Download 0733 Medical Assistant Clinical Procedures IG 8 08

21st Century Instructional Guide for Career Technical Education
Medical Assistant Clinical Procedures
Health Science Education Cluster
Medical Office Assistant Concentration
Title:
Medical Assistant Clinical Procedures (0733)
Standard
Number:
HSE.S. MCP.1
Essential
Questions:
Objective
Number:
HSE.O.MCP.1.1
Emergency Medial Care
Students will perform basic emergency care.
Is there an impact on patient care when medial assistants have a solid understanding of the
knowledge and skills necessary to assist patients in office emergencies?
Objective:
Learning Plan & Notes to Instructor:
examine the general principles of first aid.
general principles
 recognize emergency exists
 check scene for safety, number of victims,
and bystanders available to assist
 check victim for consciousness and follow
CPR guidelines based on findings/primary
survey
 perform secondary survey
 avoid unnecessary movement
 obtain consent or use implied consent
 avoid food and fluids
 protect from cold or chilling
 protect confidentiality
 call EMS as soon as possible or according to
established guidelines
Related instructional concepts:
 Good Samaritan Laws
 abandonment
 triage
Provide clinical scenarios which require students to
1
HSE.O.MCP.1.2
articulate signs and symptoms and describe
treatment for shock.
HSE.O.MCP.1.3
prioritize the methods used for the control of
bleeding.
HSE.O.MCP.1.4
assess types of wounds and describe
treatment for each.
recognize signs and symptoms and respond
appropriately.
signs/symptoms of shock
 cyanosis
 diaphoresis
 rapid, weak pulse
 rapid, shallow respirations
 low blood pressure
 generalized weakness
 confusion
 anxiety/restlessness
 thirst
 nausea/vomiting
 blurred vision
 loss of consciousness
treatment of shock
 positioning
 keep warm/avoid chilling
 avoid food and drink
 monitor ABCs
 activate EMS based on established guidelines
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
methods to control bleeding
 direct pressure
 elevation
 pressure dressing
 pressure point
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
types of wounds
 abrasion
 laceration
2
HSE.O.MCP.1.5
assess first aid measures for sudden illness
and injury including, fainting, stroke,
seizures, insulin shock and diabetic coma.
 incision
 puncture
 avulsion
 amputation
treatment of wounds
 control bleeding
 prevent infection
 activate EMS based on established
guidelines
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
signs/symptoms of fainting
 dizziness
 extreme pallor
 diaphoresis
 coldness of skin
 nausea
 numbness and tingling of hands and feet
treatment of fainting
 positioning
 loosen tight clothing
 activate EMS based on established guidelines
signs/symptoms of stroke
 numbness, tingling sensation, loss of sensory
perception, paralysis (limited to one side of
body)
 slurred speech/no speech
 facial drooping
 difficulty swallowing
 nausea and/or vomiting
 eye pupils unequal in size
 mental confusion
 loss of consciousness
treatment of stroke
3
 monitor respirations
 avoid food/fluids
 reassure victim
 activate EMS based on established guidelines
*optimal 3 hour treatment window
signs/symptoms of seizures
 rigidity of body muscles followed by jerking
movements
 face and lips may develop bluish color
 possible loss of bowel and bladder control
 loss of consciousness
treatment of seizures
 prevent self-injury
 do not place anything between victim’s teeth
 do not force or restrain muscle movements
 monitor ABCs
 activate EMS based on established guidelines
signs/symptoms of insulin shock
 muscle weakness
 mental confusion
 restlessness or anxiety
 diaphoresis
 pale
 moist skin
 hunger pangs
 rapid, irregular heartbeat
 loss of consciousness
treatment of insulin shock
 if conscious and alert, give sweetened drink or
place a cube or teaspoon of sugar in the victim’s
mouth
 avoid hard candy
 monitor responsiveness and ABCs
 activate EMS based on established guidelines
signs/symptoms of diabetic coma
4
HSE.O.MCP.1.6
 confusion
 weakness or dizziness
 nausea and/or vomiting
 rapid deep respirations
 dry/flushed skin
 sweet or fruity odor to breath
 loss of consciousness
treatment of diabetic coma
 activate EMS based on established guidelines
neumonic statements:
Warm and dry, think high.
Cold and clammy, give candy.
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
distinguish signs and symptoms and
signs/symptoms of fractures
describe treatment for bone and joint injuries,
 deformity
including fractures, dislocations, sprains, and
 limited or loss of motion
strains.
 pain/tenderness at site
 swelling
 discoloration
 protrusion of bone through the skin
 crepitation
 abnormal movements within a part of the body
treatment of fractures
 maintain respirations
 treat for shock
 immobilize the injury
 splint/sling
 RICE
 activate EMS based on established guidelines
* make no attempt to reduce the fracture
signs/symptoms of dislocations
 deformity
 limited or abnormal movement
5




swelling
discoloration
pain/tenderness
a shortening or lengthening of the affected
arm or leg
treatment of bone and joint injuries
 maintain respirations
 treat for shock
 immobilize the injury
 splint/sling
 RICE
 activate EMS based on established guidelines
*make no attempt to reduce the dislocation
signs/symptoms of sprains
 swelling
 pain
 discoloration
 impaired motion
treatment of sprains
 RICE
 activate EMS based on established guidelines
signs/symptoms of strains
 sudden pain
 swelling
 bruising
treatment of strains
 RICE
 recommend a bedrest with a backboard under
the mattress for a strained back
 after swelling decreases, apply warm, wet
heat
 obtain medical help for severe strains and all
back injuries
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
6
HSE.O.MCP.1.7
HSE.O.MCP.1.8
See American Heart Association/American Red
demonstrate dressing, bandaging, and
Cross performance guidelines.
splinting techniques
distinguish signs and symptoms and
signs/symptoms of eye injuries
describe treatment for injuries involving the
 redness
eyes, head, nose, ears, chest, abdomen, and
 burning sensation
genital organs.
 pain
 tearing
 presence of foreign object
treatment of eye injuries
 foreign objects such as dust, dirt, or small
particles
o prevent victim from rubbing eye
o draw upper lid down over lower lid to
stimulate formation of tears
o if particle not removed, grasp upper lid
and have victim look down and tilt head
toward injured side
o use water/sterile solution to gently flush
eye or use corner of sterile gauze to
remove object
o if particle is not removed by these
actions or is embedded, make no
attempt to remove it
o apply sterile dry dressing
o obtain medical assistance, preferably
an eye specialist
o activate EMS based on established
guidelines
signs/symptoms of head injuries
 clear or blood-tinged fluid draining from the
nose or ears
 headache
 nausea/vomiting
 visual disturbances
 pupils unequal in size
7
 muscle paralysis
 speech disturbances
 convulsions
 loss of consciousness
treatment of head injuries
 keep victim lying flat
 treat for shock
 if no evidence of neck or spinal injuries, raise
victim’s head slightly and support head, neck,
and shoulders with a small pillow
 watch for signs of respiratory distress and
provide rescue breathing as necessary
 make no attempt to stop the flow of fluid
 do not give liquids
 activate EMS based on established guidelines
signs/symptoms of nose injuries
 bleeding from nostrils
 nose fracture
treatment of nose injuries
 keep victim quiet
 if possible, place victim in sitting position with
head tilted slightly forward
 apply pressure by pressing nostril(s) toward
the midline
 if bleeding does not stop, insert small piece of
gauze in the nostril while applying pressure on
the outer surface of the nostril
 apply cold compress to bridge of nose
 apply pressure on the upper lip just beneath
the nose
 if bleeding does not stop or fracture of the
nose is suspected, seek medical attention
 activate EMS based on established guidelines
injuries to the ear
 torn or detached tissue
8


ruptured or perforated eardrum
clear or blood-tinged fluid draining from the
ear
treatment of wounds to the ear resulting in torn
or detached flesh
 apply sterile dressing with light pressure to
control bleeding
 save any torn tissue, using sterile water or
sterile saline solution to keep tissue cool and
moist (use cool, clean water if sterile not
available)
 send tissue to medical facility with victim
 keep victim lying flat, raising head if no neck
or spinal injury is suspected
 activate EMS based on established guidelines
treatment of wounds to the ear resulting in
ruptured or perforated eardrum
 place sterile gauze loosely in the outer ear
canal
 do not allow victim to hit side of head in an
attempt to restore hearing
 do not put any liquids into the ear
 activate EMS based on established guideline
*recognize clear or blood-tinged fluid draining from
the ear may be a sign of skull or brain injury
(see treatment of head injuries)
types of injuries to the chest
 sucking chest wound
 penetrating chest wounds
 crushing chest injuries
signs/symptoms of sucking chest wounds
 deep open chest wound
 air flows in and out with breathing
 usual vacuum between pleura and lungs
destroyed
9
 lung on injured side collapses
treatment of sucking chest wounds
 place nonporous, airtight dressing over wound
(aluminum foil, plastic wrap) and tape in place
 maintain open airway and give artificial
respirations as needed
 place victim on injured side and elevate head
and chest slightly
 activate EMS based on established guidelines
signs/symptoms of penetrating chest wounds
 object protruding from chest
treatment of penetrating chest wounds
 do not attempt to remove the object
 immobilize object by placing dressing around
it and taping in place
 place victim in comfortable position
 monitor respirations and give rescue
breathing as needed
 activate EMS based on established guidelines
signs/symptoms of crushing chest injuries
 usually caused by vehicular accident or heavy
object striking chest
 ruptured ribs and damage to the lungs and/or
heart can occur
 bleeding, bruising of the chest
 difficulty breathing, noisy respirations
treatment of crushing chest injuries
 place victim in comfortable position
 elevate head and shoulders if no neck or
spinal injury is suspected
signs/symptoms of abdominal injuries
 severe abdominal pain or tenderness
 protruding organs
 open wounds
 nausea and vomiting
10
HSE.O.MCP.1.9
distinguish signs and symptoms and
 abdominal rigidity
 shock
treatment of abdominal injuries
 position victim flat on back
 place small pillow under knees
 elevate head and shoulders
 remove clothing from around wound
 apply large, sterile dressing moistened with
sterile water or normal saline solution to cover
the area (use warm tap water if sterile solution
not available)
 do not attempt to reposition protruding organs
 avoid food and fluids
 activate EMS based on established guidelines
signs/symptoms of genital injuries
 resulting from falls, blows, explosions or burns
 severe pain
 bleeding
 shock
treatment of genital injuries
 control severe bleeding with sterile or clean
dressing, applying direct pressure to the area
 treat for shock
 do not remove any penetrating or protruding
object
 save torn tissue moistened with sterile water
or sterile normal saline solution
 send torn tissue to medical facility
 apply cold (ice pack) to decrease bleeding
and relieve pain
 activate EMS based on established guidelines
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
signs/symptoms of heat cramps
11
describe treatment for temperature related
injuries, including heat and cold exposure,
and burns.
 muscle pains and spasms
 excessive sweating
treatment of heat cramps
 rest
 liquids
 firm pressure to cramped muscle
signs/symptoms of heat exhaustion
 pale, clammy skin
 profuse perspiration
 fatigue
 weakness
 headache
 nausea/vomiting
 muscle cramps
 dizziness/fainting
 core temperature normal
treatment of heat exhaustion
 move to cool area
 loosen or remove clothing
 apply cool, wet cloths
 standard shock position
 if alert, sips of cool water (4 oz. every 15 min.)
 monitor ABCs
 activate EMS based on established guidelines
signs/symptoms of heat stroke
 elevated body temperature (temp over 105°F)
 red, hot and dry skin
 rapid pulse
 loss of consciousness
 convulsions
treatment of heat stroke (temp 104°F or above,
hyperthermia)
 activate EMS immediately
 place in tub of cool water or sponge with cool
water
12

ice/cold packs to wrists, ankles, axilla, and
groin
 observe for signs and symptoms of shock
signs/symptoms of cold exposure (temp 95°F or
below, hypothermia)
 shivering
 numbness
 weakness or drowsiness
 glassy stare
 low body temperature
 poor coordination
 confusion, impaired judgment
 loss of consciousness
treatment of cold exposure
 monitor ABCs
 remove any wet clothing and dry the person
 redress in warm clothing and warm them by
wrapping in blankets
 if alert, give warm liquids to drink that do not
contain alcohol or caffeine
 DO NOT warm the victim too quickly, such as
by immersing him or her in warm water; rapid
warming may cause dangerous heart rhythms
 activate EMS based on established guidelines
signs/symptoms of frostbite
 lack of feeling in the affected area
 skin that appears waxy, cold to the touch or
discolored (flushed, white, yellow or blue)
treatment of frostbite
 get the victim out of the cold
 DO NOT attempt to rewarm the frostbitten
area if there is a chance that it might refreeze
or if you are close to a medical facility
 warm gently by soaking the affected area in
warm water (100 – 105 degrees) until normal
13
color returns and the area feels warm
 handle the area gently, avoid rubbing affected
areas
 avoid opening or breaking blisters
 do not allow victim to walk or stand
 apply loose dry, sterile dressings to the
affected area
 if the fingers or toes are frostbitten, place dry,
sterile gauze between them to keep them
separated
 observe for signs and symptoms of shock
 activate EMS based on established guidelines
signs/symptoms of types of burns
 first degree (superficial burn)
o involves only top layer of skin
o skin reddened, dry
o mild swelling
o pain or discomfort
o usually heals within a week with no
scarring
 second degree (partial thickness burn)
o involves the top layers of the skin
o skin red, usually painful
o swelling
o skin appears wet or mottled
o blisters forming that may open and
weeping clear fluid
o usually heals in 3-4 weeks and may
scar
 third degree (full thickness burn)
o may destroy all layers of skin and some
of the underlying structures (i.e. fat,
muscle, bones, and nerves)
o area involved has brown, white or black
or charred appearance
o extreme pain or relatively painless
14
HSE.O.MCP.1.10
distinguish signs and symptoms and
describe treatment for poisoning, stings,
bites, and allergic reactions.
o life threatening due to fluid loss and
shock
treatment of burns
 first and second degree
o cool water immersion
o relieve pain
o observe for shock
o prevent infection
o activate EMS based on established
guidelines
 third degree
o activate EMS immediately
o cool water immersion based on
severity of burn and percentage of
body burned (Rule of Nines)
o dry, sterile dressing
o observe for shock
o prevent infection
o activate EMS based on established
guidelines
Provide clinical scenarios which require students to
recognize signs and symptoms of temperature
related emergencies and provide appropriate
responses.
signs/symptoms of ingestion poisoning
 abdominal pain and cramping
 nausea or vomiting
 diarrhea
 burns, odor, or stains around and in mouth
 drowsiness or unconsciousness
 poison containers nearby
treatment of ingestion poisoning
 call Poison Control Center
 determine critical information
o age and size of the victim
o what was swallowed
15
o how much was swallowed (i.e. “a
taste”, half a bottle, a dozen tablets)
o when it was swallowed
 activate EMS based on established guidelines
signs/symptoms of inhalation poisoning
 symptoms come and go
 symptoms worsen or improve in certain
places or at certain times of the day
 people around the victim have similar
symptoms
 pets seem ill
signs/symptoms of carbon monoxide poisoning
 headache
 ringing in the ears (tinnitus)
 chest pain (angina)
 muscle weakness
 nausea and vomiting
 dizziness and visual changes (blurred or
double vision)
 unconsciousness
 respiratory and cardiac arrest
treatment of carbon monoxide poisoning
 remove victim from toxic environment and
move into fresh air immediately
 call EMS, which will be able to give 100%
oxygen, improving oxygenation and
disassociating the linkage between the carbon
monoxide and hemoglobin
 monoxide and hemoglobin
 monitor ABCs
 place unresponsive victim on one side
 seek medical attention (all victims need blood
test to determine the level of carbon monoxide
in their system)
injection and contact poisoning
16
treatment for insect stings
 remove stinger by scraping (do not pinch)
 wash site with soap and water
 cover site and keep clean
 apply cold pack to reduce pain and swelling
 watch for signs of allergic reaction
treatment for tick bites
 with gloved hand, grasp tick with fine-tipped,
pointed, non-etched, non-rasped tweezers as
close to the skin as possible and pull slowly
 do not try to burn tick off
 do not apply petroleum jelly or nail polish to
the tick
 place the tick in a sealable container for
analysis
 wash the bite area with soap and warm water
 apply antiseptic or triple antibiotic ointment
 if rash, flu-like symptoms, or joint pain appear,
seek medical attention
 if neck of tick cannot be removed or if its
mouth parts remain embedded, seek medical
attention
treatment for scorpion stings and spider bites
 wash the wound
 apply cold pack to the site
 activate EMS based on established guidelines
 if available, give victim antivenom
treatment for snake bites (if bitten by a pit viper,
such as a rattle snake, copperhead or cotton mouth)
 activate EMS based on established guidelines
 wash wound
 keep injured area still and below the level of
the heart
treatment for snake bites (if bitten by an elapid
snake, such as a coral snake)
17




activate EMS based on established guidelines
wash wound
apply elastic roller bandage
keep injured area still and below the level of
the heart
for any snake bite, DO NOT
 apply ice
 cut the wound
 apply suction
 apply a tourniquet
 use electric shock
treatment for animal bites
 control bleeding first if the wound is bleeding
seriously
 do not clean serious wounds; the wound will
be cleaned at a medical facility
 activate EMS based on established guidelines
 wash minor wounds with soap and water
 control bleeding
 apply a triple antibiotic ointment and a
dressing
 watch for signs of infection
treatment for marine life stings (jellyfish)
 soak the area in vinegar
treatment for marine life stings (stingray)
 immobilize the area
 soak the area in non-scalding hot water until
pain goes away
 clean and bandage the wound
treatment for exposure to poisonous plants
 remove exposed clothing and wash the
exposed area thoroughly with soap and water,
as soon as possible after contact with
poisonous plants such as poison ivy, poison
sumac, and poison oak
18

wash clothing exposed to plant oils; wash
your hands thoroughly after handling exposed
clothing
 put a paste of baking soda and water of the
area several times a day if a rash or weeping
sore has already begun to develop
 see a healthcare provider if the condition gets
worse
allergic reactions
in all poisoning victims, observe for sign and
symptoms of anaphylactic shock and treat for shock
if necessary
*anaphylaxis is a medical emergency, activate EMS
immediately and monitor ABCs
*information obtained from American Red Cross First
Aid/CPR/AED, 2006 and Diversified Health
Occupations, 6th ed.
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
See American Heart Association or American Red
Cross course certification requirements.
HSE.O.MCP.1.11
obtain certification in First Aid.
Standard
Number:
HSE.S.MCP.2
Essential
Question:
Objective
Number:
HSE.O.MCP.2.1
CPR and First Aid for Obstructed Airway
Students will identify the need for and perform cardiopulmonary resuscitation and first aid for an
obstructed airway.
Is CPR done incorrectly better than no CPR at all?
Objective:
Learning Plan & Notes to Instructor:
analyze the risk factors for cardiovascular
disease.
risk factors
 age
 gender
 race
 family history
 diabetes
19
HSE.O.MCP.2.2
HSE.O.McP.2.3
HSE.O.MCP.2.4
HSE.O.MCP.2.5
 smoking
 hypertension
 cholesterol
 obesity
determine the signs and symptoms of a heart signs/symptoms of a heart attack
attack.
 chest pain
 shortness of breath
 cyanosis
 weakness
 anxiety
 nausea/vomiting
 diaphoresis
 denial
 loss of consciousness
*three groups who do not have classic symptoms
 diabetics
 elderly
 women
treatment of heart attack
 activate EMS immediately
 have person stop activity and rest comfortably
 monitor ABCs
 offer an aspirin if medically appropriate and
local protocols allow
*optimal 90 minute treatment window
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
See America Heart Association/American Red Cross
demonstrate CPR for the infant, child, and
performance guidelines.
one-rescuer adult.
See America Heart Association/American Red Cross
demonstrate the correct use of the AED.
performance guidelines.
determine signs and symptoms of an
signs/symptoms of FBAO (foreign body airway
obstructed airway.
obstruction)
 universal distress signal (except toddlers)
20
HSE.O.MCP.2.6
HSE.O.MCP.2.7
HSE.O.MCP.2.8
Standard
Number:
HSE.S.MCP.3
Essential
Questions:
Objective
Number:
HSE.O.MCP.3.1
HSE.O.MCP.3.2
HSE.O.MCP.3.3
HSE.O.MCP.3.4
 inability to talk, cough, or breathe
 high-pitched whistling sound on inspiration
 cyanosis
 loss of consciousness
Provide clinical scenarios which require students to
recognize signs and symptoms and respond
appropriately.
demonstrate universal distress signal
recognize and demonstrate universal
distress signal for obstructed airway.
See America Heart Association/American Red Cross
demonstrate procedures to relieve airway
performance guidelines.
obstruction in an infant, child and adult.
See America Heart Association/American Red Cross
obtain certification for adult, child, and infant
performance guidelines.
CPR and choking.
Physical Examination
Students will perform basic physical examinations.
In the documentation of patient complaints is it acceptable to quote the patient verbatim?
Objective:
Learning Plan & Notes to Instructor:
determine the medical assistant’s role in the
physical exam process.
MA role
 prepare exam room
 assist patient
 assist MD
subjective & objective observation
subjective & objective recording
medical history form
physical form
Related discussion could include who completes the
form. Could also give handouts of examples of these
forms
methods of examination
 inspection
 palpation
 percussion
compare subjective and objective
observation and recordings.
differentiate between medical history and
physical exam forms.
recognize methods of examination.
21
HSE.O.MCP.3.5
demonstrate screening procedures including
the measurement and recording of vital
signs, height and weight, vision and hearing
screening and chief complaints.
 auscultation
Related discussion could include how these methods
are used & when. Could also show a percussion
hammer and stethoscope.
screening procedures
 chief complaint
 height & weight
o demonstrate procedure for measuring
adult hgt/wgt
o demonstrate procedure for measuring
infant hgt/wgt
o explain use of growth charts
o demonstrate procedure for plotting
hgt/wgt
o students then should practice and then
return demonstration
 temperature
 demonstrate procedure for oral, rectal,
axillary temp using an electronic/digital
thermometer
 demonstrate procedure for tympanic
temp
 demonstrate charting procedure
 students should then practice and then
return demonstration
Related discussion could also include the s/s of fever
and the appropriate care.
 pulse
 demonstrate the measurement of a
radial pulse
 demonstrate the measurement of an
apical pulse
 demonstrate charting
 students then are to practice & then do
a return demonstration
22

blood pressure
 demonstrate the measurement of a b/p
 students then are to practice & then
check off
Related discussion would be how to augment the
sounds of b/p.
 vision screening
 demonstrate the assessment of
distance visual acuity using a Snellen
chart
 students are then to practice & then do
a return demonstration
HSE.O.MCP.3.6
differentiate the eight positions used for
physical examinations.
HSE.O.MCP.3.7
relate the purpose of draping.
HSE.O.MCP.3.8
demonstrate the correct draping procedure
for each type of position used for physical
examinations.
determine the components and sequence of
a routine physical examination including eye
and ear procedures.
HSE.O.MCP.3.9
positions for physical examinations
 sitting
 horizontal recumbent
 dorsal recumbent
 lithotomy
 Sims’
 knee-chest
 semi-Fowler’s
 high Fowler’s
draping
Related discussion could include cloth vs paper.
This is best done when demonstrating positioning.
routine physical exam
 components
 sequence
eye procedures
 demonstrate irrigation
 demonstrate instillation
 students then practice and do a return
demonstration of each procedure
23
ear procedures
 demonstrate irrigation
 demonstrate instillation
 students then practice and do a return
demonstration of each procedure
GYN exam
 position
 instruments
pediatrics
 positions
 instruments (include growth charts)
Related discussion could be well baby visits
compared to sick child visits.
assist with physical examinations
record finding on appropriate forms
Performed during the clinical internship.
HSE.O.MCP.3.10
choose the procedures, instruments used,
and positions for various special
examinations, to include GYN and pediatrics.
HSE.O.MCP.3.11
assist with physical examinations and record
findings on appropriate physical examination
forms.
Basic Pharmacology
Students will identify principles of basic pharmacology.
Standard
Number:
HSE.S.MCP.4
Essential
Question:
Objective
Number:
HSE.O.MCP.4.1
HSE.O.MCP.4.2
What might happen if the MA did not know information about commonly prescribed drugs?
Objective:
Learning Plan & Notes to Instructor:
examine absorption, excretion, side effect,
local and systemic effect, and
contraindication as related to pharmacology.
pharmacology terms
 absorption
 excretion
 side effect
 local effect
 systemic effect
 contraindication
main sources of drug information
 PDR
 drug package insert
 Nurses Drug Handbook
 Internet
compare main sources of drug information.
24

HSE.O.MCP.4.3
differentiate the three types of drug names
and give an example for each.
HSE.O.MCP.4.4
examine the Federal Food, Drug, and
Cosmetic Act and the Controlled Substance
Act of 1970.
HSE.O.MCP.4.5
examine the law in terms of administering,
prescribing, and dispensing drugs.
HSE.O.MCP.4.6
distinguish common drug classifications and
list examples.
United States Pharmacopeia/National
Formulary
drug names & examples
 chemical name
 generic (official) name
 Brand (Trade) name
Federal Food, Drug, and Cosmetic Act
 brief history
 purposes as relates to drugs
Controlled Substance Act of 1970
 purpose
 DEA enforces the Act
laws of pharmacology
 administering drugs
 prescribing drugs
 dispensing drugs
common drug classifications & examples
 analgesic
 anesthetic (local)
 antacid
 antibiotic
 anticoagulant
 anticonvulsant
 antidepressant
 antidiarrheal
 antiemetic
 antihistamine
 antihypertensive
 anti-inflammatory
 antipyretic
 antitussive
 bronchodilator
 decongestant
 diuretic
25
HSE.O.MCP.4.7
compare the five levels of controlled
substances and discuss the legal issues
associated with each.
HSE.O.MCP.4.8
compare routes of drug administration and
drug forms.
 immunization
levels of controlled substances
 Schedule I
 Schedule II
 Schedule III
 Schedule IV
 Schedule V
Discuss medical acceptance/use, abuse and
addiction potential, examples, and legal issues with
each Schedule.
routes of drug administration
 buccal
 inhalation
 intradermal
 intramuscular
 intravenous
 ophthalmic
 oral
 otic
 rectal
 subcutaneous
 sublingual
 topical
 transdermal
 urethral
 vaginal
Discuss who may administer drug by these routes.
Also discuss the special precautions for each.
drug forms
 solid
o tablet
o capsule
o caplet
o spansule
o enteric-coated tablet
26
HSE.O.MCP.4.9
relate the methods of inventory, storage,
dispensation, and disposal of medication.
HSE.O.MCP.4.10
classify emergency drugs and supplies.
o scored tablet
o time-released tablet
o sublingual tablet
o chewable tablet
o troche/lozenge
o gelcap
Show samples for a “show & tell.” Also discuss
special precautions for each one.
 Semi-solid
o suppository
o transdermal patch
o ointments
o creams
o Discuss special precautions for each
 Liquid
o suspension
o emulsion
o tincture
o lotion
o elixir
o syrup
o aerosol
Discuss special precautions for each.
methods to handle medication
 inventory
 storage
 dispensation
 disposal
emergency drug classification
 antihistamine
 oxygen
 epinephrin
emergency supplies
 crash cart
 supplies on the cart
27
HSE.O.MCP.4.11
HSE.O.MCP.4.12
HSE.O.MCP.4.13
HSE.O.MCP.4.14
examine commonly abused drugs and
describe their physical and emotional effects.
commonly abused drugs
 alcohol
 narcotics
 caffeine
 cocaine & crack
 amphetamines
 hallucinogens
 PCP
 cannabis (marijuana)
 paint & other substances that can be “sniffed”
 physical & emotional effects of each
determine common abbreviations associated common abbreviations
with pharmacology.
 every hour, etc
 every day, etc
 sublingual
 ID, SC, IM
 tsp, tbsp, oz
 before & after
 tab, cap
 bid, tid, qid
 ac & pc
 OD, OS, OU
characterize the physician’s medication order physician’s medication order
and discuss the information on a prescription
 parts of the prescription
label.
 who may write each section
prescription label
 information found there
 how to read the directions
determine the systems of measurement and
systems of measurement
accurately calculate drug dosages.
 metric
 apothecary
 household
calculate drug dosages
This can be done as a weekly test.
This can also be done as part of the return
28
demonstration in the administration of injections.
Standard
Number:
HSE.S.MCP.5
Essential
Question:
Objective
Number:
HSE.O.MCP.5.1
Medication Administration
Students will identify the principles in the administration of medications.
HSE.O.MCP.5.2
determine safety measures related to the
administration of medications.
HSE.O.MCP.5.3
examine the “Rights” of administration of
medication.
HSE.O.MCP.5.4
differentiate preferred routes of
administration.
Once a MA is proficient in administering injections, is there still a need to map out injection sites?
Objective:
Learning Plan & Notes to Instructor:
examine the role and responsibility of the
medical assistant associated with
administration of medication.
role & responsibility of MA
 administer within scope of practice
 follow the “rights” of drug administration
 familiar with the medication
 familiar with terminology, abbreviations,
symbols, & signs used
safety measures in the administration of medications
 prevention of needle sticks
 discard needles and syringes into biohazard
containers
 wear appropriate PPE
 place patient in appropriate position
 check expiration date
 work in quiet, well lit area
 read label 3 times
 check condition of medication
“Rights” of medication administration
 right patient
 right drug
 right dose
 right route
 right time
 right documentation
routes of administration
 oral
o patient position
o contraindications for use
29

HSE.O.MCP.5.5
compare types of needles and syringes
along with their use.
HSE.O.MCP.5.6
select the appropriate site for administration
of parenteral medication.
intradermal
o sites used
o uses
o contraindications of sites
 subcutaneous
o tissue layer used
o uses
o sites used & landmarks
o patient position
o contraindications of sites
o maximum volume for injection
 intramuscular
o tissue layer used
o uses
o sites used & landmarks
o patient position
o contraindications of sites
o maximum volume for injection
 rectal
o uses
o patient position
o lubrication of suppository
needles
 length & gauge
 parts of the needle
 uses of each size
 safety feature
syringes
 sizes & use of each size
 parts of the syringe
 how to read each size of syringe
 parts of the needle & syringe that must remain
sterile
site for parenteral medication
 subcutaneous
30
HSE.O.MCP.5.7
demonstrate preparation of parenteral
medication.
HSE.O.MCP.5.8
demonstrate administration of medication by
various routes.
Standard
Number:
HSE.S.MCP.6
Essential
Question:
Objective
Number:
HSE.O.MCP.6.1
Clinical Externship
Students will participate in clinical externship.
o upper arms
o upper thighs
o upper medial back
o abdominal external oblique
Demonstrate the landmarks and location for each
site.
 Intramuscular
o Deltoid
o Gluteus medius
o Vastus lateralis
o Z-track
Demonstrate the landmarks and location for each
site.
demonstrate preparation of parenteral medication
 ampule
 vial
 cartridge
Demonstrate the preparation from each, students
practice, and then students do a return
demonstration.
administration of medication by various routes
 oral
 intradermal
 subcutaneous
 intramuscular
Demonstrate each one, students practice, and then
students do a return demonstration.
What rules should govern the student during clinical internship?
Objective:
Learning Plan & Notes to Instructor:
demonstrate a working knowledge of
eligibility requirements
31
HSE.O.MCP.6.2
HSE.O.MCP.6.3
HSE.O.MCP.6.4
HSE.O.MCP.6.5
HSE.O.MCP.6.6
HSE.O.MCP.6.7
HSE.O.MCP.6.8
HSE.O.MCP.6.9
HSE.O.MCP.6.10
HSE.O.MCP.6.11
HSE.O.MCP.6.12
HSE.O.MCP.6.13
Standard
Number:
HSE.S.MCP.7
internship eligibility requirements.
conform to professional standards for health
care workers.
comply with required health regulations such
as proof of physical examination and
immunization status.
provide proof of personal health insurance.
wear proper clinical attire.
report to clinical site on time and ready to
work.
notify clinical site and instructor when absent.
professional standards
health regulations
 physical exam
 immunizations are current
personal health insurance
proper clinical attire
report on time & ready to work
absences
 reported to clinical site
 reported to instructor
conform to policies regarding performance of performance skills
skills and scope of responsibility/practice.
 performs skills within scope of practice for a
MA
 performs only those skills that has
successfully been done as a return
demonstration
correctly and safely perform entry-level
entry-level procedures
procedures under supervision of an instructor
 performs only those skill that have been
or clinical site preceptor.
successfully done as a return demonstration
 performs independently only those skills as
approved by the preceptor
request assistance or clarification as needed. assistance or clarification as needed
organize and effectively manage time.
organize & manage time
accurately and efficiently complete
documentation
documentation required for clinical
externship.
participate in clinical internship evaluation
evaluation process
process.
Information Technology Applications
Students will:
 use information technology applications.
 demonstrate use as appropriate to healthcare applications.
32
Essential
Question:
Objective
Number:
HSE.O.MCP.7.1
HSE.O.MCP.7.2
Standard
Number:
HSE.S.MCP.8
Essential
Question:
Objective
Number:
HSE.O.MCP.8.1
HSE.O.MCP.8.2
HSE.O.MCP.8.3
HSE.O.MCP.8.4
21st Century
Skills
Information and
Communication
Skills:
Given that the majority of clinical procedures are “hands on” type of skills, is it really necessary for a
MA to have computer skills?
Objective:
Learning Plan & Notes to Instructor:
implement the use of software and hardware. implement software and hardware
utilize the Internet as a resource/research
utilize the internet as a resource tool
tool.
Career and Technical Student Organization
Students will participate in the local chapter of the Career and Technical Student Organization
(CTSO).
How does participation in a Career and Technical Student Organization (CTSO) impact professional
development and lifelong learning?
Objective:
Learning Plan & Notes to Instructor:
participate in the local chapter of the
appropriate Career and Technical Student
Organization (CTSO).
use parliamentary procedures in chapter
meetings.
demonstrate team membership/leadership
and problem solving skills.
participate in local, state, and national
projects impacting healthcare and healthcare
education.
Learning Skills & Technology Tools
21C.O.912.1.LS1
See www.HOSA.org.
See Robert’s Rules of Order.
See HOSA Handbook.
See HOSA Handbook.
Teaching Strategies
Culminating Activity
Student recognizes information Utilizing scenario based
needed for problem solving,
problems, students apply
can efficiently browse, search
cognitive learning and
and navigate online to access
access information via
relevant information, evaluates Internet to solving realinformation based on credibility, world problems related to
social, economic, political
clinical skills and
and/or ethical issues, and
emergency medical
presents findings clearly and
procedures.
persuasively using a range of
Students use Internet
Evidence of
Success
Students will
demonstrate
mastery according to
industry guidelines
as established by
American Red Cross
and/or American
Heart Association.
33
technology tools and media.
21C.O.912.1.LS2
21C.O.912.1.TT2
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
resources to access
information on drugs
presented within the
curriculum.
Student analyzes and interprets Students utilize electronic
visuals and recognizes the
responders within
impact digital media influences classroom presentations
(e.g. design, technique, and
and recognize the scope
rate of speed) have on
of response through
audiences. The student’s visual interpretation of digital
products reflect a sophisticated media. Responders are
understanding of subject, digital used in conjunction with
media and design techniques.
the virtual white board.
Student routinely applies
Student utilizes
keyboarding skills, keyboard
keyboarding skills to
shortcut techniques, and
document in a simulated
mouse skills with facility, speed patient electronic medical
and accuracy.
record.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Students engage in an
analysis of client
scenarios to process
toward the best course of
action in rendering
emergency care and
routine medical office
care.
Students can
verbalize the
significance of data
as displayed through
the use of electronic
responders.
Students
demonstrate
mastery in the use of
keyboarding skills as
evidenced by the
use of all charting
rules and lack of
errors in the patient
electronic medical
record.
Students
demonstrate
mastery in the ability
to analyze and
prioritize care in
emergency
situations and care
within the medical
office. Mastery is
evidenced by 100%
accuracy as
presented by
industry skill
34
21C.O.912.2.LS3
21C.O.912.2.TT4
Personal, and
Workplace,
Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.912.3.LS3
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
Through the use of virtual
medical office software
and Internet resources,
the student engages in
problem solving of realworld scenarios related to
emergency and routine
medical office care.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple perspectives
and can represent a problem in
more than one way, quickly and
calmly changes focus and
goals as the situation requires,
and actively seeks innovations
(e.g. technology) that will
enhance his/her work.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
Students participate in a
clinical internship, working
independently and
collaboratively with other
members of the
healthcare team. Within
the clinical setting,
students engage in the
problem-solving process
and participate in group
dynamics in order to meet
the challenges of
individual patient needs.
Students use virtual
medical office software
forms to chart patient
care.
Students display
ownership of their learning
standards.
Students
successfully solve
complex real-world
healthcare scenarios
and chart patient
care through the use
of virtual medical
office. Patient care
and the use of the
simulated medical
records are
evaluated through
the use of industry
skill standards.
Students
successfully
participate in the
clinical internship as
demonstrated by
satisfactory clinical
evaluations
completed by the
instructor and/or
clinical preceptor.
Satisfactory status is
determined by
individualized
program rules and
regulation.
Students
demonstrates
35
21C.O.912.3.LS4
21C.O.912.3.TT1
21C.O.912.3.TT4
and adjusting performance,
extending learning, using what
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
Student demonstrates ethical
behavior and works responsibly
and collaboratively with others
in the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public discourse
and participation in service
learning.
Student protects software,
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use and
shut down technology
equipment.
Student adheres to acceptable
use policy and displays ethical
behaviors related to acceptable
use of information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects of
unethical use of technology
(e.g., consumer fraud,
within the clinical
internship by exhibiting
behaviors expected of the
professional medical
assistant.
satisfactory
performance in the
clinical setting as
evidenced by clinical
evaluations.
The students model
ethical practices as it
relates to working
independently, with peers,
and with other members of
the healthcare community.
Throughout the
clinical internship
students model
ethical practices as
evidenced by a
satisfactory
performance on
clinical evaluations.
Students apply HIPAA
regulations throughout
course work and
interaction with others.
Students acknowledge
responsibility in the use of
software, hardware, and
the Internet.
Students adhere to
the computer use
policy applicable to
the individual clinical
agency and HIPAA
rules and regulation
governing patient
privacy.
36
intrusion, spamming, virus
setting, hacking) on culture and
society; student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of
technology systems.
21C.O.9Student models ethical
12.3.TT5
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
B.01-B.11,
.17-.28
D.01-D.07,
.11, .016, .17.33
E.01-.03
Understands the personal
traits/behaviors associated with
successful entrepreneurial
performance.
Understand concepts,
strategies, and systems
needed to interact effectively
with others.
Understands concepts and
procedures needed for basic
computer operations.
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management,
communication, and
interpersonal skills as they
engage in collaborative
work, decision-making
processes during the
clinical internship.
Students engage in
computer operations
through the use of the
Evidence of
Success
Student display
appropriate
leadership,
communication, and
interpersonal
traits/behaviors in
working
independently and
with the healthcare
team.
Students
demonstrate
mastery in the use of
37
electronic medical record.
Culminating
Assessment:
basic computer
operations as
evidenced by the
ability to work
independently with
the electronic
medical record.
Culminating Assessment
Today you will be working in the triage area of the office. You will be given written patient scenarios.
You will then do the height, weight, TPR, B/P, and vision screening on an adult patient. You will also
be required to document your assessments. You will be graded according to the rubric in your
textbook.
You have been assigned to assist the physician as he performs various physical exams. You will be
given different written patient scenarios. You will be expected to give the appropriate explanations to
the patient as well as select the proper position and place the drape appropriately. You will be graded
according to the rubric in your textbook.
You have been assigned to a pediatric clinic for the day. You will be expected to measure height,
weight, head circumference, chest circumference, plot those measurements on growth charts. You
will also be expected to assist with the physical exam. You will be graded according to the rubric in
you textbook.
You have been assigned to assist in the medical specialties clinics. You will be given written
scenarios. You will then be expected to perform ear irrigation, ear instillation, eye irrigation, and eye
instillation. You will be graded according to the rubric in your text.
Industry
Accreditation/
Certification
Your assignment is to give all the injections for the office today. You will be given written scenarios.
You will be expected to accurately calculate the dosage and prepare the dosage from an ampule, vial,
and carpujet. Then you will be expected to select the appropriate site and administer and ID, SC, and
IM injection. You will be judged according to the rubric in your text.
Industry Accreditation/Certification
Obtain industry certification in CPR and First Aid
Links and Other Resources
Links and Other
Related Websites:
38
Resources
See websites as listed in current textbooks.
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
39
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts
Contacts:
HSE Teachers: See HSE Directory
HSE Coordinators: Rebecca Davis [email protected]
Cyndy Sundstrom [email protected]
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
40