In his words, “This operation, my fourth surgery on the same knee, was 35 years in the making. It dates back to a hit I suffered in practice during high school football…” With this decision, he

joineda growing number of Baby Boomers who have elected to undergo this procedure. His surgery has focused increasing attention on this trend.

Go to the following websites to see Brian Williams’ story:

According to a government report released in the September 12 issue of the Journal of the American Medical Association, the number of knee replacement surgeries has risen dramatically. The report also found that people are getting knee surgery at younger and younger ages.

See related articles:

As Baby Boomers Age, Knee Replacement Surgery Numbers Soar

Knee replacements on the increase among older adults

Research factors that have been suggested to account for 161.5% increase over the last two decades: