Download CNA Course Outline - Wallingford Public Schools

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE
Course Title: Certified Nursing Assistant
Course Number: 6343
Department: Career and Technical Education
Grade(s): 11-12
Level(s): Academic
Credit: 2
Course Description
The Certified Nursing Assistant program prepares high school students for employment both in
hospitals and long-term care settings. Students will develop career entry skills that will enable
them to be employed as state certified nursing assistants. This learning environment provides
the student with the attitudes, competencies, skills, and exposure to the extensive career
pathways available in Allied Health. This course integrates science, mathematics, and
language arts with nursing theory and practice.
One hundred and twenty-five hours of classroom instruction and sixty hours of clinical
experience are required to be eligible for registration and CT certification.
Required Instructional Materials
Nursing Assistant
A Nursing Process Approach
Hegner, Acello, and Caldwell
9th Edition 2005
Completion/Revision Date
Revisions Approved by
Board of Education on
November 16, 2009
Introduction to Medical Terminology,
Erlich and Schroder
1st Edition 2004
Mission Statement of the Curriculum Management Team
The mission of the Career and Technical Education Curriculum Management Team is to ensure
that students, as a result of their experiences in K-12, will demonstrate transferable skills,
knowledge, and attributes for successful life management, employment, career development,
post-secondary educational opportunities, and life long learning.
Enduring Understandings for the Course
• Healthcare consumers have basic rights to ensure that they will receive quality patient
care.
• Nursing assistants will be expected to practice the highest legal and ethical standards in
all of their daily functions.
• Communication is a two-way process involving data sent orally, in writing, and through
body language.
• The Nursing Process establishes an ongoing format that promotes positive patient
outcomes.
Certified Nursing Assistant
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• Attention to safety in the health care environment fosters feelings of security and
hastens recovery.
• Safety is everyone’s personal responsibility.
• Patients in HC facilities are at risk for incidents for a variety of reasons.
(impaired mobility, meds that affect mental status, disorientation, and
impaired hearing or vision)
• Research has shown that side rails and restraints do not always prevent falls and
injuries
• Understanding how disease spreads provides practices leading to prevention and
control.
• Microorganisms can adapt to their environment and change in order to survive.
• Pediatric patients and the elderly have weaker immune systems and are more
susceptible to infectious diseases.
• Vital signs are a critical indicator of patient health status.
• NA subjective and objective observations are valuable aids to accurate nursing
assessments.
•
•
•
•
•
•
•
•
NA must show sensitivity to the individuality and cultural heritage of each patient in
his/her care at all times.
Nutrition is the process by which the body takes in food for growth and repair and utilizes
it to maintain health.
Therapeutic diets are designed to improve specific health conditions.
Medical terminology is essential when discussing anatomic structure and physiology.
these terms are universally known.
Knowledge of the major structures and their functions found in each of the major body
systems is linked directly to health and quality of life
Postsecondary education provides the pathway for advancement in most allied health
careers.
Continuing education is required for CNA personal, professional, and career growth.
With advanced training and experience, CNA assignments are available in several
nursing specialty areas.
Certified Nursing Assistant
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LEARNING STRAND
1.0 Interpersonal and Professional Communications Skills and Ethical Considerations
ENDURING UNDERSTANDING(S)
• Healthcare consumers have basic
rights to ensure that they will receive
quality patient care.
• Nursing assistants will be expected to
practice the highest legal and ethical
standards in all of their daily functions.
• Communication is a two-way process
involving data sent orally, in writing,
and through body language.
• The Nursing Process establishes an
ongoing format that promotes positive
patient outcomes.
ESSENTIAL QUESTION(S)
• Why is there the need to establish a
Patient’s Bill of Rights?
• What is the difference between ethics and
legal standards in the health care
profession?
• Why are interpersonal communications skills
critical in health-care delivery?
LEARNING OBJECTIVES The student will:
1.1 Summarize the legal and ethical
responsibilities of the nursing assistant
concerning patient information.
a. Tipping
b. Theft
c. Defamation
d. False imprisonment
e. Negligence
f. Assault and battery
g. Abuse
1. Verbal
2. Physical
3. Psychological
4. Sexual
5. Involuntary seclusion
1.2 Explain the types of verbal and nonverbal communication.
1.3 Summarize the responsibilities of health
care consumers.
a. Maintenance of personal health care
records
b. Ability to communicate a complete
health and family history including
past hospitalizations and medications.
c. Accept responsibility for payment and
providing information for insurance
claims
d. Accept responsibility for managing
one’s own health.
INSTRUCTIONAL SUPPORT MATERIALS
• My Pocket Mentor, Gaviola, 2004
• Advance For Nurses magazine
• Suggested case studies
• C N A assignment sheets
• Sample nursing care plans
• Medical terminology note cards
• Patient’s Bill of Rights
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Health Occupations Students of America
(HOSA)
• Role-plays
• Laboratory experiences
• Guest speakers
• Collaboration with the ICE-T students and
Anatomy and Physiology classes
SUGGESTED ASSESSMENT METHODS
• Student anecdotal records
• Peer reviews
• Quizzes and tests
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1.4 Summarize what is contained in the
Patient’s Bill of Rights.
a. The right to privacy
b. The right to be adequately informed
about their treatment plan
c. The right to an advanced directive
d. The right to make decisions about
their plan of care
e. The right to expect reasonable
response to a request
f. The right to decline participation in
education and research
g. The right to expect continuity of care
h. The right to be made aware of charges
for services and available payment
records
1.5 Demonstrate the correct way to answer a
phone while on duty.
1.6 Identify four tools of communication for
staff members.
a. Maintain face to face contact
b. Speak clearly and articulately
c. Be a good listener
d. Understand your organization’s chain
of command
1.7 Summarize the patient populations that
require special communications
techniques.
a. Hearing impaired
b. Visually impaired
c. Expressive aphasia
d. Disorientation
e. Emotionally stressed
1.8 Recognize signs and symptoms that must
be accurately reported to licensed staff.
1.9 Extrapolate information from the nursing
care plan and apply it to practice.
1.10 Recognize the patient observations that
must be reported to licensed nurses
during a shift report.
a. Vital signs
b. Intake and output
c. Weight
d. Skin assessment
e. Level of consciousness
f. Activities of daily living
g. Pain
1.11 Recognize the purpose of a patient’s
medical record.
1.12 Demonstrate application of the rules for
written and computerized
Certified Nursing Assistant
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documentation.
1.13 Understand the effective communication
techniques for the symptoms of major
psychiatric disorders.
a. Depression
b. Bi-polar
c. Anxiety disorders
d. Alzheimer’s
e. Schizophrenia
1.14 Discuss the legal ramifications behind
documentation.
1.15 Select common abbreviations utilized in
documentation.
1.16 Demonstrate skill in utilizing a certified
nursing assistant assignment sheet.
1.17 Identify legal scope of responsibilities of
the Certified NA.
Certified Nursing Assistant
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LEARNING STRAND
2.0 Patient Safety and Mobility
ENDURING UNDERSTANDING(S)
• Attention to safety in the health care
environment fosters feelings of security
and hastens recovery.
• Safety is everyone’s personal
responsibility.
• Patients in HC facilities are at risk for
incidents for a variety of reasons.
(impaired mobility, meds that affect
mental status, disorientation, and
impaired hearing or vision)
• Research has shown that side rails and
restraints do not always prevent falls
and injuries.
ESSENTIAL QUESTION(S)
• Why is knowledge of ergonomics essential
in the workplace?
• Who is responsible for safety in the health
care environment?
LEARNING OBJECTIVES – The student will:
2.1 Recognize safety risk factors in the health
care environment.
2.2 Demonstrate techniques for using
ergonomics in the workplace:
a. Safe patient transfer from bed to
stretcher/chair/wheelchair
b. Adapting the environment and using
the techniques and equipment to
prevent worker injuries
2.3 Demonstrate the correct application of a
mechanical lift and a gait belt.
2.4 Assess and report malfunctions in client
care equipment and devices.
2.5 Summarize the nursing assistant’s role and
responsibilities in an emergency.
2.6 Demonstrate fire safety protocols relevant
in all patient care settings.
a. Fire hazards and prevention: frayed
electrical wires; improper protection
during oxygen therapy; overloaded
electrical circuits; accumulated clutter
b. In case of fire, remember RACE:
1. Remove patients
2. Activate the alarm
3. Contain the fire
4. Extinguish the fire or evacuate
the area
c. Use of a fire extinguisher: PASS
1. Pull the pin
INSTRUCTIONAL SUPPORT MATERIALS
• Mosby’s Patient Safety and Mobility VHS
• Mechanical lifts
• Gait belts
• Crutches
• Walkers
• Physical restraints
• Hot and cold packs
• Wheelchair
• Fire extinguisher
• Drawsheets
• Slideboards
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Simulated patient acre scenarios
• Competency skills in the learning lab
SUGGESTED ASSESSMENT METHODS
• Medical terminology tests and quizzes
• Student-made checklists
• Competency simulations and evaluations
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2. Aim the nozzle at the base of
the fire
3. Squeeze the handle
4. Sweep it back and forth along
the base of the fire
2.7 Recognize that violence can occur in the
workplace and expected reactions
following OSHA guidelines.
2.8 Identify patients at risk for falls and other
accidents.
a. Accidental poisoning
b. Thermal injuries
c. Aspiration
d. Skin injuries
2.9 Explain alternatives to the use of physical
restraints.
2.10 Explain the guidelines for the use of
physical restraints.
2.11 Explain correct use of assistive devices
used in ambulating patients (crutches/
walkers/canes).
2.12 Demonstrate safety precautions for
wheelchair use.
Certified Nursing Assistant
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LEARNING STRAND
3.0 Infection Control
ENDURING UNDERSTANDING(S)
• Understanding how disease spreads
provides practices leading to prevention
and control.
• Microorganisms can adapt to their
environment and change in order to
survive.
• Pediatric patients and the elderly have
weaker immune systems and are more
susceptible to infectious diseases.
ESSENTIAL QUESTION(S)
• Why is it critical for health care workers to
implement infection control practices in the
workplace?
• Who is responsibility for safety in the health
care workplace?
• How does the body naturally defend against
invading organisms?
LEARNING OBJECTIVES – The student will:
3.1 Demonstrate skill in hand washing
technique.
3.2 Demonstrate isolation technique using
masks, gowns, gloves, and disposal of
soiled linens.
3.3 Demonstrate methods of preventing
infection.
3.4 List techniques used with universal
precautions.
3.5 Explain why patients are at risk for
infection.
3.6 List the body’s natural defenses against
infection.
a. Cilia
b. Hydrochloric acid in the stomach
c. Earwax
d. Inflammation
e. Tears
f. Mucus membranes lining the
respiratory, gastrointestinal, urinary,
reproductive
g. Coughing and sneezing
h. Immune response
3.7 Identify the most common microbes and
some of their characteristics.
a. Virus
b. Bacteria
c. Fungus
d. Protozoa
3.8 List the ways infectious diseases are
spread.
3.9 Describe common treatments for infectious
diseases.
INSTRUCTIONAL SUPPORT MATERIALS
• Introduction to Medical Terminology, Erlich
and Schroder, 2004
• Gloves
• Masks
• Goggles
• Gowns
• Biohazard bags
• Sharp’s container
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Guest speaker Sue Paxton from Gaylord
Hospital’s Infection Prevention and Control
Department
• Germs and Viruses DVD
• The Immune System at Work DVD
• Note cards
• Create a “Chain of Infection” graphic
organizer
• Display HOSA recommended medical
reading: (see HOSA Medical Reading
Addendum)
1. The Woman with the Worm in Her
Head and Other True Stories
2. One Hundred Days: My Unexpected
Journey from Doctor to Patient
3. The Germ Freak’s Guide to
Outwitting Colds and Flu: Guerilla
Tactics to Keep Yourself Healthy at
Home, at Work, and in the World
• Practice the application of proper personal
protective equipment (PPE)
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3.10 Describe nursing assistant responsibilities
related to standard precautions.
Certified Nursing Assistant
SUGGESTED ASSESSMENT METHODS
• Vocabulary and medical terminology
quizzes and tests
• Create a public health brochure based on
rubric criteria
• Research an infectious disease topic based
on rubric criteria
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LEARNING STRAND
4.0 Measuring and Recording Vital Signs, Height and Weight
ENDURING UNDERSTANDING(S)
• Vital signs are a critical indicator of
patient health status.
ESSENTIAL QUESTION(S)
• How does the body provide indicators of
health status?
LEARNING OBJECTIVES – The student will:
4.1 List the normal range of vital signs for an
adult client.
a. temperature
b. pulse
c. respiration
d. blood pressure
e. pain assessment
4.2 Demonstrate proper procedure for
assessing vital signs.
4.3 Demonstrate proper documentation of vital
signs.
4.4 Recognize and communicate to RN
abnormal vital sign values.
a. oral temperature above 99.6 F
b. axillary above 98.6 F
c. rectal temperature over 100.6 F
d. pulse rate below 60 beats per minute or
over 100
e. respiratory rate over 22 or under 12
breaths per minute
f. blood pressure above 140/90 or below
90/60
g. patient complaints of pain
4.5 List the different types of scales used in
health care facilities.
a. sling scale
b. upright scale
c. electronic chair scale
d. electronic bed scales
e. pediatric scales
4.6 Measure and document weight and height.
4.7 Convert weight measurements recorded in
pounds to kilograms.
4.8 Convert height measurements recorded in
feet/inches to centimeters.
4.9 Recognize that weight is an indicator of a
patient’s nutritional status.
4.10 Conclude that the assessment of weight
and height are crucial because
medication dose amounts are based on
patient size.
INSTRUCTIONAL SUPPORT MATERIALS
• Maths for Meds, Dosages and Solutions,
Curren, 2005
• Mosby’s Measurements VHS
• Thermometers
• Blood pressure cups
• Stethoscopes
• Alcohol prep pads
• Oxygen saturation machine
• Pain assessment charts
• Scale
• Tape measure
• Manikins
• Watch with a second hand
• Timer
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Teacher modeling of vital sign assessment
with repeated and continuing practice in the
learning lab
• Case study scenarios and reportable
events to RN
• Troubleshooting malfunctioning equipment
and reporting problems to RN
• Graphic representations of measurement
for all vital signs
• Practice Celsius and Fahrenheit
temperature conversion equivalents
SUGGESTED ASSESSMENT METHODS
• Performance tasks
• Quizzes and tests
• Graphic documentation of vital sign
assessments
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LEARNING STRAND
5.0 Patient Care and Comfort Measures
ENDURING UNDERSTANDING(S)
• NA subjective and objective
observations are valuable aids to
accurate nursing assessments.
• NA must show sensitivity to the
individuality and cultural heritage of
each patient in his/her care at all times.
ESSENTIAL QUESTION(S)
• Why are Nursing Assessments (NA) crucial
to implementing the nursing care plan?
• Why should different ethnic and cultural
beliefs of patients be respected?
• Why should the “Patient’s Bill of Rights” be
considered when delivering care?
LEARNING OBJECTIVES – The student will:
5.1 Describe the stages of human growth and
development.
5.2 Describe the seven physical needs of
patients.
a. Oxygen
b. Food and fluids
c. Exercise
d. Sleep, rest, and comfort
e. Elimination
f. Safety
g. Intimacy and sexuality
5.3 Summarize individual socio-cultural
differences and adapt care to meet
individual’s needs.
a. Asian
b. Hispanic
c. European
d. African
e. Islamic
f. Native
g. Catholic
h. Protestant
i. Judaism
j. Hinduism
k. Buddhism
l. Moslem
5.4 Identify the importance of appreciating and
showing sensitivity to a culture other than
one’s own.
5.5 Demonstrate skills in providing complete
and partial baths, shower, tub bath.
5.6 Demonstrate proper procedure for oral
hygiene and denture care, care of hair,
nails, back, and perineum.
5.7 Identify the purposes for bathing clients.
a. improve circulation
b. provides cleanliness
INSTRUCTIONAL SUPPORT MATERIALS
• Mosby’s Hygiene, Bathing and Comfort
Measures VHS
• Mosby’s Bedmaking VHS
• HOSA recommended reading: (see
addendum)
1. Caring for Patients from Different
Cultures
2. The Scalpel and the Silver Bear
• Dentures
• Denture cups
• Toothbrushes and toothpaste
• Drinking cups
• Emesis basin
• Bedpans
• Various other comfort care items
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Field trip to MidState Medical Center
• Field trip to CT Children’s Medical Center
• Field trip to Yale New Haven Hospital
• Allied Health Career Day at Hartford
Hospital
• Linda Hill, LPN, Masonicare Hospice
• Donna Trigilia, APRN, SCI & Neuro/Ortho
at Gaylord
• Practice patient care competencies in the
learning lab
• Clinical rotations at Masonicare (Locked
Dementia Unit) from November to March
• Clinical rotations at Gaylord (Lyman 2/
Medically Complex and Spinal Cord Injured
Patients) from March to June
• Develop Nursing Care Plans (NCP)
• Investigate the cultural and ethnic beliefs of
their individual patient
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c. promotes patient dignity
5.8 Demonstrate male and female perineal
care.
5.9 Demonstrate proper procedure for shaving
a male patient.
5.10 Demonstrate proper procedure for
giving and receiving a bed pan and urinal.
5.11 Demonstrate the ability to assist patients
with use of a bedside commode.
5.12 Demonstrate assisting a patient with
dressing and undressing.
5.13 Summarize the importance of indwelling
Foley catheter care.
5.14 Demonstrate competency in providing
Foley catheter care.
5.15 Explain assessments related to patient
care that must be communicated to
licensed nurses.
a. broken skin or rashes
b. decrease in urine output
c. difficulty breathing
d. chest pain
e. cyanosis
f. development of pressure ulcers
g. no bowel movement within six shifts
h. decreased appetite
i. lethargy or confusion
5.16 Identify the different types of beds and
their uses.
a. electronically operated
b. gatch
c. CircOlectric
d. low air mattress
5.17 Demonstrate how to make an occupied
bed.
5.18 Demonstrate how to make a closed bed
with non-fitted flat bottom sheets.
a. making a mitered corner
5.19 Demonstrate how to handle clean and
soiled linens.
5.20 Discuss personal feelings regarding death
and dying.
5.21 Recognize that people cope with the
process of death and dying in different
ways.
5.22 Conclude that patients go through a
series of stages of grief.
a. Denial
b. Anger
c. Bargaining
d. Depression
Certified Nursing Assistant
SUGGESTED ASSESSMENT METHODS
• Skills performance tasks
• Peer evaluations
• Case studies with student reflections
• Tests
• Clinical reports on a selected patient
diagnosis utilizing the nursing process (NP)
and research methodology
• Clinical reports will utilize proper
documentation using APA/MLA process
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e. Acceptance
5.23 Understand the spiritual and
psychological needs of a dying patient
and family members.
5.24 Identify the physical changes associated
with the dying process.
5.25 Recognize the signs of death.
5.26 Demonstrate postmortem procedures.
Certified Nursing Assistant
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LEARNING STRAND
6.0 Nutrition and Fluid Balance
ENDURING UNDERSTANDING(S)
• Nutrition is the process by which the
body takes in food for growth and repair
and utilizes it to maintain health.
• Therapeutic diets are designed to
improve specific health conditions.
ESSENTIAL QUESTION(S)
• Why is balancing essential nutrients
needed for good health?
• What happens in your body once food is
ingested?
• Why is everyone who consumes food on a
diet?
LEARNING OBJECTIVES – The student will:
6.1 Describe the recommended daily
requirements from the Food Guide
Pyramid.
6.2 Identify the five food groups and list foods
included in each group.
6.3 Identify the liquids/foods allowed on the
four basic facility diets.
a. regular
b. clear liquid
c. full liquid
d. soft
6.4 Explain the purposes of the following diets.
a. clear liquids
b. full liquids
c. soft
6.5 Demonstrate the ability to measure and
document on a calorie count flow sheet.
6.6 Demonstrate competency in feeding a
patient who is at risk for dysphagia (difficult
swallowing) and aspiration.
a. stroke
b. any patient with a tracheotomy
c. spinal injury
d. dementia
e. Alzheimer’s
f. Neurological dysfunction
g. Multiple Sclerosis
h. Parkinson’s
6.7 Evaluate the purposes of therapeutic diets.
a. Diabetic
b. Sodium-restricted
c. Low fat/low cholesterol
d. Mechanically altered
e. Calorie restricted
6.8 Identify alternative methods of providing
patient nutrition.
a. Total parenteral (central venous line)
INSTRUCTIONAL SUPPORT MATERIALS
• Mosby’s Nutrition and Fluid Balance VHS
• Grocery Shopping Made Easy DVD
• USDA Food Guide Pyramid
• Nutrition charts
• Therapeutic diets charts
• Intake and output sheets
• HOSA Math Conversion Sheets
• Calorie count sheets
• Thickeners to adjust fluid density
• Meal trays
• Straws and utensils
• Drinking cups
• IV lines and fluids
• Manikins
• Gastrostomy tube
• Nasogastric tube
• 4” by 4” sterile gauze
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Guest speaker Deidre Bray, Gaylord
Speech Pathologist
• Dietician from MMC
• Mr. Paquette role-plays a
dementia/dysphasic patient to implement
feeding techniques
• Document intake after role-play in the
learning lab
• Medical terminology/abbreviation handouts
• Personal diet journal entry
SUGGESTED ASSESSMENT METHODS
• Nutrition test
• Internet research on alternative diets
• Performance tasks in the learning lab and
clinical area
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b. Enteral feedings (nasogastric,
gastrostomy)
c. Intravenous line
6.9 Explain the considerations to make when
preparing a patient for mealtime.
a. Preparing the food tray
b. Proper positioning of the patient
c. Checking ID band with actual menu
card
d. Verbal and physical cues
e. Supportive devices (swivel spoon;
extended handles; plate guards;
rubberized fork handles)
6.10 Identify the communications required
between nursing staff, speech therapy
and occupational therapy for assisting
patients with feeding.
6.11 Compute oral fluid intake from ounces
to cubic centimeters (milliliters).
Certified Nursing Assistant
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LEARNING STRAND
7.0 Body Systems, Common Disorders and Related Care Procedures
ENDURING UNDERSTANDING(S)
• Medical terminology is essential when
discussing anatomic structure and
physiology. These terms are universally
known.
• Knowledge of the major structures and
their functions found in each of the
major body systems is linked directly to
health and quality of life.
• Postsecondary education provides the
pathway for advancement in most allied
health careers.
ESSENTIAL QUESTION(S)
• Why do Allied Health personnel
communicate using medical terminology?
• How does knowledge of body systems and
functions impact health and wellness?
• Why is it essential to utilize study skills, to
practice time management, and to apply
test-taking strategies for advancement in
health care?
LEARNING OBJECTIVES – The student will:
7.1 List the functions of intact skin.
a. Protection
b. Storage
c. Elimination
d. Sensory perception
7.2 Identify nursing interventions to prevent
skin breakdown.
a. Turning and repositioning every two
hours and when necessary
b. Understanding potential breakdown
areas
c. Providing adequate fluids and nutrition
d. Maintaining the skin clean and dry
e. Inspecting the skin every shift
f. Frequent bathing
g. Range of motion exercises two times a
day to encourage circulation
h. Reporting signs of infection
i. Use of special mattresses and adaptive
equipment on chairs and beds
j. Check for improperly fitted or worn
braces and restraints
7.3 Describe the stages of pressure ulcer
formations.
a. Stage 1
b. Stage 2
c. Stage 3
d. Stage 4
7.4 Identify the nursing assistant interventions
related to pressure ulcers.
7.5 Differentiate the classification of burns:
INSTRUCTIONAL SUPPORT MATERIALS
• Protective barrier ointments
• Stages of decubitus ulcer formation charts
• Anatomical charts
• “Thin Man” Human Body charts
• Organ Structure Models (Kidney, Lungs,
Heart, Arteries, Brain)
• Skeletal model
• Human Body Series VHS Series (for each
system)
• HOSA recommended medical reading:
1. Second Opinions
2. The Last Lecture
3. Better – A Surgeon’s Notes On
Performance
4. DARK REMEDY The Impact of
Thalidomide and Its Revival as a Vital
Medicine
• Advance for Nurses Magazine
• Who Plays God? Medicine, Money, and
Ethics in American Health Care DVD
• Adult and baby manikins for CPR
• Oxygen Saturation Machine
• Artificial airways
• Sani-wipes for manikins
• Automatic External Defibrillators (AED’s)
• ECGs Made Easy, Aehlert, 2006
• Medical terminology lists
• Vocabulary Word Wall
• Urinary elimination and colostomy supplies
Certified Nursing Assistant
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a. Thermal
b. First degree
c. Second degree
d. Third degree
7.6 Identify the nursing assistant actions in
caring for patients with burns.
7.7 Explain the function of each organ of the
respiratory system:
a. Pharynx (throat)
b. Larynx (voice box)
c. Trachea (wind pipe)
d. Bronchi
e. Bronchioles
7.8 Summarize patient care conditions where
there is decreased oxygenation.
a. Cardiac disease
b. Pulmonary disease
c. Neuromuscular diseases
d. Trauma
e. Sleep apnea
f. Morbid Obesity
g. Kyphoscoliosis (Curvature of the spine)
7.9 Demonstrate nursing assistant
interventions related to the care of patients
with respiratory conditions.
7.10 Demonstrate proper use of an oxygen
saturation machine.
7.11 Analyze the location and functions of the
the organs of the circulatory system.
a. Heart
b. Blood vessels (arteries: veins;
capillaries)
c. Lymphatic vessels
d. Lymph nodes
e. Spleen
f. Blood (plasma; red blood cells; white
blood cells; thrombocytes)
7.12 Select multiple disorders of the
cardiovascular system.
a. Atherosclerosis
b. Hypertension
c. Peripheral vascular disease
d. Angina pectoris
e. Myocardial infarction
f. Anemia
g. Congestive heart failure
h. Leukemia
7.13 Demonstrate the assessments and
interventions related to care of patients
with disorders of the circulatory system.
a. Shortness of breadth
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Anatomy of Dissection DVD
• Develop graphic organizers or display
boards for a body system
• Field trip to Body Worlds exhibit
• Collaborate with LHHS Anatomy and
Physiology classes and Stevens 5th grade
classes on selected body system display
boards
• Web quests to research various body
system dissections
• Clinical reports with diagnosis, etiology,
nursing interventions, and student
reflections of care performed
• Guest speaker David Knapp to demonstrate
orthotic and prosthetic devices
• Learning lab practice:
1. Vital signs measurements
2. Urinary catheter care
3. Colostomy care
4. Perineal care
• Guest speaker from Masonicare to discuss
diabetes and diabetic patient care
SUGGESTED ASSESSMENT METHODS
• Oral presentations
• All lab-based and clinical evaluations
• Personal reflections
• Tests and quizzes
• Clinical reports based on rubrics
• HOSA Medical Reading reports based on
rubrics
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7.14
7.15
7.16
7.17
7.18
b. Rapid respirations
c. Chest pain
d. Absent pedal pulses
e. Productive cough
f. Nausea and vomiting
g. Blood or sediment in the urine
h. Drowsiness
i. Cyanosis
j. Fever
k. Dark or strong odor to urine
Demonstrate the sequence of skills
necessary for cardio-pulmonary
resuscitation for adults, children and
babies. (CPR)
a. Students will earn a two year
certification for basic life support for
health care providers. (AHA CPR &
AED program)
Differentiate the location and functions
of the musculoskeletal system.
a. Bones
b. Joints
c. Tendons
d. Ligaments
Recognize various conditions of the
musculoskeletal system.
a. Arthritis
b. Bursitis
c. Rheumatoid arthritis
d. Osteoporosis
e. Fibromyalgia
f. Fractures
g. Gout
h. Compartment syndrome
Identify specific medical terminology
utilized to describe movements in
different joints.
a. Flexion
b. Extensions
c. External and internal rotation
d. Abduction
e. Adduction
Evaluate the nursing assistant actions
related to patients with muscular and
skeletal system conditions.
a. Passive range of motion
b. Applying an arm sling
c. Maintaining care of patients in traction
d. Carrying for patients with total hip
arthroplasty (hip replacement and/or
degenerative arthritis)
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7.19
7.20
7.21
7.22
7.23
7.24
e. Use of continuous passive motion
machine
f. Care of an amputated limb
Explain the functions of the endocrine
glands.
a. Pituitary glands
b. Pineal body
c. Adrenal glands
d. Thyroid glands
e. Parathyroid glands
f. Islets of Langerhans
Recognize signs and symptoms of
hypoglycemia and hyperglycemia.
a. Hypoglycemia:
1. Lethargy
2. Confusion
3. Shallow, rapid respirations
4. Rapid pulse
b. Hyperglycemia:
1. Weakness
2. Fruity odor to breath
3. Sugar in the urine (glycosuria)
4. Flushed, dry hot skin
Assess and implement nursing assistant
actions related to care of patients with
endocrine dysfunctions.
a. Meticulous foot care of the diabetic
patient
b. Notifying the RN of signs and
symptoms of infection
c. Testing urine for sugar and acetone
Discuss the location and function of the
organs of the nervous system.
a. Brain
b. Spinal cord
c. Meninges
d. Sensory receptors
Recognize common conditions of the
nervous system.
a. Stroke
b. Transient Ischemic Attacks (TIA)
c. Aphasia
d. Parkinson’s Disease
e. Multiple Sclerosis
f. Spinal Cord Injuries
g. Autonomic dysreflexia
h. Meningitis
Identify specific medical terminology.
a. Increased intracranial pressure
b. Paralysis
c. Tremors
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7.25
7.26
7.27
7.28
7.29
d. Akinesia
e. Vertigo
f. Paraplegia
g. Quadriplegia
h. Nystagmus
I. Glasgow Coma Scale
Identify diagnostic test.
a. Magnetic Resonance Imaging (MRI)
b. Computerized Axial Tomography
(CAT)
Evaluate the nursing assistant actions
related to care of patients with
neurological conditions.
a. Assessing level of consciousness
(LOC)
b. Preventing complications that can be
caused by immobility
c. Implementing pressure ulcer
prevention
d. Assisting with bowel and bladder
training programs
e. Reinforce programs provided by
therapists
Identify six perceptual deficits of the
spinal cord injured/cognitively impaired
client.
a. Inability to organize a task
b. Inability to sequence a task
c. Lack of judgment
d. Agnosia – the inability to identify
certain objects
e. Apraxia – the inability to use common
items
f. The inability to initiate a task
Describe common disorders of the GI
system.
a. Malignancies
b. Ulcers: Gastric; Duodenal; Ulcerative
c. Crohn’s Disease
d. Hernias: Inguinal; Umbilical;
Incisional; Hiatal
e. Cholecystitis; Cholelithiasis;
f. Problems with bowel elimination:
constipation; diarrhea; fecal
impaction
Explain the location and functions of the
organs of the gastrointestinal system.
a. Mouth, teeth, tongue, and salivary
glands
b. Pharynx
c. Esophagus
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7.30
7.31
7.32
7.33
7.34
7.35
d. Stomach
e. Small intestine
f. Liver
g. Gallbladder and pancreas
h. Large intestine
Explain the rationale for diagnostic
Procedures.
a. GI series
b. Gastroscopy
c. Proctoscopy
d. Colonoscopy
Select nursing assistant actions related to
care of patients.
a. Collecting a stool specimen
b. Assisting the patient with a colostomy
c. Assessing for signs of fecal impaction
d. Documenting output every shift
Identify the location and function of the
organs of the urinary system.
a. Kidneys
b. Urinary bladder
c. Urethra
d. Urinary meatus
Identify common disorders of the urinary
system.
a. Cystitis
b. Hematuria
c. Nephritis
d. Renal Calculi
e. Hydronephrosis
Recognize the procedures for diagnostic
evaluations.
a. Blood chemistry tests
b. Urinalysis
c. Cat Scan
d. Cystoscopy
Evaluate nursing assistant actions
related to the care of patients with
urinary disorders.
a. Collecting a urine specimen
b. Providing indwelling catheter care
c. Monitoring and recording urinary
drainage
d. Apply and care for a condom catheter
e. Applying a leg bag
f. Collecting a 24-hour urine specimen
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LEARNING STRAND
8.0 Expanded Role of the Nursing Assistant
ENDURING UNDERSTANDING(S)
• Continuing education is required for
CNA personal, professional, and career
growth.
• With advanced training and experience,
CNA assignments are available in
several nursing specialty areas.
ESSENTIAL QUESTION(S)
• Why will continuing education provide
increased earning potential, selfsatisfaction, and quality of life?
LEARNING OBJECTIVES – The student will:
8.1 Summarize the concerns of surgical
patients.
8.2 Identify types of anesthesia.
a. General
b. Local
c. Intravenous
d. Spinal
8.3 Identify the necessary procedures when
patients are returned from the recovery
room.
a. Patient safety and comfort
b. Coughing and deep breathing
c. Vital signs assessment
d. Assess dressings for drainage
e. Maintain the patency of drainage
tubes
f. Measure and record post-op void
g. Report patient complaints of pain
h. Patient teaching to prevent post-op
complications
8.4 Select medical terminology for charting
purposes.
a. Ted hose
b. NPO (Nothing by mouth)
c. Atelectasis
d. Singultus
8.5 Identify prenatal care of the normal
pregnant woman.
8.6 Identify reportable observations of
prenatal patients.
8.7 Select nursing assistant actions for the
postpartum patient.
8.8 Document and record observations of the
patient in the postpartum period.
8.9 Demonstrate care practices for a normal
newborn.
INSTRUCTIONAL SUPPORT MATERIALS
• Tracheostomy care sets
• Dressing supplies
• Adhesive tapes of assorted sizes and types
• Adaptive equipment or devices
• Gait belts and walkers
• Incentive spirometry device
• Ted hose
• Blue pads for incontinence
• Vital signs charts for pediatric patients (birth
to 18 years)
• HOSA medical readings: (see addendum)
1. A Cup of Comfort for Nurses
2. My Pocket Mentor
3. Nobody Nowhere, The Extraordinary
Autobiography of an Autistic
4. Midwives
• Pediatric Assessment DVD
• Fight for Life, The Anatomy of Survival DVD
• Advance for Nurses Magazine
• www.hosa.org
• www.cancer.org
Certified Nursing Assistant
SUGGESTED INSTRUCTIONAL STRATEGIES
• Pediatric Nurse Practitioner to discuss
pediatric conditions and care of the
hospitalized Pedi patient
• Child Life Specialist to discuss Pedi patient
and family issues
• Medical terminology word cards and
vocabulary lists
• What Is Cancer? DVD
• Mrs. Flynn, Oncology RN, MidState Medical
Center
• Mrs. Montefiore (Birthing Center RN at
MMC) to discuss obstetrical nursing
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8.10 Illustrate measures to prevent
misidentification and abduction of infants.
8.11 Demonstrate discharge procedures for
mother and infant.
8.12 Identify major developmental tasks for
pediatric age groups:
a. Understand the normal vital signs
assessments for each age and stage of
pediatric development.
8.13 Summarize how to foster growth and
development of hospitalized pediatric
patients.
8.14 Demonstrate the importance of adequate
nutrition and healthy lifestyle choices in
the prevention of cancer.
8.15 Identify the 7 early warning signs of
cancer:
a. Change in bowel or bladder habits
b. A sore that does not heel
c. Unusual bleeding or discharge
d. Thickening or lump in breast, testicles,
or any part of the body
e. Indigestion or difficulty swallowing
f. Obvious change in a wart, mole, or
skin condition
g. Nagging cough or hoarseness
8.16 Summarize the types of cancer
treatment.
a. Surgery
b. Chemotherapy
c. Radiation
d. Brachytherapy
e. Immunotherapy
8.17 Describe and evaluate NA
responsibilities related to care of
oncology patients.
a. Anticipate patient needs
b. Assist with ADL/comfort measures
c. Validate feelings and avoid giving
patient false hope.
8.18 Summarize the differences between
overweight, obesity, and morbid obesity.
8.19 Discuss why environmental modifications
are needed for the bariatric patient.
8.20 Identify observations to make and
methods of meeting bariatric patients’
ADL needs.
8.21 Identify comorbidities related to obesity.
a. Atherosclerosis
b. Necrotizing skin infections
c. Diabetes mellitus
Certified Nursing Assistant
•
•
From Conception to Birth DVD
HOSA Club fundraiser for the Autism
Spectrum Resource Center and service at
LHHS Blood Drives
SUGGESTED ASSESSMENT METHODS
• Medical terminology quizzes and tests
• NA challenge (critical thinking activities)
written responses
• Oral presentations on specialty areas within
nursing (Oncology Unit; Psychiatric Unit;
Pediatrics Unit)
• Peer evaluations
• Anecdotal accounts of guest speaker
presentations with personalized thank-you
notes
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d. Gallbladder disease / hernias / IBS
(irritable bowel syndrome)
e. Urinary stress incontinence
f. Carpel Tunnel Syndrome
g. Depression
h. Sleep apnea
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HOSA MEDICAL READING ADDENDUM
2009 – 2010
Better: A Surgeon’s Notes on Performance by Atul Gauwande, January 2008,
ISBN-13: 9780312427658
Final Exam: A Surgeon’s Reflections on Mortality by Pauline W. Chen, January 2008,
ISBN-13: 9780307275370
Gifted Hands by Ben Carson, M.D., December 2009
ISBN-13: 9780310719038
Dark Remedy: The Impact of Thalidomide and Its Revival as a Vital Medicine by Trent
Stephens and Rock Brynner, December 2001, ISBN-13: 9780738205908
The Last Lecture by Randy Pausch and Fefrey Zaslow, May 2008,
ISBN-13: 9781410407115
2008 – 2009
Body of Work: Meditations on Mortality from the Human Anatomy Lab by Christine
Montross, 2008, ISBN-13: 9781594201257
Small Steps: The Year I Got Polio by Peg Kehret, March 2000,
ISBN-13: 9780807574584
The Scalpel and the Silver Bear, The First Navajo Woman Surgeon Combines Western
Medicine and Traditional Healing by Lori Arviso, M.D. and Elizabeth Cohen Van Pelt,
June 2000, ISBN-13: 9780553378009
Caring for Patients from Different Cultures by Geri-Ann Galanti, August 2008,
ISBN-13: 978081222-315
2007 – 2008
Another Day in the Frontal Lobe: A Brain Surgeon Exposes Life on the Inside
(Paperback) by Katrina Firlik, Reprint June 12, 2007, ISBN-10: 0812973402
Water With Lemon: An Inspiring Story of Diet-free, Guilt-free Weight Loss! (Paperback)
by Zonya Foco and Stephen Moss, January 2007, ISBN-10: 1890926108
A Cup of Comfort for Nurses: Stories of Caring and Compassion (Paperback) by
Colleen Sell, March 2006, ISBN-10: 1593375425
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A Random Act: An Inspiring True Story of Fighting to Survive and Choosing to Forgive
(Paperback) by Cindi Broaddus and Kimberly Lohman Suiters, March 2006, ISBN-10:
0060735155
Final Gifts: Understanding the Special Awareness, Needs, and Communications of the
Dying (Paperback) by Maggie Callanan and Patricia Kelley, February 1997, ISBN-10:
0553378767
2006 – 2007
The Pact by Sampson Davis, George Jenkins, Rameck Hunt, Lisa Frazier Page,
Riverhead Trade: Reissue edition, May 6, 2003, ISBN: 157322989X
Baby ER: The Heroic Doctors and Nurses Who Perform Medicine’s Tiniest Miracles by
Edward Humes, Simon & Schuster, May 19, 2004, ISBN: 0743264436
The First Woman Doctor by Rachel Baker, Scholastic Paperbacks; Reissue edition
(October 1, 1987) ISBN: 059044767X
The Cruelest Miles by Gay Salisbury and Laney Salisbury, W. W. Norton & Company;
Reprint edition February 7, 2005, ISBN: 0393325709
The Germ Freak’s Guide to Outwitting Colds and Flu: Guerilla Tactics to Keep Yourself
Healthy at Home, at Work and in the World by Allison Janse and Charles Gerba, HCI,
September 15, 2005, ISBN: 0757303277
2005 – 2006
Not Fade Away by Laurence Shames and Peter Barton, 2004, ISBN: 006073731X
The Woman with a Worm in her Head: and other True Stories by F. Gonzalez-Crussi
(Forward) and Pamela Nagami, 2002, ISBN: 0312306016
Second Opinions by Jerome, M.D. Groopman, 2001, ISBN: 0140298622
Sam: The Boy Behind the Mask by Tom Hallman,2003, ISBN: 0425191745
My Pocket Mentor by Sandra Gaviola, 2004, ISBN: 1401835082
2004 – 2005
Complications: A Surgeon’s Notes on an Imperfect Science by Atwul Gawande
Dark Remedy by Trent Stephens
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The Traveler’s Gift: Seven Decisions That Determine Personal Success by Andy
Andrews.
Dead Men Don’t Tell Tales: The Strange and Fascinating Cases of a Forensic
Anthropologist by Michael Browning and William R. Maples
Power Sleep by James B. Maas
2003 - 2004
Kill as Few Patients as Possible by Oscar London, Ten Speed Press; 10th edition (May
1987), ISBN: 089815197X
Five Patients: The Hospital Explained by Michael Crichton, Bt Bound: (May 2000)
ISBN: 061321546X
Tuesdays with Morrie: An Old Man, a Young Man, and Life’s Greatest Lesson by Mitch
Albom and Stacy Creamer, Broadway Books, October 8, 2002, ISBN: 076790592X
Love, Greg and Lauren by Greg Manning, Bantam Doubleday Dell Pub (Trd Pap),
Updated edition, August 13, 2002, ISBN: 055338189X
Gifted Hands by Ben Carson, Zondervan, December 8, 1996, ISBN: 0310214696
2002 – 2003
Anatomy of an Illness as Perceived by the Patient: Reflections on Healing and
Regeneration by Norman Cousins, Norton Publishing, ISBN: 0393041905
The Fourteen Friends Guide to Eldercaring: Practical Advice, Inspiration, Shared
Experiences, Space for your Thoughts by Fourteen Friends, Broadway Books, ISBN:
0767906004
Follow Your Heart by Andrew Matthews, Price Stern Sloan, ISBN: 0843174919
Born Too Soon by Elizabeth Mehren, Kensington Publishing Corp., ISBN: 1575663155
Ryan White: My Own Story by White and Cunningham, Signet, ISBN: 0451173228
2001 – 2002
Intensive Care: The Story of a Nurse by Echo Heron, Mass Market Paperback, ISBN:
0804102511
Nobody Nowhere: The Extraordinary Autobiography of an Autistic by Donna Williams,
Avon Books, ISBN 0380722178
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One Hundred Days: My Unexpected Journey from Doctor to Patient by David Biro,
Vintage, ISBN: 0375706739
My Own Country. A Doctor’s Story by Abraham Verghese, Vintage, ISBN: 0679752927
Get Everyone in Your Boat Rowing in the Same Direction by Bob Boylan, Adams Media
Corp., ISBN: 1558505474
2000 – 2001
Stick Figure by Gottlieb, Simon & Schuster, ISBN: 0684863588
Who gets Sick – How Beliefs, Moods and Thoughts Affect Your Health by Blair Justice,
Park Printing, ISBN: 0960537678
Mother Teresa, Beyond the Image by Anne Sebban, Doubleday, ISBN: 0385493568
Midwives by Chris Bohjalian, Vintage Books, ISBN: 0375706771
1999 – 2000
Gifted Hands by Ben Carson, Zondervan Pub. House, ISBN: 0310214696
Power Sleep by James B. Maas, HarperCollins, ISBN: 0060977604
Born to Play by Eric Davis, Signet, ISBN: 0670885118
On Duty by Carolyn Parnall Fink, ISBN: 044914965X
Caring for Patients from Different Cultures by Geri Ann Galanti, UPA Press, ISBN:
0812216083
1998 – 1999 (Pilot)
Gifts of Time by Fred J. Epstein, The Berkley Publishing Group, 1993, ISBN:
0425144038
First, Do No Harm by Lisa Belkin, Ballantine Books, 1993, ISBN: 044922290X
The Longevity Strategy by David Mahoney and Richard Restak, John Wiley and Sons,
Inc. 1998, ISBN: 0471248673
Your Guide to Complementary Medicine by Larry P. Credit, Sharon G. Hartunian and
Margaret J. Nowak, Avery Publishing Group, 1998, ISBN: 0895298317
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The Drucker Foundation: The Leader of the Future by Frances Hesselbein, Marshall
Goldsmith, and Richard Beckhard, editors, Josey-Bass, Inc., Publishers, 1996, ISBN:
0787901806
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