Download Behaviors for success in healthcare

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BEHAVIORS FOR SUCCESS IN HEALTHCARE
MODULE DESCRIPTION
 This module focuses on the requirements needed by health
care personnel to work in a variety of health care settings.
 Types of health care facilities and systems, applying for
employment, accountability and responsibility, standards of
dress, workplace behaviors, approaches needed to assist
individuals, expectations of teams and team members,
common healthcare facility policies and requirements are
included.
 Also presented: How healthcare personnel can impact the
quality of health care and balance work and personal lives to
maintain wellness and encourage the wellness of others.
MODULE OUTLINE AND INSTRUCTOR
RESOURCES
 This module consists of 8 competencies.
 Each competency is divided into unit competencies
with learning activities to help students master the
competency.
 Each learning activity is explained on the Module
Outline and the resources described.
 Choose the learning activities that best meet your
classroom needs.
(see next slide)
MODULE OUTLINE AND INSTRUCTOR
RESOURCES
 Find these learning activities and resources on the website or
create your own.
 The Course Outline also has documents the instructor can
use in teaching the lesson.
 These competencies are listed on the following slide and will
then be addressed throughout the remainder of the power
point.
 Click on the following links for course information
Behaviors for Success in Healthcare Settings Syllabus
Behaviors for Success in Healthcare Settings Module
Competencies and Instructor Resources
MODULE COMPETENCIES
1. Discuss healthcare fields and types of workers needed.
2. Discuss ways healthcare personnel can balance their
work and personal life to maintain personal wellness.
3. Describe expectations employers have of healthcare
personnel.
4. Identify quality issues in healthcare facilities and their
impact on healthcare workers and delivery of care.
5. Describe the responsibilities of users of the healthcare
system.
(see next slide)
MODULE COMPETENCIES
6. Describe selected types of healthcare
facilities/systems; including organizational and
financial structure, departments and services, types
and levels of healthcare personnel and common
policies and requirements.
7. Describe the different health care delivery systems
(public, private, government and non-profit).
8. Using a problem solving process applied to a
healthcare situation; describe behaviors for success in
healthcare.
MODULE COMPETENCY #1:
DISCUSS HEALTHCARE FIELDS AND TYPES OF WORKERS
Three units and learning activities round out the learning for
this first competency.
1. Identify a variety of healthcare workers, their scope of
work, education and licensure/credential requirements.
2. Identify eligibility requirements for healthcare
employment, including criminal background checks and
child labor laws.
3. Identify ways (educational and entry requirements)
individuals can enter and advance within a healthcare
career.
MODULE COMPETENCY #1: FIELDS & WORKERS
UNIT #1A: VARIETY OF WORKERS
Recommended Content
 This first competency asks students to identify a variety
of healthcare workers, their scope of work, education
requirements and licensure/credential requirements.
 This is a wonderful opportunity for students to research
various healthcare occupations and present their
findings to the class.
MODULE COMPETENCY #1: FIELDS & WORKERS
UNIT #1B: ELIGIBILITY REQUIREMENTS
Recommended Content
 Employment eligibility requirements for healthcare
employment include:
A criminal background check when the employee is
providing direct patient care
And, according to Child Labor Laws, people under the age
of 16 may not be employed.
MODULE COMPETENCY #1: FIELDS & WORKERS
UNIT #1C: ADVANCEMENT WITHIN THE FIELD
Recommended Content
Many people want to seek out a career where advancement
within that career is possible.
The following are some examples of advancement within a
healthcare career.
Nursing:
RN
Nursing Assistant:
NA
BSN
Master’s
PhD
Nurse or Health Unit Coordinator
MODULE COMPETENCY #1: HEALTHCARE
FIELDS & TYPES OF WORKERS
Recommended Learning Activities
Assignment
Resources
Notes
BFS Competency #1:
Career Exploration
Online website
Students go to Bureau
of Labor Statistics
website and find
occupational
information for a career
of interest
BFS Competency #1:
Healthcare Careers
Board Games
Assignment on website
Students make a board
game related to
healthcare careers
COMPETENCY #2 – DISCUSS WAYS HEALTHCARE PERSONAL
CAN BALANCE WORK AND PERSONAL LIVES TO MAINTAIN
PERSONAL WELLNESS
There are four competencies along with their learning activities
that make up this second competency.
1. Discuss dimensions of wellness and a wellness lifestyle.
2. Discuss behaviors that promote health and wellness.
3. Describe strategies for the prevention of diseases including
health practices, screenings, and examinations.
4. Investigate complimentary and alternative medicine (CAM)
as it relates to wellness and disease prevention.
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
What is wellness?
Wellness is a way of life.... It is a positive approach to living."
"Wellness is an active process through which individuals become
aware of and make choices toward a successful existence."
"Wellness is an approach which encourages individuals to seek
lifestyles that enable them to achieve their highest potential of
well-being."
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Recommended Content
The dimensions of wellness include:
 Nutrition
 Exercise
 Emotional
 Intellectual
 Spiritual
 Interpersonal
 Environment
 Stress management
These will be addressed on the following slides.
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
“We are what we eat”
Nutrition – This is a very difficult part of wellness for
students to grasp. Many students eat on the run and do
have time or take the time to plan healthy meals.
Here are some ideas to share with them.
Make smart choices from every food group.
Find balance between food and physical activity.
Get the most nutrition out of calories.
Stay within daily caloric needs
(US Dept. of Agriculture)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Exercise
Physical activity simply means movement of the body that uses
energy
For health benefits, physical activity should be moderate or
vigorous and add up to at least 30 minutes a day.
Some physical activities are not intense enough to help you
meet the recommendations. Although you are moving,
these activities do not increase your heart rate, so these
should not count these towards the 30 or more minutes a
day goal.
(US Dept. of Agriculture)
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Emotional
Involves awareness & acceptance of personal feelings while
being sensitive & responsive to the emotional states of
others.
The degree one feels positive & enthusiastic about self & life &
the realistic assessment of one's limitations, the
development of autonomy, & the ability to cope with stress
are all components of good emotional health.
Optimism, trust, self-esteem, self-acceptance, self-confidence,
self-control, satisfying relationships, & an ability to share
feelings are just some of the qualities & aspects of emotional
wellness
(Champlain College Counseling )
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Intellectual
Encourages creative stimulating mental activities
An intellectually well person uses the resources available to expand
his or her knowledge & improve skills along with expanding
potential for sharing living & working environments with others.
The hallmarks of intellectual health include :
 Openness to new ideas
 A capacity to question & think critically
 Motivation to master new skills
 Sense of humor, creativity, and curiosity.
(Champlain College Counseling)
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Spiritual
To enjoy spiritual health is to possess a set of guiding
beliefs, principles, or values that give meaning and
purpose in your existence.
Includes the development of a deep appreciation for the
depth & expanse of life & natural forces that exist in the
universe. This includes
 Learning how to experience love, joy, peace, & others achieve full fulfillment;
 Knowing how to help ourselves and potential.
Spiritual wellness is an antidote to cynicism, anger, fear,
anxiety, self-absorption, & pessimism.
(Champlain College Counseling)
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Interpersonal
Encourages contributing to one's human environment to the
common welfare of one's community
Emphasizes interdependence with others
Includes pursuit of harmony in one's family, as well as
relationships with others
Developing interpersonal wellness means
 Learning good communication skills
 Developing the capacity for intimacy
 Cultivating a support network of caring friends and/or family
members
(Champlain College Counseling)
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Environment
Increasingly, personal health depends on the health of the
planet - from the safety of the food supply to the degree of
violence in a society.
Environmental Wellness requires learning about environmental
threats to our health & protecting ourselves against such
hazards & doing what you can to reduce or eliminate them.
(Champlain College Counseling)
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Stress Management
Not all stress can be avoided, and it’s not healthy to avoid
a situation that needs to be addressed. You may be
surprised, however, by the number of stressors in your
life that you can eliminate.
Some stress management strategies are listed on the
following slide.
(see next slide)
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2A: DIMENSIONS OF WELLNESS
Avoid Unnecessary Stress
Alter the Situation
Learn how to say “no:
Express your feelings instead of
bottling them up
Avoid people who stress you out
Be willing to compromise
Take control of your environment
Be more assertive
Avoid hot-button topics
Manage your time better
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2B: PROMOTING WELLNESS
Recommended Content
 In addition to the dimensions of wellness there are behaviors
that can promote a person’s health and wellness.
 Those behaviors are:
Having an open-mind and willingness to learn
Having patience with yourself and others
Having a peaceful demeanor
Learning from previous mistakes that were made
Having determination
COMPETENCY #2 – PERSONAL WELLNESS
UNIT #2C: STRATEGIES FOR PREVENTION
Recommended Content
 The majority of strategies for preventing illness or
disease are lifestyle-related and worth repeating. Some
of these (nutrition, exercise) were discussed earlier in
this competency.
 Other strategies include yearly physical examinations
and screenings.
COMPETENCY #1 – PERSONAL WELLNESS
UNIT #2D: COMPLIMENTARY & ALTERNATIVE
MEDICINE
Recommended Content
Complimentary and alternative medicine (CAM) has become a
common practice to assist individuals in maintaining their
own personal wellness.
There are five areas of CAM chosen to be introduced to the
students at this time.
1. Herbalism
2. Osteopathic
3. Chiropractic
4. Massage Therapy
5. Physical Therapy
(see next slide)
COMPETENCY #1 – PERSONAL WELLNESS
UNIT #2D: COMPLIMENTARY & ALTERNATIVE
MEDICINE
Herbalism – “Herbalism does not merely ‘list herbs’-- it looks at the
action of the herbs and acknowledges that people have feelings,
minds and spirits as well as bodies. Holistic medicine deals with the
“whole” person and treats the body as one integrated system, not
a collection of isolated parts. “ (www.natural-herbal-remedies.com)
Osteopathic – Osteopathic medicine deals with how all the body’s
systems are interconnected and how each one affects the others.
Chiropractic – uses spinal manipulation to relieve pain of the neck and
back. Chiropractic also uses exercise and nutrition to promote
health along with acupuncture and herbal therapy.
(see next slide)
COMPETENCY #1 – PERSONAL WELLNESS
UNIT #2D: COMPLIMENTARY & ALTERNATIVE
MEDICINE
Massage Therapy – uses touch to manipulate the soft tissues of
the body. Through massage therapy stress can be reduced,
relaxation is provided and improved circulation can occur.
Physical Therapy – is the area of medicine in which the
therapist helps injured people regain movement and
manage a person’s pain.
MODULE COMPETENCY #2: PERSONAL
WELLNESS
Recommended Learning Activities
Assignment
Resources
Notes
BFS Competency #2:
Complementary and
Alternative Medicine
Assignment on website
Students choose a CAM
are and research it and
answer questions
regarding the area
BFS Competency #2:
Heart Health
Assignment on website
Students review various
websites and learn
about healthy heart
choices
MODULE COMPETENCY #3 – DESCRIBE THE EXPECTATIONS
EMPLOYERS HAVE OF HEALTHCARE PERSONNEL
Units included in this competency:
1. Identify key components of a job application.
2. Discuss ways to prepare for an interview.
3. Discuss the use of resumes and personal portfolios in
job interviews.
4. Discuss expectations for attendance and punctuality.
5. Discuss dress and hygiene standards.
(see next slide)
MODULE COMPETENCY #3 – DESCRIBE THE EXPECTATIONS
EMPLOYERS HAVE OF HEALTHCARE PERSONNEL
6. Discuss productive work habits.
7. Describe the functions of a team.
8. Discuss behaviors that support the care of clients.
9. List workers’ right and responsibilities
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3A: JOB APPLICATION
Recommended Content
 Many applications are done on-line today.
 Pay attention to details as it is a representation of you to
your potential employer.
 Practice completing an application. Never leave lines blank;
if the question does not apply to you, write “N/A” in space
provided.
 If completing a hand-written application, be neat, legible,
avoid abbreviations, & use ink.
 If you can get a paper application—complete it beforehand
to find information to make on-line completion easier.
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3B: INTERVIEWING
Recommended Content
 Valuable interviewing techniques include:
Dress for success and exhibit professional behavior
Do not smoke or drink before an interview
Arrive early to the interview
Use a firm handshake when greeting the interviewer
Make eye contact with the interviewer
Provide honest and positive answers to the questions that
are asked
Speak with a confident voice
Understand legal and illegal questions that may be asked
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3C: RESUMES AND PORTFOLIOS
Recommended Content
Résumé: a concise systematic summary of your professional
experience & educational background
• “Snapshot” glimpse of one’s professional background &
experience
• One-page preferred, two-page maximum (If it’s too wordy, it
will probably not be read)
• Document should be well-planned, informative, &
organized; be precise, neat, & accurate
• Three types: chronological, functional, & a combination of
both
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3D: ATTENDANCE & PUNCTUALITY
Recommended Content
The discussion of attendance and punctuality with students is a
never-ending discussion!
Not only do students seems to march to their own time clock,
there are circumstances that may play into a person’s sense
of time, such as ethnic heritage, culture and family
backgrounds.
The following slide provides a list of expectations that
employers may have of their employees surrounding
attendance and punctuality.
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3D: ATTENDANCE & PUNCTUALITY
These are standard values important to making workplaces run
effectively:
 Report for work on time
 Observe break/meal time
 Adhere to time off policy
 Adhere to sick usage policy
 Notify supervisor if unable to work
 Avoid absences
 Make known availability to work
 Provide an accurate way in which to be contacted
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3E: DRESS AND HYGIENE
Recommended Content
 How a person dresses, his/her body language,
demeanor and mannerisms are all important aspects to
appearance and first impressions.
 A first impression and judgment is made within onetenth of a second.
 Needless to say, a person’s dress and hygiene can either
make or break an interview or a career.
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3E: DRESS AND HYGIENE
 Having reviewed the standards for dress and hygiene
on the previous slide, it is wise to follow up with the
rationale for some of those standards. For example:
Uniforms or appropriate work attire are worn for infection
control reasons.
Perfumes and colognes are need to be kept to a minimum
for those patients and co-workers who have allergies or
sensitivities to smell.
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3F: WORK HABITS
Recommended Content
 What are productive work habits? This is a critical
discussion to have with students, especially if students
don’t have experience in the work place.
 Examples of productive work habits include:
Assess the assignment of duties
Develop a plan for completing duties safely, effectively,
efficiently, & in a timely manner
Management of time so assigned tasks can be completed,
with time-sensitive tasks done first.
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3F: WORK HABITS
 Prioritize tasks in order of acuity, considering client’s
appointment times while being flexible to meet changing
conditions & situations.
 Recognize additional tasks that need to be performed & take
initiative to complete them.
 Be flexible to meet changing conditions and situations.
 Stay within the scope of job duties.
 Seek to learn new duties & assignments
(Fuzy)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3G: FUNCTIONS OF A TEAM
The next slide will discuss the functions of a team to include
purpose of a team, activities of a team, benefits of a team
and etiquette of team members.
First, however, what is a team?
"A team is a small number of people with complementary skills
who are committed to a common purpose, performance
goals, and approach for which they are mutually
accountable." (Katzenbach and Smith)
"A team is a group of people working together towards a
common goal" (Team Technology)
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3G: FUNCTIONS OF A TEAM
Recommended Content
The functions and rewards of a team are:
 Purpose – accomplish goals, support each other
 Activities – work together, support each other, coordinate
work, effective verbal/non-verbal communication
 Reap Benefits - Teamwork increase continuity of care,
client satisfaction, increases cost effectiveness, job
satisfaction, and self-esteem
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3H: CARING FOR CLIENTS
Recommended Content
 Anyone who is in the healthcare field is very well aware that
the patient/client/resident is number one.
 This lesson can be a difficult one to teach to the students and
therefore discussing behaviors that support the care of the
patients/clients/residents is important.
 The courteous behaviors introduced in this module can be
found on the following slide.
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3H: CARING FOR CLIENTS
 Courteous behaviors include:
Introducing oneself to the patient
Asking the patient how he/she would like to be address, i.e.
Mr., Mrs., Dr., or perhaps by their first name
Putting patients and others first
Considering others’ feelings and concerns before your own
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3H: CARING FOR CLIENTS
 Establishing trust with a patient/client/resident is key to
providing making a connection with the person and being
able to provide sincere care.
 Some ways to build and improve trust are:
Smile and make eye contact with the patient
Listen attentively and sincerely
Be honest
Respect the privacy of the patient
Maintain a positive attitude
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3H: CARING FOR CLIENTS
 Besides displaying courteous behaviors and
establishing trust with a patient, there are 3 other
things to be aware of when discussing behaviors that
support the care of clients.
1. Engage only in appropriate conversation with a patient.
2. Recognize the influence that family members have on the
patient.
3. Maintain respect for all members of the healthcare team.
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3I: WORKERS’ RIGHTS & RESPONSIBILITY
Recommended Content
 The curriculum calls for addressing the rights and
responsibilities of employees and lists those rights as:
Confidentiality
Safety
Grievance Procedure
Affirmative Action
Anti-Harassment
Workman’s Compensation
(see next slide)
MODULE COMPETENCY #3 – EMPLOYER’S EXPECTATIONS
UNIT #3I: WORKERS’ RIGHTS & RESPONSIBILITY
 The responsibilities listed in the curriculum for
employees are:
To provide a safe environment for clients
To report and record any injuries that may occur
To keep confidential information confidential
Anti-harassment
To attend educational meetings
Go to the following website to learn about Employees’ Rights in
Minnesota
http://research.lawyers.com/Minnesota/Employment-Law-inMinnesota.html
MODULE COMPETENCY #3: EMPLOYER’S
EXPECTATION
Recommended Learning Activities
Assignment
Resources
Notes
BFS Competency #3:
Scenario Core
Behaviors Activity
Assignment on website
Students reflect on poor
customer service and
how they would feel in
the situation
MODULE COMPETENCY #4:
DISCUSS QUALITY ISSUES IN HEALTHCARE FACILITIES
AND THEIR IMPACT ON HEALTHCARE WORKERS AND
DELIVERY OF CARE
Two units are embedded in this competency.
1. Define quality in healthcare.
2. List several issues in delivering quality healthcare.
MODULE COMPETENCY #4: QUALITY ISSUES
UNIT #4A: DEFINE QUALITY IN HEALTHCARE
Recommended Content
Definition of a health care system
 “ The total services offered by all health disciplines and the
method to pay for them” (Berman, Snyder, Kozier, & Erb)
Purpose of the health care system:
 Provide care for ill & injured
 Health promotion
 Illness & disease prevention
 Levels of wellness
MODULE COMPETENCY #4: QUALITY ISSUES
UNIT #4A: DEFINE QUALITY IN HEALTHCARE
Listed here are characteristics of great healthcare employees.
 Compassionate-Caring, concerned, & understanding
 Empathetic-Ability to enter into another’s feelings; put
oneself into another’s shoes
 Honest-Speaking & doing the truth
 Conscientious-Always doing one’s best/ being observant,
accurate, & responsible for actions
 Dependable-Being on time, being reliable, assisting others
when they need it; doing what you say you will do
(Fuzy)
(see next slide)
MODULE COMPETENCY #4: QUALITY ISSUES
UNIT #4A: DEFINE QUALITY IN HEALTHCARE
Respectful-Respect & concern for others & their personal
property
Considerate-an understanding of other’s feelings & privacy
Unprejudiced-Treating others the same regardless of culture,
race, religion, economic status, or health condition
Nonjudgmental-Not judging the opinions, behaviors, or
conduct of others
(Fuzy)
MODULE COMPETENCY #5 – RESPONSIBILITIES
UNIT #5A: PARTICIPATE IN OWN HEALTHCARE
Recommended Content
 When a person advocates and actively participates in their
own healthcare it can sometimes be a daunting task.
 Some things to be aware of in the participation are:
Educate oneself on diagnosis, treatment, medications, etc.
Communicate and work in collaboration with healthcare
providers
Participate fully in treatment decisions
Take care not to spread any diseases to another person
MODULE COMPETENCY #5 – RESPONSIBILITIES
UNIT #5B: CHOOSE PROVIDER & HEALTH CARE
PLAN
Recommended Content
 Education of oneself is very important when choosing a
provider or a health care plan.
 Be sure to research providers and plans before selecting one.
MODULE COMPETENCY #5 – RESPONSIBILITIES
UNIT #5C: HEALTHY HABITS
Recommended Content
 Maintaining healthy habits can benefit a person their
entire lifetime.
 Some of those healthy habits include:
Eating a health diet
Exercising regularly
Not smoking
(see next slide)
MODULE COMPETENCY #5 – RESPONSIBILITIES
UNIT #5C: HEALTHY HABITS
Eating for Better Health
Balancing Calories
• Enjoy food, but eat less
• Avoid super-sized portions
Food to Increase
• Make half you plate fruits and vegetable
• Make at least half your grains whole
grains
Food to Reduce
• Sodium
• Frozen meals
• Sugary drinks, drink water instead
USDA – United States Department of Agriculture
MODULE COMPETENCY #5 – RESPONSIBILITIES
UNIT #5C: HEALTHY HABITS
Exercise Regularly
 Physical activity simply means movement of the body that
uses energy (US Dept. of Agriculture)
 For health benefits, physical activity should be moderate or
vigorous and add up to at least 30 minutes a day.
 Some physical activities are not intense enough to help you
meet the recommendations. Although you are moving,
these activities do not increase your heart rate, so you
should not count these towards the 30 or more minutes a
day that you should strive toward
(US Dept. of Agriculture)
MODULE COMPETENCY #6: SELECTED TYPES
OF HEALTHCARE FACILITIES
Nine units and learning activities round out the learning for this
sixth competency.
1. Identify the structure, department, personnel, and services
of acute care hospitals
2. Identify the structure, department, personnel, and services
of long-term care facilities.
3. Identify the structure, department, personnel, and services
of physicians’ offices/clinics.
4. Identify the structure, department, personnel, and services
of ambulatory care/urgent care centers.
(see next slide)
MODULE COMPETENCY #6: SELECTED TYPES
OF HEALTHCARE FACILITIES
5. Identify the structure, department, personnel, and services
of mental health facilities.
6. Identify the structure, department, personnel, and services
of community and home health facilities.
7. Identify the ways (educational and entry requirements) in
which individuals can enter and advance within a healthcare
career.
8. Name lines of authority.
9. Identify common facility policies.
MODULE COMPETENCY #6: FACILITIES
UNITS #6A – 6F: VARIOUS HEALTHCARE
FACILITIES
At this point, Units #6A – 6F will be discussed as one unit.
Various departments within a variety of healthcare
facilities will be discussed.
The curriculum addresses the structure, departments,
personnel and services of various facilities.
(see next slide)
MODULE COMPETENCY #6: FACILITIES
UNITS #6A – 6F: HEALTHCARE FACILITIES
Recommended Content
The curriculum introduces six types of healthcare facilities to
the student. They are:
1. Acute Care Hospitals
2. Long Term Care Facilities
3. Physician Offices/Clinics
4. Ambulatory/Urgent Care
5. Mental Health Facilities
6. Home Health Facilities
A few of these will be discussed on the following slides.
(see next slide)
MODULE COMPETENCY #6: FACILITIES
UNITS #6A – 6F: HEALTHCARE FACILITIES
 Physicians’ Offices/Clinics
May be primary care providers or general practitioners
May be specialties: Dermatologist, Surgeons, Nurse
Practitioners
 Extended Care (Long-Term Care) Facilities
Independent living quarters
Assisted living facilities
Skilled nursing facilities (Intermediate Care)
Extended Care (Long-term Care)
(see next slide)
MODULE COMPETENCY #6: FACILITIES
UNITS #6A – 6F: HEALTHCARE FACILITIES
 Mental Health Care Facilities
Includes emotional, psychological, and social well-being
dimensions of a person
It affects how people think, feel, and act.
Mental health is important at every stage of life, from
childhood and adolescence through adulthood.
 Ambulatory/Urgent Care
When a patient needs medical attention without the need
for admission
includes several medical procedures or treatments such as
blood tests, X-rays, endoscopy, biopsy and vaccinations
MODULE COMPETENCY #6: FACILITIES
UNIT #6G: ENTERING & ADVANCEMENT
Recommended Content
 The ways students can enter and advance within a
healthcare career are through completing:
High School courses/programs
Technical and Community College courses/programs
Universities courses/programs
MODULE COMPETENCY #6: FACILITIES
UNIT #6H: ORGANIZATIONAL STRUCTURE
Recommended Content
 Students will be introduced to an overview of organizational
structures at this point in the module.
 Organizational structure refers to:
The way in which a group is formed
Its line of communication
A means of channeling authority & making decisions
Who does what, who supervises whom, and the reporting
chain of command.
(Organizational Structure of Nursing Service Department, n.d.)
MODULE COMPETENCY #6: FACILITIES
UNIT #6H: ORGANIZATIONAL STRUCTURE
There are two types of organizational structures
Formal
Describes positions, tasks, responsibilities and relationships
among people in their positions in the different departments
in the organization, and presented in diagrammatic form
called organizational chart.
Informal
Describes the personal and social relationships that do not
appear on the organizational chart.
(Organizational Structure of Nursing Service Department, n.d.)
MODULE COMPETENCY #6: FACILITIES
UNIT #6H: CHAIN OF COMMAND
Recommended Content
 Chain of Command = “Line of Authority” and responsibility
along which orders are passed within the department, the
organization, and between units
(Clavreul)
 Every healthcare delivery system, and nearly every
organization, has a chain of command. In most cases, this
chain of command is delineated with a chart, often referred
to as an organizational chart.
 A person who uses the chain of command correctly protects
the himself/herself, the patient, & ultimately, the
organization (hospital/clinic/agency)
(Clavreul)
MODULE COMPETENCY #7: FACILITIES
UNIT #6H: CHAIN OF COMMAND
The four steps to using Chain of Command are:
1.
Call on the charge person
2.
Should this fail or if for some reason there is no charge
person available look to the Unit/Department head
3.
Always move up the “Chain of Command” if you get no
response/action from the person you reported to.
Example: if the person that you reported to does not respond/act, then
contact the person immediately above & gradually move up the
organizational chart until you get a response/action to the situation.
(see next slide)
MODULE COMPETENCY #7: FACILITIES
UNIT #6H: CHAIN OF COMMAND
4. Document. Always use facts about the event & not
opinions of personal judgments of the situation.
Example: If a person is having trouble getting appropriate
authorization to administer medication or perform a
procedure, be sure this is noted in the chart
MODULE COMPETENCY #7: FACILITIES
UNIT #6I: CATEGORIES OF POLICIES
Recommended Content
 The information that the curriculum introduces to the
student are the policies of:
Corporate
Safety guidelines of facilities
Human Resources guidelines
MODULE COMPETENCY #6:
ORGANIZATIONAL STRUCTURES
Recommended Learning Activities
Assignment
Resources
Notes
BFS Competency #6:
Surgical Showdown
Assignment on website
Students review the
healthcare systems as it
relates to a surgical
procedure
BFS Competency #6:
Employee Rights
Assignment on website
Students review and
reflect on the Employee
and Medical Family
Leave Act
MODULE COMPETENCY #7: DESCRIBE THE
DIFFERENT HEALTH CARE DELIVERY SYSTEMS
Three units make up this module competency.
1. Compare public vs. private delivery system.
2. Discuss private vs. government delivery of health care.
3. Explain non-profit delivery system.
MODULE COMPETENCY #7: DELIVERY
SYSTEM
Recommended Content
Describe the different health care delivery systems.
 Public vs. private health care systems
 Private vs. government health care systems
 Nonprofit health care systems
MODULE COMPETENCY #7: HEALTHCARE
DELIVERY SYSTEMS
Recommended Learning Activities
Assignment
Resources
Notes
BFS Competency #7:
Healthcare Systems
Assignment on website
Students gather
information on a
healthcare facility and
brainstorm how a
patient would encounter
the healthcare system
MODULE COMPETENCY #8: PROBLEM SOLVING
One unit makes up this competency.
1. Discuss the problem-solving process as applied to
behaviors for success in healthcare settings utilizing a
team approach.
MODULE COMPETENCY #8: PROBLEM SOLVING
UNIT #8A: PROBLEM SOLVING PROCESS
Recommended Content
Use the 5 step problem solving process as applied to behaviors
for success in healthcare settings.
Those 5 steps are:
1. Identify the problem
2. Gather information
3. Create alternatives/solutions
4. Select and implement solutions
5. Evaluate and revise solution, if needed
This completes
the curriculum for
Behaviors for Success in
Health Care Settings.
(see next slide)
WHAT TO DO NOW?
 You’ve now been introduced to Behaviors for Success in Health
Care Settings
 Presented were key points found on the instructor resource outline
and several possible learning activities to use.
 You received tips on teaching the material, along with areas to be
sensitive to with students.
 Now, click on the “Assessments” tab and complete the Behaviors
for Success in Health Care Settings Self Assessment.
 You are invited to go to the website to preview additional learning
activities, PowerPoints, assessments, etc.
 You are encouraged to use the instructor learning resource module
outline to make notes on which online resources would benefit you
and your teaching style.
ACCESSING HEALTHFORCE MINNESOTA
To access the HCCC curriculum go to:
1. www.healthforceminnesota.org/resources
2. Click on HCCC
3. Click on Curriculum
A. Username: HCCC
B. Password: HCCC
4. Select desired module to view
“This workforce solution was funded by a grant awarded by the
U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee and
does not necessarily reflect the official position of the U.S.
Department of Labor. The Department of Labor makes no
guarantees, warranties, or assurances of any kind, express or
implied, with respect to such information, including any
information on linked sites and including, but not limited to,
accuracy of the information or its completeness, timeliness,
usefulness, adequacy, continued availability, or ownership.”
This work by the Health Professions Pathways (H2P)
Consortium, a Department of Labor, TAACCCT funded project
is licensed under a Creative Commons Attribution 3.0 Unported
License.
Power Point created by:
Dede Carr, BS, CDA, LDA
Pat Reinhart, RN
REFERENCES
Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Health care delivery systems. In A.
Berman, S.J. Snyder, B. Kozier, & G. Erb (Eds.). Kozier & Erb’s Fundamentals of
nursing: Concepts, process, and practice (8th ed.) (pp. 101-116). Upper Saddle River,
NJ: Prentice Hall
Clavreul, G.M. (2011). The nursing chain of command. WorkingNurse.com. Retrieved
from http://www.workingnurse.com/articles/The-Nursing-Chain-of-Command
Fuzy, J. (2003). The nursing assistant’s handbook. Albuquerque, NM: Hartman Publishing
Inc
Fuzy, J. & Leahy, W. (2005). The home health aide handbook. Albuquerque, NM: Hartman
Publishing Inc.
Juliar, K. (2003) Minnesota Healthcare Core Curriculum, 2e. Clifton Park, NY: Delmar
Publishers, Inc.
United States Department of Agriculture. (2005). Dietary guidelines for Americans.
Retrieved from http://www.mypyramid.gov/guidelines/index.html
You have completed
Health Care Core Curriculum
Behaviors for Success in Health Care
Settings
Congratulations!!!
Complete the “Self Assessment” found
under “Assessments”.