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21st Century Instructional Guide for Career Technical Education
Clinical Concepts
Health Science Education Cluster
Health Occupations Science Technology Concentration
Title:
Clinical Concepts (0717)
Standard Number:
HSE.S.CC.4
Employability Skills
Students will:
 understand how employability skills enhance employment opportunities and job satisfaction.
 demonstrate key employability skills.
 understand the need to maintain and upgrade skills as necessary.
How will the decisions you make in daily life impact your ability to attain employment goals?
Essential
Questions:
Objectives:
HSE.O.CC.4.1
Students will
Learning Plan & Notes to Instructor:
Personal Traits of the Healthcare Professional
classify the personal traits or attitudes
the three “C”s
desirable in a member of the healthcare
 courtesy
team.
 compassion
 common sense
characteristics helpful for health care workers
 relaxed attitude when meeting new people
 willingness to learn new skills and techniques
 aptitude for working with the hands
 empathy for others
 good communication and listening skills
 patience in dealing with others
 ability to work as a member of a health care team
 proficiency in English, science, and mathematics
 tact
 ability to keep information confidential
 ability to leave private concerns at home
 trustworthy
 dependable
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HSE.O.CC.4.2
Standard Number:
HSE.S.CLC.5
Essential
Questions:
Objectives:
HSE.O.CLC.5.1
 sense of responsibility
examine basic professional standards of the
professionalism
healthcare worker as they apply to hygiene,
 professional attitude
dress, language, confidentiality, and behavior
 professional behaviors
(i.e. courtesy and self- introductions).
 professional health care skills
 professional appearance
 professional distance
 professional handling of difficult situations
 professional acceptance of criticisms
 legislated scope of practice
Student Learning Activities: have students conduct
research into the benefits of belonging to professional
organizations; discuss professional leadership.
Legal Responsibilities
Students will:
 understand the legal responsibilities, limitations, and implications of their actions within the health
care delivery setting.
 perform duties according to regulations, policies, laws, and legislated rights of clients.
Legal issues are in the forefront of today’s news. Is there a correlation between increased litigation and
professional conduct?
Students will
Learning Plan & Notes to Instructor:
Legal Implications
analyze legal responsibilities and limitations. legal issues
 criminal versus civil law
 torts
o malpractice
o negligence
o assault and battery
o informed consent
o invasion of privacy
o false imprisonment
o abuse (physical, verbal, psychological, and
sexual abuse)
o defamation
 slander
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HSE.O.CLC.5.2
HSE.O.CLC.5.3
assess behaviors and practices that could
result in malpractice, liability, and/or
negligence.
implement problem solving techniques when
confronted with legal dilemmas or issues.
HSE.O.CLC.5.4
determine when an incident is reportable.
HSE.O.CLC.5.5
examine an incident report.
 libel
analyze areas for disciplinary action
 fraud and deceit
 criminal activity
 violation of scope of practice
 disciplinary action by another jurisdiction
 incompetence
 unethical conduct
 drug and alcohol use
Student Learning Activity: have students (pairs or
groups) create scenarios that could result in civil charges
and present them orally.
problem-solving method
 gather information or data
 identify the problem
 list possible solutions
 make a plan
 implement the plan
 evaluate the results
 revise the solution
Student Learning Activities: have students apply problem
solving method to selected scenarios created in objective
5.2.; have students use HOSA competitive event,
Creative Problem Solving, to practice problem solving
techniques, use judges’ scoring rubric to evaluate student
work.
incidents that must be reported
 gunshot or stabbing wounds
 rapes or sexual assaults
 some sexually transmitted diseases
 abuse of children, the elderly, and/or the disabled
guidelines for filling out an incident report
 a brief narrative description of the incident,
consisting of an objective description of the facts
(never include the writer's judgment)
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
HSE.O.CLC.5.6
recognize non-discriminatory laws.
use quotes where applicable with unwitnessed
incident,(i.e. "patient states")
 document the name of any witnesses
 examine the patient/client/employee and document
all findings immediately (the longer one waits to
write the incident report, the more difficult it may
become to remember specifics, and the report may
be considered less reliable)
Suggestion: provide examples of various incident reports
for students to determine if the criteria for completing an
incident report has been met.
The U.S. Equal Employment Opportunity Commission
prohibits job discrimination (http://www.eeoc.gov), the
laws are:
 Title VII of the Civil Rights Act of 1964, which
prohibits employment discrimination based on
race, color, religion, sex, or national origin;
 The Equal Pay Act of 1963, which protects men
and women who perform substantially equal work
in the same establishment from sex-based wage
discrimination;
 The Age Discrimination in Employment Act of
1967, which protects individuals who are 40 years
of age or older;
 Title I and Title V of the Americans with Disabilities
Act of 1990, which prohibit employment
discrimination against qualified individuals with
disabilities in the private sector, and in state and
local governments;
 Sections 501 and 505 of the Rehabilitation Act of
1973, which prohibit discrimination against
qualified individuals with disabilities who work in
the federal government; and
 The Civil Rights Act of 1991, which among other
things, provides monetary damages in cases of
intentional employment discrimination.
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HSE.O.CLC.5.7
Legal Practices
apply standards for Health Insurance
Portability and Accountability Act (HIPAA).
HSE.O.CLC.5.8
describe advanced directives.
HSE.O.CLC.5.9
recognize common threats to confidentiality.
HSE.O.CLC.5.10
examine clients’ rights according to the
Residents’/Patients’ Bill of Rights.
examine informed consent.
HSE.O.CLC.5.11
HIPAA standards
 preparation and implementation of written
confidentiality protocols and procedures regarding
PHI
 staff training in implementation of all protocols
 identification of authentication protocols for all
personnel
 access control of computer output, modification, or
destruction of files
 security of transmitted data
 control of discarded records, storage media, and
computer hardware
advanced directives
 DNR
 Living Will
 Durable Power of Attorney
common threats to confidentiality
 oral/public breaches
 written/recorded breaches
 electronic breaches
 storage
Suggestion: provide copies of Residents’/Patients’ Bill of
Rights for students to compare and contrast.
informed consent must include the following:
 the patient’s diagnosis or suspected diagnosis
 the nature and purpose of the proposed treatment
or procedure
 the expected outcome
 the expected benefits
 who will perform the proposed treatment or
procedure
 the complications, risks, or side effects of the
treatment or procedure
 any reasonable alternatives
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
if applicable, possible prognosis, if the treatment or
procedure is not performed
examine
 licensure
 registration
 certification
 scope of practice
Student Learning Activity: have students visit the WV
Human Rights Commission web site and research what
behaviors constitute harassment.
HSE.O.CLC.5.12
recognize legislated scope of practice of
health care professionals.
HSE.O.CLC.5.13
explain the laws governing harassment,
labor, and employment.
Standard Number:
HSE.S.CLC.6
Ethics
Students will:
 demonstrate an understanding of accepted ethical practices with respect to cultural, social, and
ethnic differences within the health care environment.
 perform quality health care delivery.
What methods will you use to discourage discrimination when ethical and legal issues arise with respect
to cultural diversity?
Students will
Learning Plan & Notes to Instructor:
Legal and Ethical Boundaries
differentiate ethical and legal issues
ethical and legal issues
impacting health care.
ethics
law
definition
standards of
set of
behavior that
governing rules
reflect moral
values
main purpose
to raise
to protect the
standard of
public
competence
purpose
to build values to promote
and ideals
smooth
functioning of
society
penalties or
suspension or
upon
consequences eviction from
conviction in
professional
civil or criminal
Essential
Questions:
Objectives:
HSE.O.CLC.6.1
6
society
membership,
as decided by
peers
HSE.O.CLC.6.2
compare personal, professional, and
organizational ethics.
HSE.O.CLC.6.3
recognize ethical issues and their
implications related to healthcare.
court: fines,
imprisonment,
loss of
professional
license, or
other penalty
determined by
courts
personal ethics
 personal standards of right and wrong
 basis for making ethically sensitive decisions
professional ethics
 concerns the moral issues that arise because of
the specialized knowledge that professionals attain
 how the use of this knowledge should be governed
when providing a service to the public
organizational ethics
 the ethics of an organization
 how an organization ethically responds to an
internal or external stimulus
 organizational ethics is interdependent with the
organizational culture
ethical decision-making models
Principled Ethics
 Step 1: Does/did the patient understand the risks
and benefits of the treatment/procedure?
 Step 2: Does/did the patient want to make the
decision?
 Step 3: Which ethical principles are at issue?
a. Patient autonomy
b. Beneficence
c. Nonmaleficence
d. Justice
 Step 4: Which ethical principles are at conflict?
 Step 5: Propose alternative resolutions.
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
Step 6: What decision will accomplish the health
care goals?
Clinical Ethics
 Step 1: Gather health care facts to determine the
patient’s condition and prognosis.
 Step 2: Considering those facts, determine
patient preferences.
 Step 3: If the patient’s preferences are known,
from the patient’s perspective, determine what the
patient’s quality of life will be with or without
treatment.
 Step 4: Consider the socioeconomic factors, or
burdens and benefits for all parties, with each
decision.
Questions regarding allocation of resources or distributive
justice include the following:
 Is the patient entitled to these services?
 What services should the patient receive?
 How much service should be provided?
 Should the patient receive minimum services or
everything there is to offer?
 Who should pay for the services?
 Is the patient able to pay for the services?
 Are services being denied to other patients
because this patient is receiving these particular
services?
 What are the risks versus the benefits of the
services?
 What is the cost in relation to the predicted
benefits?
 Are the services ordinary, extraordinary, or futile?
HSE.O.CLC.6.4
Ethical Practice
evaluate technological threats to
confidentiality.
technological threats to confidentiality
 copiers
o do not leave confidential papers anywhere on
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
HSE.O.CLC.6.5
Cultural, Social, and Ethnic Diversity
assess religious and cultural values as they
impact healthcare.
the copier where others can read the
information
o do not discard copies in a shared trash
container; shred them
o if a paper jam occurs, be sure to remove from
the machine the copy or partial copy that
caused the jam
fax machines
o always verify the fax number of the receiving
location before faxing confidential material
o never fax confidential material if unauthorized
people might have access to it
o do not leave confidential material unattended
on a fax machine
o do not discard fax copies in a shared trash
container; shred them
o use a fax cover sheet that states,
“Confidential: To addressee only. Please
return if received in error.”
Suggested student learning activities:
 Individual assignment: Ask each student to select
one of the major religions, such as Roman
Catholic, Orthodox, Judaism, or Islam, or a
subgroup, such as one of the Protestant
denominations, and prepare a summary of the
group’s major beliefs. The student should identify
the selected group’s beliefs about health and
illness and note any special health practices or
healing rituals. Have students prepare a one-page
handout about the religious group to share with
classmates, emphasizing the beliefs or activities
that influence planning and implementing care.
 Individual assignment: Ask each student to
conduct a personal cultural evaluation, including
the influences of ethnic or racial background;
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typical communication patterns (verbal and
nonverbal); cultural values and norm; religious
beliefs and practices; and health beliefs and
practices. Use this personal assessment data to
identify ways in which these cultural beliefs and
practices can influence the student’s approach to
clients and coworkers of different cultural
backgrounds.
“The philosophy of individual worth is the belief that
everyone, regardless of personal circumstances or
personal qualities, has worth and is entitled to respect as
a human being.”
 accept that each individual is a unique personality
 recognize that the individual’s behavior has been
developed over a lifetime and will not be changed
easily
 make a conscious effort to understand each
individual’s behavior
 accept the fact that people’s behavior will not
always be the behavior we expect
 do not expect a sick person to adapt to you
 as a health care worker and as a well person, you
should adapt to the individual and the
circumstances
 consider each individual with a cultural background
different from yours to be an opportunity for you to
learn about human behavior as it is influenced by
customs, beliefs, values, religious practices, and
socioeconomic level
HSE.O.CLC.6.6
demonstrate respectful and empathetic
interactions with diverse age, cultural,
economic, ethnic, and religious groups.
Standard Number:
HSE.O.CLC.7
Safety Practices
Students will:
 demonstrate an understanding of the existing and potential hazards to clients, co-workers, and
self.
 prevent injury or illness through safe work practices.
 follow health and safety policies and procedures.
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Essential
Questions:
Objectives:
HSE.O.CLC.7.1
In terms of disease transmission and prevention, are clinical facilities safer for patients than home care?
Students will
Infection Control
classify common pathogenic microorganisms
and nosocomial infections.
Learning Plan & Notes to Instructor:
microorganisms capable of causing infections (pathogens
or infectious agents)
bacteria
 cocci- round or spherical in shape
 diplococci occur in pairs and cause diseases such
as gonorrhea, meningitis, and pneumonia
 streptococci- occur in chains and cause diseases
such as strep throat and rheumatic fever
 staphylococci- occur in clusters or groups and
cause boils, urinary tract infections, wound
infections, and toxic shock
 bacilli- are rod-shaped bacteria occurring singly, in
pairs, or in chains
o have thread-like tails allowing for movement
and become difficult to kill if a thick walled
capsule called a spore is formed.
o diseases that develop from bacilla include
tuberculosis, tetanus, pertussis (whooping
cough), botulism, diphtheria and typhoid
 spirilla – cork-screw shaped bacteria responsible
for syphilis and cholera
 treatment of bacteria is by antibiotic
o some bacteria have developed into
antibiotic resistant strains and must be
treated with combination medications.
protozoa – one celled animal-like organisms commonly
found in decaying materials, the feces of animals and
birds, as well as contaminated water.
 protozoa cause malaria, amebic dysentery,
(intestinal infection), trichomonas
 treatment of protozoa caused diseases is by antimalaria drugs, nitroimidazole anti-infective drug,
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and anti-parasitic drugs
fungi – simple, plantlike organisms that live on dead
organic matter (i.e. yeasts and molds)
 diseases caused by fungi are: ringworm, athlete’s
foot, histoplasmosis, yeast vaginitis, thrush
 treatment of fungal diseases is with anti-fungal
medications.
rickettsiae – are parasitic microorganisms that live inside
the cells of other living organisms
 rickettsiae are generally found in fleas, ticks, lice,
and mites
 diseases caused by rickettsiae include typhus fever
and Rocky Mountain spotted fever
 treatment of rickettsiae diseases is usually with
antibiotics.
viruses – pathogen that is unable to grow or reproduce
outside of a host
 can be spread through direct or indirect contact
 diseases caused by viruses range from mild to
severe, examples include the common cold,
influenza, chicken pox, Ebola, AIDS, and SARS
 Vaccines are used to prevent a viral infection and
anti-virals can be used after exposure.
helminthes – internal parasites also called worms that
live and feed off the host
 contamination occurs through improper cooking,
poor hygiene, and by burrowing into the skin
 examples of helminthes infections are include
hookworms, ascariasis, elephantiasis, lymphatic
filariasis
nosocomial infection
 currently called healthcare-associated infections
(HAI)
 infections that were not present or incubating prior
to the patient being admitted to the hospital, but
occurred within 72 hours after admittance to the
12
HSE.O.CLC.7.2
compare methods of controlling the growth of
microorganisms.
hospital
 commonly occurring HAI are:
o urinary tract infections
o pneumonia
o infected surgical wound
The following methods can be used in order to disrupt the
growth process of microorganisms and break the chain of
infection:
cleansing is the removal of contaminants from
instruments and equipment
 cleansing involves the use of water, mechanical
action, and sometimes a detergent
 rinse the object under cold water; warm water
causes proteins in organic material to coagulate
and stick
 apply detergent and scrub the object under running
water, using a soft-bristled brush
 rinse the object under warm water
 dry the object prior to sterilization or disinfection
 *wear gloves, masks, and goggles during
cleansing to prevent contamination by splashing
material
disinfection is the elimination of pathogens, except
spores, from inanimate objects
 disinfectants are chemical solutions that clean
items such as bedpans, blood pressure cuffs,
linens, stethoscopes, etc.
 common disinfectants include alcohol, phenolic
solutions, glutaraldehyde
sterilization – total elimination of all microorganisms
including spores
 instruments used for invasive procedures must be
sterilized
 methods of sterilization
o moist heat or steam (autoclaving) – most
common sterilization technique
13
HSE.O.CLC.7.3
compare and contrast medical and surgical
asepsis, analyzing methods to control the
spread of pathogenic microorganisms.
o radiation
o chemical
o ethylene oxide gas
medical asepsis
 destruction of pathogenic microorganisms after
they leave the body
 decrease risk of transmission
 adherence to transmission-based precautions
 sanitation
o cleaning and scrubbing to remove
contaminated debris
o mild instrument detergent and scrub brush
o disposable gloves
o complete procedure as soon as possible
following contamination
o ultrasonic cleaner
o instrument sanitization
o removing contaminated gloves
o latex sensitivity
disinfection
 chemicals used to destroy pathogenic
microorganisms, but not necessarily their spores
 used on inanimate objects (fomites)
 boiling water
 articles must first be thoroughly sanitized
 choosing a disinfectant
surgical asepsis
 destroys all microbial life, pathogens, and
nonpathogens before an invasive procedure is
performed
 prevents organisms from entering patient’s body
during invasive procedure
 living tissue surfaces cannot be sterilized but can
be rendered as free of pathogens as possible
 methods of sterilization
14
HSE.O.CLC.7.4
recognize infection control procedures,
applying Standard Precautions as set forth
by the Center for Disease Control (CDC).
o gas sterilization
o dry heat
o chemical sterilization
 uses for
 equipment needed
 use of bleach
 strength of solution
 factors influencing effectiveness
o steam sterilization (autoclave)
 how to load packages
 autoclave maintenance and cleaning
 quality control for autoclave
 sterilization strips
 culture tests
 autoclave wrapping material and packaging
supplies
 muslin
 paper sterilization wrapping squares
 sterilization pouches or bags
 autoclave tape
 labeling packages for autoclave
 wrapping techniques
chain of infection – elements that must be present to
cause an infection from a pathogen
 basic to the principle of infection control is the
interruption of this chain so that an infection from a
microorganism does not occur in clients.
 infectious agent- pathogen
o bacteria
o virus
o yeast
o fungi
o protozoa
 reservoir
 portal of exit
 mode of transmission-direct or indirect contact
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 portal of entry
 susceptible host- human or animal
Standard Precautions – used on ALL clients
 hand washing – wash hands before contact with
each client, during care as needed (even if wearing
gloves) to prevent cross-contamination of body
sites, and after touching blood, body fluids,
secretions, excretions, and contaminated items
(with or without gloves)
o gloves – wear gloves (clean, non-sterile)
whenever contact is expected with blood, body
fluids, secretions, excretions, mucous
membranes, and non-intact skin, and
contaminated items
o remove gloves promptly after use, before
touching non-contaminated items and
environmental surfaces, and before going to
another client; wash hands
o gloves do not replace handwashing
o face protection (mask, goggles, face shield)wear a face shield or wear goggles and a mask
that covers both the nose and the mouth
during procedures, and client care activities
that are likely to generate splashes or sprays
of blood, body fluids, secretions, or excretions
to provide protection of the mucous
membranes of the eyes, nose, and mouth
Student Learning Activity:
 Classroom discussion tool: Review the chain of
infection and interventions to break this chain.
Discuss the reasons for clients’ development of
nosocomial/hospital acquired infections. How can
healthcare workers maintain a safe environment
for clients and reduce the development of
nosocomial infections in any health care setting?
 Role play and classroom discussion tool: Ask
16
HSE.O.CLC.7.5
demonstrate appropriate cleaning,
disinfecting, and sterilizing processes used to
reduce or eliminate pathogens.
HSE.O.CLC.7.6
assess and initiate proper storage methods.
students to demonstrate the differences between
handwashing as a technique of medical asepsis
and surgical handwashing.
refer to HSE.O.CLC.7.3
The Spaulding Classification System determines the
appropriate method for preparing supplies and
instruments for patient use based on the item’s intended
use:
 critical – items that penetrate tissue; must be
sterilized
 semicritical – items that contact, but do not
penetrate, mucous membranes or nonintact skin,
require a minimum of high-level disinfection
 noncritical – items that contact intact skin, requiring
only cleaning and intermediate-level disinfection
storage of medical supplies
 access to storage areas should be limited and
separated from high-traffic areas
 sterile supplies should be stored apart from clean
supplies
 sterile supplies may be stored in either open or
closed shelving that is at least 8 to 10 inches from
the floor, at least 18 inches from the ceiling, and at
least 2 inches from the outside walls
 solid shelf or moisture proof container should be
used on the bottom shelf to create a barrier
between the floor and the bottom shelf
 temperature of the room should be between 65 to
72 degrees F (18 to 22 degrees C) humidity should
be between 35 and 50 percent
 if storage space is limited, store sterile items on the
top shelves above the clean items, will reduce the
risk of lint, dust, and other debris falling onto the
sterile items
 never store clean or sterile supplies next to or
under sinks, exposed water or sewer pipes, or in
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HSE.O.CLC.7.7
perform sterile procedures, (i.e.setting up a
sterile field, donning sterile gloves,
andtransfer techniques).
locations where they can become wet
surgical asepsis
 all objects used in a sterile field must be sterile
 all articles are sterilized appropriately by dry or
moist heat, chemicals, or radiation before use
 sterile articles can be stored for only a prescribed
time (usually 30 days); after that, they are
considered unsterile
 always check a package containing a sterile object
for intactness, dryness, and expiration date
 any package that appears already open, torn,
punctured, or wet is considered unsterile
 never assume an item is sterile
 storage areas should be clean, dry, off the floor,
and away from sinks
 always check the sterilization dates and periods on
the labels of wrapped items before use
 always check chemical indicators of sterilization
before using a package (the indicator is often a
tape used to fasten the package or contained
inside the package; changes color during
sterilization, indicating that the contents have
undergone a sterilization procedure; if the color
change is not evident, the package is considered
unsterile; commercially prepared sterile packages
may not have indicators, but are marked with the
word sterile)
 sterile objects become unsterile when touched by
unsterile objects
 handle sterile objects that will touch open wounds
or enter body cavities only with sterile forceps or
sterile gloved hands
 discard or resterilize objects that come into contact
with unsterile objects
 whenever the sterility of an object is questionable,
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
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assume the article is unsterile
sterile items that are out of vision or below the
waist level are considered unsterile
if left unattended, a sterile field is considered
unsterile
sterile objects are always kept in view
nurses do not turn their backs on a sterile field
only the front part of a sterile gown (from the waist
to the shoulder and 2 inches above the elbows to
the cuff of the sleeves) is considered sterile
always keep sterile gloved hands in sight and
above waist level; touch only objects that are sterile
sterile draped tables in the operating room or
elsewhere are considered sterile only at surface
level
once a sterile field becomes unsterile, it must be
set up again before proceeding
sterile objects can become unsterile by prolonged
exposure to airborne microorganisms
keep doors closed and traffic to a minimum in
areas where a sterile procedure is being
performed, because moving air can carry dust and
microorganisms
keep areas in which sterile procedures are carried
out as clean as possible, by frequent damp
cleaning with detergent germicides to minimize
contaminants in the area
keep hair clean and short or enclose it in a net to
prevent hair from falling on sterile objects
(microorganisms on the hair can make a sterile
field unsterile)
wear surgical caps in operating rooms, delivery
rooms, and burn units
refrain from sneezing or coughing over a sterile
field (droplets containing microorganisms from the
19
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respiratory tract can travel 3 feet)
some nurses recommend that masks covering the
mouth and the nose should be worn by anyone
working over a sterile field or an open wound
nurses with mild upper respiratory tract infections
should refrain from carrying out sterile procedures
or wear masks
when working over a sterile field, keep talking to a
minimum (avert the head from the field if talking is
necessary)
to prevent microorganisms from falling onto a
sterile field, refrain from reaching over a sterile field
unless sterile gloves are worn and refrain from
moving unsterile objects over a sterile field
fluids flow in the direction of gravity
unless gloves are worn, always hold wet forceps
with the tips below the handles (when the tips are
held higher than the handles, fluid can flow onto
the handle and become contaminated by the hands
– then, when the forceps are again pointed
downward, the fluid flows back down and
contaminates the tips)
during a surgical hand wash, hold the hands higher
that the elbows to prevent contaminants from the
forearms from reaching the hands
moisture that passes through a sterile object may
draw microorganisms from unsterile surfaces
above or below to the sterile surface by capillary
action
sterile moisture proof barriers are used beneath
sterile objects [liquids (sterile saline or antiseptics)
are frequently poured into containers on a sterile
field; if they are spilled onto the sterile field, the
barrier keeps the liquid from seeping beneath it]
keep the sterile covers on sterile equipment dry
(damp surfaces can attract microorganisms in the
20
air)
 replace sterile drapes that do not have a sterile
barrier underneath when they become moist
 edges of a sterile field are considered unsterile
 a 2.5 cm (1 inch) margin at each edge of an
opened drape is considered unsterile (because the
edges are in contact with unsterile surfaces)
 place all sterile objects more than 2.5 cm (1 inch)
inside the edges of a sterile field
 outer 2 inches of a sterile field are considered
contaminated (unsterile)
 any article that falls outside the edges of a sterile
field is considered unsterile
 skin cannot be sterilized and is unsterile
 use sterile gloves or sterile forceps to handle sterile
items
 prior to a surgical aseptic procedure, wash the
hands (reduces the number of microorganisms on
them)
 conscientiousness, alertness, and honesty are
essential qualities in maintaining surgical asepsis
 when a sterile object becomes unsterile, it does not
necessarily change in appearance
 the person who sees a sterile object become
contaminated must correct or report situation
 do not set up a sterile field ahead of time for future
use
(Mary Ann Hogan, 2003)
HSE.O.CLC.7.8
Personal Safety
recognize and apply personal safety
procedures based on Occupational Safety
and Health Administration (OSHA) and
Center for Disease Control (CDC)regulations
(i.e. Standard Precautions).
Suggested Web Activities:
 National Institute for Occupational Safety and
Health (NIOSH) (www.cdc.gov/niosh/) offers
current information on various aspects of health in
the workplace. Review the What’s New link or
Health Hazard Evaluations for pertinent
21
HSE.O.CLC.7.9
demonstrate and apply principles of body
mechanics and ergonomics.
documents.
 The University of Pennsylvania Health System web
site maintains a number of links to safety topics,
such as poisoning, household safety, and first aid,
oriented toward consumers (www.med.upenn.edu)
Ergonomics is a scientific discipline devoted to the study
and analysis of human work, especially as it is affected by
individual anatomy, psychology, and other human factors.
(Mosby, 1994)
Body mechanics are associated with the action and
function of muscles that are used to maintain balance and
posture of the body during all the activities involved in
daily living.
(Mary Ann Hogan, 2003)
The principles of body mechanics and ergonomics involve
the concepts of the center of gravity, line of gravity, and
base of support. The following concepts are based on
these principles:
 the body is more stable with a greater base of
support
 holding an object close to the body requires less
energy
 when a person moves, the center of gravity shifts
continuously in the direction of moving body parts
 facing the direction of work and using the pelvic tilt
before an activity decreases the chance of injury
 balance depends on the interrelationship between
the center of gravity, line of gravity, and base of
support; if all the body parts are balanced, less
energy is used
methods to protect the back
 maintain a wide base of support when assisting
clients with position changes
 avoid twisting movements of the spine
 adjust the height of the work area when working
 bend hips and knees to alter position of the body
22




HSE.O.CLC.7.10
select appropriate Personal Protective
Equipment (PPE) in a given scenario.
HSE.O.CLC.7.11
don and remove Personal Protective
Equipment (PPE).
HSE.O.CLC.7.12
differentiate methods of handling biohazard
equipment, supplies, specimens, and waste.
when lifting use the large muscle groups of the legs
hold objects close to the body when lifting
employ mechanical devices when appropriate
use smooth and coordinated motions when working
Student Learning Activities:
 Classroom discussion tool: Discuss the
responsibilities associated with the care of clients
for whom Airborne, Contact, and Droplet
Precautions have been prescribed. What kind of
information should a healthcare worker have
available for people visiting clients in each of these
situations?
Suggestion: the following website has a detailed Power
Point presentation on PPE’s.
http://www.cdc.gov/ncidod/dhqp/ppe.html
Handwashing facilities must be readily accessible to all
employees.
 when handwashing is not feasible, antiseptic hand
cleanser in conjunction with clean cloth/paper
towels or antiseptic towelettes are to be used
 immediately or as soon as possible after use,
contaminated sharps shall be placed in appropriate
containers (i.e. puncture resistant, labeled or colorcoded in accordance with blood-borne pathogen
standards, leakproof on the sides and bottom)
 food and drink shall not be kept in refrigerators,
freezers, shelves, cabinets or on countertops or
benchtops where blood or other potentially
infectious materials are present
Universal/Standard Precautions state that all patients,
body fluids, and tissues should be treated as infectious.
Standard Precautions include the following:
 handwashing before and after patient contact, after
removing gloves, and whenever hands are
contaminated
23

HSE.O.CLC.7.13
differentiate the isolation categories
established by the Centers for Disease
Control (CDC).
wear gloves when coming into contact with body
fluids, nonintact skin, or if there is a possibility of
coming into contact with blood/body fluids
 wear mask and eye protection or face shield if
there is a possibility of splashing
 fluid impervious gowns are used to prevent
contamination of uniform from splashes
 soiled patient-care equipment must be handled in a
manner that prevents skin and mucous membrane
exposure, contamination of clothing, and/or transfer
of microorganisms to other patients and
environments
 environmental controls include routine care,
cleaning, and disinfection of environmental
surfaces, bed, bedrails, bedside equipment, and
other frequently touched surfaces
 linen must be handled, transported, and processed
to avoid transfer of microorganisms to other
patients and environments
 engineering controls are devices that eliminate or
minimize worker exposure to hazardous
substances (i.e. sharps containers, handwashing
stations, storage facilities for chemicals, ventilation
hoods)
 work practice controls are alterations in the manner
in which a task is performed to reduce the
likelihood of exposure. (i.e. handwashing, use of
gloves, not recapping needles, cleaning up
chemical spills after referring to the MSDS)
Transmission Based Precautions
 Airborne Precautions – use when small (<5um
pathogen-infected droplet nuclei may remain
suspended in air over time and travel distances
greater that 3 feet. (i.e. varicella, measles,
tuberculosis)
o use Standard Precautions
24

o place client in private room or with a client with
the same infection, but no other infection
(cohorting)
o if possible, use room equipped with negative
pressure ventilation, outside venting and 6 – 12
air exchanges per hour
o keep the door to the room closed
o wear a special approved particulate filter mask
(N95) whenever entering room of all clients with
tuberculosis or when staff or visitors not
exposed to rubeola or varicella must enter room
o limit visitors and caretakers to those already
immune if chicken pox (varicella) or measles
are involved
o keep client in room; place surgical mask on
client if transport is necessary
o follow additional agency guidelines for
preventing transmission of tuberculosis
Droplet Precautions – use with large (>5um)
pathogen-infected droplets that travel 3 feet or less
via coughing, sneezing, etc. or during procedures
such as suctioning (i.e. haemophilius influenza,
neisseria, meningitis)
o use Standard Precautions
o place client in private room or with a client with
the same infection but no other infection
(cohorting)
o when private room or cohorting is unavailable,
keep a distance of 3 feet or more between the
infected client and other clients or visitors
o special ventilation is not necessary and the door
may remain open
o wear a mask when working within 3 feet of the
client or entering the room according to agency
policy
o limit the transport of the client from the room
25
and then mask the client if possible
o additional recommendations for specific
pathogens may also apply
 Contact Precautions – use with known or
suspected microorganisms transmitted by direct
hand to skin client contact or indirect contact with
surfaces or care items in the environment (i.e.
clostridium difficile, diphtheria (cutaneous), herpes
simplex, impetigo, pediculosis)
o use Standard Precautions
o place client in private room or use cohorting;
consult agency infectious disease department
as needed
o wear gloves when entering the room; change
gloves after contact with infective material;
remove gloves before leaving room and wash
hands immediately with antimicrobial agent or
waterless antiseptic agent; ensure that hands
do not touch potentially contaminated room
surfaces or items
o wear a clean, nonsterile gown when entering
room (if clothing may have substantial contact
with client, environmental surfaces or items, or
if client is incontinent or has diarrhea, ileostomy,
colostomy, or wound drainage not contained by
a dressing), remove gown before leaving the
room (ensure that clothing does not contact
potentially contaminated environmental
surfaces)
o limit client transport from room to essential
purposes; if transport is necessary, maintain
precautions to minimize the risk of pathogen
transmission to other clients and environmental
surfaces or equipment
o when possible, dedicate the use of noncritical
client-care equipment to a single client or cohort
26
HSE.O.CLC.7.14
HSE.O.CLC.7.15
articulate components of a personal
exposure incident in compliance with OSHA
regulations.
Environmental Safety
examine the environment to recognize safe
and unsafe working conditions.
colonized with the same pathogen; if use of
common equipment or items is unavoidable,
adequately clean and disinfect them before use
on another client
o additional recommendations for specific
pathogens may also apply
Exposure Control Plan
 written policy for protecting employees from
bloodborne pathogens exposure
 administration of bloodborne pathogens program
 employee exposure determination
 Hepatitis B vaccination provisions
 Universal/Standard Precautions
 employee education and training
 facility-specific methods for control of bloodborne
pathogens
 post-exposure reporting, evaluation, counseling,
and follow up procedures
 procedures for evaluating circumstances
surrounding an exposure incident
 recordkeeping, including compliance monitoring,
and annual plan updates
Exposure Control Plan must be
 specific to your facility
 updated yearly
 accessible to workers
Employee Right-to-Know Laws - Under the authority of
the Occupational Safety and Health Administration
(OSHA) of the Department of Labor and Industry, several
states have passed employee right-to-know laws, which
state that employees are legally entitled to information
regarding hazardous substances or harmful agents in the
workplace.
accidents in the health care setting
27

HSE.O.CLC.7.16
articulate methods of fire prevention,
including the proper use of the fire
extinguisher.
client behavior accidents result from the client’s
behavior or actions (i.e. poisonings, burns, and
self-inflicted cuts and bruises)
 therapeutic procedure accidents result from the
delivery of medical or nursing interventions (i.e.
medication errors, client falls during transfers,
contamination of sterile instruments or wounds,
improper performance of nursing activities)
 equipment accidents result from the malfunction or
improper use of medical equipment (i.e.
electrocution and fire)
All accidents and incident reports must be fully
documented according to facility protocol.
(Hogan, Bowles, & White, 2003)
rules for fire prevention
 obey and enforce all “No Smoking” signs
 extinguish matches, cigarettes, and any other
flammable items completely
 use nonflammable containers with nonflammable
materials to empty ashtrays
 dispose of all waste materials in proper containers
 before using electrical equipment, check for
damaged cords or improper grounding
 avoid overloading electrical outlets
 store flammable materials such as kerosene or
gasoline in proper containers and in a safe area
 do not allow clutter to accumulate in rooms,
closets, doorways, or traffic areas
 make sure no equipment or supplies block fire
doors or exits
use of a fire extinguisher
 use the acronym PASS to remember the correct
steps in using a fire extinguisher
 P-pull the pin
 A-aim the extinguisher at the near edge and
28
bottom of the fire
 S-squeeze the handle to discharge the
extinguisher
 S-sweep the extinguisher from side to side at the
base of the fire
(Simmers, Simmers-Nartker, & Simmers-Kobelak, 2009)
HSE.O.CLC.7.17
Common Safety Hazards
recognize common safety hazards in health
care facilities and describe methods of
accident prevention.
common safety hazards
 violence in the workplace is defined as incidents
where persons are abused, threatened or
assaulted in circumstances related to their work,
involving a direct or indirect challenge to their
safety, well-being or health
 there is evidence that in many healthcare
workplaces, violent behavior that is not intentional,
for instance due to illness/injury, is not reported
because it is not recognized as “violence”
 for a variety of methods to prevent workplace
violence visit the following OSHA website:
http://www.osha.gov/SLTC/etools/hospital/hazards/
workplaceviolence/viol.html
(Occupational Health and Safety Agency for Healthcare in
Britiish Columbia, 2008)
 musculoskeletal injuries are the most reported
injuries in the field
 to prevent musculoskeletal injuries
o get help when needed
o encourage patient to help self as much as
possible
o use mechanical and assistive devices
 falls are the most common hospital and nursing
home injury
 most falls happen because the patient needs to go
to the bathroom
 to prevent falls
o toilet patients frequently
29
o
o
o
o
HSE.O.CLC.7.18
demonstrate the use of patient/resident
safety devices, following all facility and
manufacturers’ guidelines.
HSE.O.CLC.7.19
examine routine precautions to be used in
oxygen therapy.
HSE.O.CLC.7.20
differentiate and comply with safety signs,
symbols, and labels.
answer call lights promptly
utilize bed alarms
keep walk ways clear and well lit
place at risk patients in highly visible rooms for
closer observation
patient/resident safety devices are a last resort after other
means have been attempted
 bed exit alarms - signal when pressure changes on
the mattress
 floor mat alarms - signal when pressure is applied
to the mat on the floor
 wander guards - lock exit doors to prevent
patients/residents leaving the facility
 siderails can limit egress from bed and be
beneficial to patients/residents when turning
 falling star magnets to signify patients/residents
are at an increased risk for falling
when oxygen is in use
 post a “No Smoking-Oxygen in Use” sign
 remove all smoking materials, candles, lighters,
and matches from the room
 avoid the use of electrically operated equipment
whenever possible
 do not use flammable liquids such as alcohol, nail
polish, and oils
 avoid static electricity by using cotton blankets,
sheets, and gowns
(Simmers, Simmers-Nartker, & Simmers-Kobelak, 2009)
 safety signs have written informational warnings,
may or not have pictures
 safety symbols are pictures that act as a warning
against danger
 labels provide information on usage, storage,
contact information for the manufacturer, and
safety
30
HSE.O.CLC.7.21
recognize Materials Safety Data Sheets
(MSDS).
HSE.O.CLC.7.22
demonstrate the appropriate handling of
hazardous materials.
as part of conforming to OSHA regulations, all facilities
must have a material safety data sheet (MSDS) for each
hazardous substance
 MSDS describes the substance in question
including the associated dangers, protective
equipment, safe handling techniques, and first aid
measures
 MSDS for toxic materials must be kept on site for
no fewer than 30 years
 all employees must know how to use the MSDS
(White, 2002)
protective measures
 whenever feasible, engineering controls must be
used to reduce employee exposures to hazardous
materials
 two most common engineering controls are the use
of local exhaust and general ventilation (can limit
exposure to airborne contaminants)
 when engineering controls are not available, or
they fail to adequately reduce hazards, other
personal protective equipment is required (i.e.
glasses, hearing protection, gloves, respirators,
etc.)
 personal protective devices must be provided and
worn in accordance with the manufacturer's
recommendations as indicated on the label of the
product or as stated in the Material Safety Data
Sheet for the product
hazardous chemical spill procedures should include the
following:
 the potential location of possible spills
 the quantities of material that might be released
 chemical and physical properties of the material
(may be obtained from the Material Safety Data
Sheet or label)
 hazardous properties of the material (consult the
31
MSDS)
 the types of personal protection equipment that
may be needed for cleanup
 spill kits should be made available where possible
including
o
neutralizing agents such as sodium carbonate,
sodium bicarbonate or sodium bisulfite
o
absorbents such as vermiculite, "super sorb,"
or absorbent pillows; paper towels, rags, and
sponges may be used, but caution should be
exercised because some chemicals may ignite
upon contact
o
plastic scoops and shovels, disposable mops,
disposable protective clothing and containers
to receive the spilled material and all items
used in the cleanup
The following general procedure may be used, but should
be tailored to the individual needs of the handlers and the
specific hazard associated with the hazardous material:
 if the spilled material is flammable, turn off ignition
and heat sources
 attend to any person who may have been
contaminated
 notify individuals in the area about the spill
 evacuate nonessential personnel
 avoid breathing vapors of spilled material
 establish an exhaust or ventilation, if it is safe to do
so
 air handling units are not to be used because they
re-circulate the hazardous vapors
 if a spill is relatively large, or involves a highly toxic
material, a carcinogen or flammable material, call
for assistance in cleaning up the spill and
disposing of the hazardous waste resulting from
the cleanup
(Florida State University Environmental Health & Safety)
32
HSE.O.CLC.7.23
Emergency Procedures and Protocols
examine an evacuation plan for a health care
setting.
Student Learning Activity: have students visit website for
WV emergency preparation.
(http://www.wvdhsem.gov/wveop_1.htm)
and the website for Pinellas County, Florida for example
of contents of evacuation emergency plan
http://pinellascounty.org/emergency/healthcare_facilities.h
tm
emergency plan for fire emergency
 remain calm
 close all doors and windows throughout facility
 turn off oxygen sources if possible
 turn off sources of electricity
 complete a head count of people on your unit
 if evacuation must occur, evacuate horizontally
before vertically
 use stairs not elevators
 evacuate patients that have the greatest chance of
survival outside of the facility first
emergency plan for severe weather
 in the event of high winds, seek shelter in rooms
without windows or in the inner portion of the
building
 in case of flooding, evacuate areas of the building
that are in low lying areas; relocate people,
supplies, and equipment to higher areas
HSE.O.CLC.7.24
apply principles of basic emergency
response in natural disasters and other
emergencies.
Standard Number:
HSE.S.CLC.10
Technical Skills*
Students will:
 apply technical skills required for all career specialties.
 demonstrate skills and knowledge as appropriate.
Technology plays a key role in our world today. Is the level of technical skills required in health careers
greater or less than those required in other industries?
Students will
Learning Plan & Notes to Instructor:
CPR
Suggestion: differentiate between CPR for the lay person
obtain training or certification in
Essential
Questions:
Objectives:
HSE.O.CLC.10.1
33
HSE.O.CLC.10.2
HSE.O.CLC.10.3
Cardiopulmonary Resuscitation
(CPR)/Automated External Defibrillator
(AED)/Foreign Body Airway Obstruction
(FBAO) for the professional rescuer or health
care provider.
Measurement and Assessment
articulate the four main vital signs including
normal ranges.
measure and record vital signs, reporting
abnormal measurements.
and the healthcare provider.
Note: utilize the current standards offered by the
American Heart Association/American Red Cross to
certifiy students as professional rescuer (ARC) or health
care provider (AHA).
normal ranges
temperature
 oral (97.6 -99.6 ºF) (36.5 – 37.5 ºC)
 rectal/temporal (98.6 – 100.6 ºF) (37 – 38.1 ºC)
 axillary/groin (96.6 – 98.6 ºF) (36 - 37 ºC)
pulse
 adult – 60 to 100 beats per minute
 adult men – 60 to 70 beats per minute
 adult women – 65 to 80 beats per minute
 children age over 7 – 70 to 100 beats per minute
 children age 1 – 7- 80 to 110 beats per minute
 infants – 100 to 160 beats per minute
respiration
 adults – 12 to 20 breaths per minute
 children – 6 to 30 breaths per minute
 infants – 30 to 50 breaths per minute
blood pressure
 systolic – 100 to 120 mm Hg
 diastolic – 60 to 80 mm Hg
abnormal vital sign readings
temperature
 hypothermia – low body temperature, below 95ºF
(35ºC)
 fever/pyrexia – elevated body temperature, above
101ºF (38.3ºC)
 hyperthermia – body temperature exceeds 104ºF
(40ºC)
 temperatures above 106ºF (41.1ºC) can quickly
lead to convulsions, brain damage, and death
34
pulse
 bradycardia – a pulse rate under 60 beats per
minute (may be considered normal in well
conditioned athletes)
 tachycardia – a pulse rate over 100 beats per
minute (except in children)
 arrhythmia – an irregular or abnormal rhythm
respiration
 dyspnea – difficult or labored breathing
 apnea – absence of breathing
 tachypnea – rapid, shallow respiratory rate above
25 respirations per minute (adult)
 bradypnea – slow respiratory rate, usually below
10 respirations per minute
 orthopnea – severe dyspnea in which breathing is
very difficult in any position other that sitting erect
or standing
 Cheyne-Stokes – abnormal breathing pattern
characterized by periods of dyspnea followed by
periods of apnea, frequently noted in the dying
patient
 rales – bubbling or noisy sounds caused by fluids
or mucus in the air passages
 wheezing – difficulty breathing with a high-pitched
whistling or sighing sound during expiration
 cyanosis – a dusky, bluish discoloration of the skin,
lips, and/or nail beds as a result of decreased
oxygen and increased carbon dioxide in the blood
blood pressure
 prehypertension
o systolic – 120 -139 mm Hg
o diastolic- 80 -89 mm Hg
 hypertension
o stage 1 hypertension
systolic- 140 – 159 mm Hg
35
HSE.O.CLC.10.4
recognize methods to evaluate pain as a
clinical symptom.
diastolic- 90 -99 mm Hg
o stage 2 hypertension
systolic - ≥ 160
diastolic - ≥ 100
(Simmers, Simmers-Nartker, & Simmers-Kobelak, 2009)
PQRST: the alphabet of pain assessment
(P) provocative or palliative
 What provokes or worsens your pain?
 What relieves the pain or causes it to subside?
(Q) quality or quantity
 What does the pain feel like? Is it aching, intense,
knifelike, burning or cramping?
 Are you having pain right now? If so, is it more or
less severe than usual?
 To what degree does the pain affect your normal
activities?
 Do you have other symptoms along with the pain,
such as nausea or vomiting?
(R) region and radiation
 Where is your pain?
 Does the pain radiate to other parts of your body?
(S) severity
 How severe is your pain? How would you rate it
on a 0-to10 scale, with 0 being no pain and 10
being the worst pain imaginable?
 How would you describe the intensity of your pain
at its best? At its worst? Right now?
(T) timing
 When did your pain begin?
 At what time of day is your at its best? What time
is it at its worst?
 Is the onset sudden or gradual?
 Is the pain constant or intermittent?
Numerical Rating Scale
 have the patient choose a number from 0
36
(indicating no pain) to 10 (indicating the worst pain
imaginable) to reflect their current pain level
Visual Analog Scale
 to use the visual analog scale, ask the patient to
place a mark on the scale to indicate his current
level of pain.
No pain
Pain as bad
as it can be
Wong-Baker Faces Pain Rating Scale
 A pediatric patient or adult patient with language
difficulties may not be able to express the pain they
are feeling. In such cases, use the pain intensity
scale. Ask the patient to choose the face that best
represents the severity of his pain on a scale from
0 to 10.
HSE.O.CLC.10.5
measure and record results of procedures
such as: height and weight, intake and
output, and circumference using appropriate
mathematical calculations.
(Wolter Kluwer Health, 2008)
Note: The record serves as a means of communication
between members of the health care team to plan a
client’s health care. Utilize the following standard
conversion methods:
 converting pounds to kilograms (___lb ÷ 2.2 =
kilograms)
 converting kilograms to pounds (___kg x 2.2=
pounds)
 converting centimeters to inches (___cm ÷ 2.5 =
inches)
 converting inches to centimeters (___in x 2.5=
centimeters)
 converting ounces to milliliters (____ oz x 30=
milliliters)
 converting milliliters to ounces (____mL÷30=
37
HSE.O.CLC.10.6
HSE.O.CLC.10.7
analyze and interpret diagrams, charts,
graphs, and tables.
Transferring Skills
demonstrate the purpose of patient/resident
safety devices, following facility and
manufacturers’ guidelines.
ounces)
Student Learning Activity: utilizing completed vital sign
graphic sheets, have the students interpret a patient’s
temperature, pulse, respiration, and blood pressure for a
specific time and date.
A variety of equipment is available for the purpose of
safer transfers for both the client and the health care
worker. Listed are examples of ergonomic devices that
can make transferring safer.
 sling-type full lift – utilized for non-weight bearing
patients
 lean-stand assist lift – used for individuals who are
partial weight bearing or total weight bearing but
lack strength and coordination
 sit-stand wheelchairs – allow the care giver to raise
the seat of the wheelchair into a standing position
for easier transfers to beds and toilets
 lateral transfer device – used for bed to stretcher,
stretcher to operating room tables, etc.
Mechanical lifts should always be operated using all
manufacturer guidelines and safety warnings.
Student Learning Activity: provide students with
scenarios and have them select the appropriate device to
safely transfer patients/residents in a variety of ways.
Note: these skills will be evaluated using rubrics during
the laboratory and clinical rotation experiences.
HSE.O.CLC.10.8
select appropriate mechanical lifting device
in a given situation.
HSE.O.CLC.10.9
demonstrate the method for transporting
apatient/resident by wheelchair and/or
stretcher.
Specialty Area Procedures
*Additional technical skills may be included in a program of study based on career specialties/spinoffs.
Student Learning Activity: based upon the clinical interest
assess the use of supplies and equipment
of your students, have groups evaluate the use of
within a given work environment.
supplies and equipment for their choosen career spinoff.
Student Learning Activity: based upon the clinical interest
determine and perform procedures in
of your students, have groups evaluate the procedures for
preparation for clinical experiences.
their choose career spinoff.
38
HSE.O.CLC.10.10
HSE.O.CLC.10.11
HSE.O.CLC.10.12
HSE.O.CLC.10.13
perform procedures in a logical and
sequential manner, according to industry
standards and manufacturers’ directions.
modify procedures as necessary, within
established guidelines.
HSE.O.CLC.10.14
document procedures accurately.
HSE.O.CLC.10.15
recognize and report abnormal findings.
Note: utilize the HOSA Section B Handbook skill sheets
for procedures in clinical specialties.
Suggestion: using the HOSA Section B Handbook skill
sheets for procedures, develop scenarios allowing the
students to creatively solve problems within their clinical
specialties.
The following are guidelines to adhere to when
documenting:
 accurate – documentation should include facts and
observations rather than interpretation of the
patient’s behavior
 complete – documentation should include all
relevant aspects of care, including assessments,
interventions, patient comments, and response to
care
 current – documentation should be done as soon
as care is provided whenever possible and should
reflect the patient’s present condition; late entries
should be noted
 organized – documentation should have a logical
flow of ideas; pieces of information that relate to
the patient’s current healthcare status and care
being delivered
 appropriateness – documentation should only
include information that relates to the patient’s
current healthcare status and care being delivered
 agency policies – documentation should be
consistent with all agency policies, which often
includes that each note contain date and time of
charting; be legible; use permanent ink, correct
spelling, approved style of documentation, and
contain a signature and title
Note: when assessment, laboratory data, or patient
comments are not within normal limits, report to your
supervisor immediately.
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Student Learning Activity: have students read articles
from professional journals and websites to learn new
techniques and practices.
HSE.O.CLC.10.16
utilize technical materials used for healthcare
practices and procedures.
Standard Number:
HSE.S.CLC.11
Information Technology Applications
Students will:
 use information technology applications required within all career specialties.
 demonstrate use as appropriate to health care applications.
How has the application of information technology impacted health careers?
Essential
Questions:
Objectives:
HSE.O.CLC.11.1
HSE.O.CLC.11.2
Students will
Information Technology
implement the use of software and
hardware.
utilize the Internet as resource/research tool.
HSE.O.CLC.11.3
recognize technology applications used in
healthcare.
HSE.O.CLC.11.4
communicate using technology (i.e. Fax, Email, and Internet) to access and distribute
data and other information.
HSE.O.CLC.11.5
HSE.O.CLC.11.6
Health Information Management
recognize records and files common to
healthcare
interpret information from electronic medical
documents.
Learning Plan & Notes to Instructor:
Use software, hardware, and Internet throughout delivery
of CSOs.
Use Internet for resource/research for projects and
assignments.
Examine the use of computers and their impact on patient
care in terms of:
 hospital information systems (HIS)
 medical Information systems (MIS)
 diagnostic testing
 educational tools
 research
Determine which method of technology is the most secure
for transmitting data within HIPAA standards.
Student Learning Activity: have students communicate
using technology to access and distribute data.
Student Learning Activity: have students to examine the
differences in charts from acute care facilities, outpatient
facilities, and long-term care facilities.
content of health information
 confidential
 statistical data/patient information forms
 medical history
uses of health information
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



Standard Number:
HSE.S.CLC.12
Essential
Questions:
Objectives:
HSE.O.CLC.12.1
HSE.O.CLC.12.2
HSE.O.CLC.12.3
HSE.O.CLC.12.4
21st Century Skills
Information and
Communication
Skills:
Thinking and
Reasoning Skills:
continuity of care for client
research
education
communication
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?
Students will
Learning Plan & Notes to Instructor:
See www.HOSA.org.
participate in the local chapter of the
appropriate Career and Technical Student
Organization (CTSO).
See Robert’s Rules of Order.
use parliamentary procedures in chapter
meetings.
See HOSA Handbook.
develop team membership/leadership and
problem solving skills.
See HOSA Handbook.
participate in local, state, and national
projects impacting healthcare and healthcare
education.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
21C.O.9Student recognizes information Students use Internet
Students have current
12.1.LS1.
needed for problem solving,
search engines to locate
information on the
can efficiently browse, search
MSDS sheets for
chemicals that are
and navigate online to access
chemicals that are
commonly used in patient
relevant information, evaluates commonly used in medical care settings in a small
information based on credibility, facilities (alcohol,
easy to use handbook.
social, economic, political
betadine, hydrogen
and/or ethical issues, and
peroxide); compile data
presents findings clearly and
into a handbook that can
persuasively using a range of
be utilized in clinical
technology tools and media
specialty area.
21C.O.9Student engages in a critical
Students engage in an
Students develop options
12.2.LS1
thinking process that supports
analysis of client/patient
for clients/patients based
synthesis and conducts
scenarios to create
on the needs, diagnosis,
41
Personal and
Workplace Skills:
21C.O.912.3.LS1
evaluation using complex
criteria.
alternatives to
client/patient problems
based on research of
diagnosis and treatment
options available.
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.
Students will respond
professionally when
dealing with difficult
situations such as life
threatening illness,
intimidating patients, or
looming deadlines.
Students will collaborate
with team members to
achieve personal and
group goals.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
D.01-D.06,
.08, .014, .17,
.21-.30.
Understand concepts,
strategies, and systems
needed to interact effectively
with others.
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management,
communication, and
interpersonal skills as they
engage in collaborative
work, decision-making
processes, operate
multimedia equipment,
draw career conclusions,
and identify
and treatment that
increases comfort,
compliance, and safety.
Students will present
options orally and will be
evaluated using the
HOSA event judge’s
rating sheet for Creative
Problem Solving.
Students display the
standards of a
professional when
dealing with public and
work within the scope of
their practice. Personal
and group goals are
realistic and achievable
with input from all
members of the group.
Clinical evaluations
(using rubrics) will be
used to assess
standards.
Evidence of Success
Student display’s
appropriate leadership,
communication, and
interpersonal
traits/behavior in personal
applications and
collaboration with others.
Students successfully
use computer operations
to maintain medical
records, complete tasks
42
entrepreneurial
opportunities.
Culminating
Assessment:
and projects. Students
implement techniques
that foster professional
growth for self and
expand healthcare
opportunities for the
community. Print out of
computer generated
records will be evaluated
using a teacher-created
rubric.
Culminating Assessment
As a recent graduate from nursing school, you have taken a job at the local hospital on the med-surg unit.
On the final day of orientation, your mentor is giving you a standard patient case load. The four patients
that you are to care for are: a 54 year old male with uncontrolled Diabetes Mellitus, a 72 year old female
who has suffered a cerebrovascular accident, a 37 year old female who has MRSA in her incision
postoperatively from a total knee replacement, and a 52 year old female that has cellulitis in her hand
from a spider bite. Your goal at the beginning of your shift is to discuss with your nursing assistant how to
prevent cross contamination between your patients. You will be judged by the CDC guidelines for
standard and transmission based precautions.
You are a medical assistant in a physician’s office, and are preparing patients for the doctor by assessing
the vital signs, height and weight, and updating their history. Your patient is a 21 year old female, upon
rolling up her sleeve to measure her blood pressure you notice bruises on her upper arm. When
discussing changes in health since last visit to the doctor, you ask her if she is being hurt by anyone in
her life, which she answers no. You are to objectively collect the assessment and document your
findings in the patient chart. You will be judged by the completeness, neatness, and accuracy of your
documentation as well as adherence to HIPAA guidelines.
Final Examination
Industry Accreditation/Certification
Industry
Accreditation/
Certification:
Basic Life Support (BLS)
Health Care Provider/American Heart Association
First Responder/American Red Cross
Specialization certifications (i.e. Certified Nursing Assistant, Pharmacy Technician, Home Health Aide,
etc)
43
EDGE Credit (where applicable)
Links and Other Resources
Links and Other
Resources:
Related Websites:
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
44
Office of Disability Employment Policy
www.dol.gov/odep
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/
OFLAC
https://www.wvdhhr.org
PTCB
http://www.ptcb.org
PassAssured
https://www.passassured.com
Contacts
Contacts:
HSE Teachers: See HSE Directory
HSE Coordinators: Rebecca Davis [email protected]
Cynthia Sundstrom [email protected]
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
45